Figure 1.
The 2018 and 2019 dimension themes mentioned by coaches
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February
2022, 2(1): 37-46.
doi: 10.3934/steme.2022002
Impact of participation in the World Robot Olympiad on K-12 robotics education from the coach's perspective
| 1. | Department of Educational Technology, Shanghai Normal University, No.100 Guilin Rd. Shanghai, China; 1114381700@qq.com (Y.Z.); bao@shnu.edu.cn (X.B.) |
| 2. | Shanghai AI Laboratory, Shanghai, China; 648245013@qq.com |
| 3. | Center for Future Education, School of Education, Shanghai Jiao Tong University, China |
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The integration of robotics education with science, technology, engineering, and mathematics (STEM) education has a great potential in future education. In recent years, numerous countries have hosted robotic competitions. This study uses a mixed research method to explore the coaches' views on student participation in the World Robot Olympiad (WRO) by incorporating the questionnaire surveys and interviews conducted at the 2019 WRO finals in Hungary. By quantitative and qualitative analyses, coaches generally agreed that participation in the WRO improved students' STEM learning skills and cultivated their patience and resilience in handling challenging tasks.
Citation:
Yicong Zhang, Yanan Lu, Xianqing Bao, Feng-Kuang Chiang. Impact of participation in the World Robot Olympiad on K-12 robotics education from the coach's perspective. STEM Education,
2022, 2
(1)
: 37-46.
doi: 10.3934/steme.2022002
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References:
| [1] |
Schreiner, C., Henriksen, E.K. and Kirkeby Hansen, P.J., Climate Education: Empowering Today's Youth to Meet Tomorrow's Challenges. Studies in Science Education, 2005, 41(1): 3‒49. https://doi.org/10.1080/03057260508560213.
doi: 10.1080/03057260508560213. |
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Kopcha, T.J., McGregor, J., Shin, S., Qian, Y., Choi, J., Hill, R., Mativo, J. and Choi, I., Developing an Integrative STEM Curriculum for Robotics Education Through Educational Design Research. Journal of Formative Design in Learning, 2017, 1(1): 31‒44. https://doi.org/10.1007/s41686-017-0005-1.
doi: 10.1007/s41686-017-0005-1. |
| [3] |
Barnes, J., Fakhrhosseini, S.M., Vasey, E., Park, C.H. and Jeon, M., Child-Robot Theater: Engaging Elementary Students in Informal STEAM Education Using Robots. IEEE Pervasive Computing, 2020, 19(1): 22‒31. https://doi.org/10.1109/MPRV.2019.2940181.
doi: 10.1109/MPRV.2019.2940181. |
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Plaza, P., Sancristobal, E., Carro, G., Blazquez, M. and Castro, M., Scratch as Driver to Foster Interests for STEM and Educational Robotics. Revista Iberoamericana de Tecnologias del Aprendizaje, 2019, 14(4): 117‒126. https://doi.org/10.1109/RITA.2019.2950130.
doi: 10.1109/RITA.2019.2950130. |
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Chiang, F. K., Liu, Y. Q., Feng, X., Zhuang, Y. and Sun, Y., Effects of the world robot Olympiad on the students who participate: a qualitative study. Interactive Learning Environments, 2020, (3): 1‒12. https://doi.org/10.1080/10494820.2020.1775097.
doi: 10.1080/10494820.2020.1775097. |
| [6] |
Eguchi, A., RoboCupJunior for promoting STEM education, 21st century skills, and technological advancement through robotics competition - ScienceDirect. Robotics and Autonomous Systems, 2016, 75: 692‒699. https://doi.org/10.1016/j.robot.2015.05.013.
doi: 10.1016/j.robot.2015.05.013. |
| [7] |
Menekse, M., Higashi, R., Schunn, C. D. and Baehr, E., The Role of Robotics Teams' Collaboration Quality on Team Performance in a Robotics Tournament. Journal of Engineering Education, 2017,106(4): 564‒584. https://doi.org/10.1002/jee.20178.
doi: 10.1002/jee.20178. |
| [8] |
Ten Huang, Y., Liu, E. Z.-F., Lin, C.H. and Liou, P.-Y., Developing and Validating a High School Version of the Robotics Motivated Strategies for Learning Questionnaire. International Journal of Online Pedagogy and Course Design, 2017, 7(2): 20‒34. https://doi.org/10.4018/ijopcd.2017040102.
doi: 10.4018/ijopcd.2017040102. |
| [9] |
Kaji, Y., Kawata, J. and Fujisawa, S., Educational Effect of Participation in Robot Competition on Experience-Based Learning. Journal of Robotics and Mechatronics, 2019, 31(3): 383‒390. https://doi.org/10.20965/jrm.2019.p0383.
doi: 10.20965/jrm.2019.p0383. |
| [10] |
Çetin, M. and Demircan, H. Ö., Empowering technology and engineering for STEM education through programming robots: a systematic literature review. Early Child Development and Care, 2020,190(9): 1323‒1335. https://doi.org/10.1080/03004430.2018.1534844.
doi: 10.1080/03004430.2018.1534844. |
| [11] |
Hendricks, C., Alemdar, M. and Ogletree, T., The Impact of Participation in VEX Robotics Competition on Middle and High School Students' Interest in Pursuing STEM Studies and STEM-related Careers. in 2012 ASEE Annual Conference & Exposition. San Antonio, 2012: 25.1312.1‒25.1312.16. https://doi.org/10.18260/1-2--22069. |
| [12] |
Witherspoon, E.B., Schunn, C.D., Higashi, R.M. and Baehr, E.C., Gender, interest, and prior experience shape opportunities to learn programming in robotics competitions. International Journal of Stem Education, 2016, 3(1): 1‒12. https://doi.org/10.1186/s40594-016-0052-1.
doi: 10.1186/s40594-016-0052-1. |
| [13] |
Lin, C.H., Liu, E.Z.F. and Huang, Y.Y., Exploring parents' perceptions towards educational robots: Gender and socio‐economic differences. British Journal of Educational Technology, 2012, 43(1): E31‒E34. https://doi.org/10.1111/j.1467-8535.2011.01258.x.
doi: 10.1111/j.1467-8535.2011.01258.x. |
| [14] |
Chiang, F.K. and Feng, X., A pilot study of the World Robot Olympiad's Effect on the Participants. in BERA Conference 2018. Newcastle, 2018. |
show all references
References:
| [1] |
Schreiner, C., Henriksen, E.K. and Kirkeby Hansen, P.J., Climate Education: Empowering Today's Youth to Meet Tomorrow's Challenges. Studies in Science Education, 2005, 41(1): 3‒49. https://doi.org/10.1080/03057260508560213.
doi: 10.1080/03057260508560213. |
| [2] |
Kopcha, T.J., McGregor, J., Shin, S., Qian, Y., Choi, J., Hill, R., Mativo, J. and Choi, I., Developing an Integrative STEM Curriculum for Robotics Education Through Educational Design Research. Journal of Formative Design in Learning, 2017, 1(1): 31‒44. https://doi.org/10.1007/s41686-017-0005-1.
doi: 10.1007/s41686-017-0005-1. |
| [3] |
Barnes, J., Fakhrhosseini, S.M., Vasey, E., Park, C.H. and Jeon, M., Child-Robot Theater: Engaging Elementary Students in Informal STEAM Education Using Robots. IEEE Pervasive Computing, 2020, 19(1): 22‒31. https://doi.org/10.1109/MPRV.2019.2940181.
doi: 10.1109/MPRV.2019.2940181. |
| [4] |
Plaza, P., Sancristobal, E., Carro, G., Blazquez, M. and Castro, M., Scratch as Driver to Foster Interests for STEM and Educational Robotics. Revista Iberoamericana de Tecnologias del Aprendizaje, 2019, 14(4): 117‒126. https://doi.org/10.1109/RITA.2019.2950130.
doi: 10.1109/RITA.2019.2950130. |
| [5] |
Chiang, F. K., Liu, Y. Q., Feng, X., Zhuang, Y. and Sun, Y., Effects of the world robot Olympiad on the students who participate: a qualitative study. Interactive Learning Environments, 2020, (3): 1‒12. https://doi.org/10.1080/10494820.2020.1775097.
doi: 10.1080/10494820.2020.1775097. |
| [6] |
Eguchi, A., RoboCupJunior for promoting STEM education, 21st century skills, and technological advancement through robotics competition - ScienceDirect. Robotics and Autonomous Systems, 2016, 75: 692‒699. https://doi.org/10.1016/j.robot.2015.05.013.
doi: 10.1016/j.robot.2015.05.013. |
| [7] |
Menekse, M., Higashi, R., Schunn, C. D. and Baehr, E., The Role of Robotics Teams' Collaboration Quality on Team Performance in a Robotics Tournament. Journal of Engineering Education, 2017,106(4): 564‒584. https://doi.org/10.1002/jee.20178.
doi: 10.1002/jee.20178. |
| [8] |
Ten Huang, Y., Liu, E. Z.-F., Lin, C.H. and Liou, P.-Y., Developing and Validating a High School Version of the Robotics Motivated Strategies for Learning Questionnaire. International Journal of Online Pedagogy and Course Design, 2017, 7(2): 20‒34. https://doi.org/10.4018/ijopcd.2017040102.
doi: 10.4018/ijopcd.2017040102. |
| [9] |
Kaji, Y., Kawata, J. and Fujisawa, S., Educational Effect of Participation in Robot Competition on Experience-Based Learning. Journal of Robotics and Mechatronics, 2019, 31(3): 383‒390. https://doi.org/10.20965/jrm.2019.p0383.
doi: 10.20965/jrm.2019.p0383. |
| [10] |
Çetin, M. and Demircan, H. Ö., Empowering technology and engineering for STEM education through programming robots: a systematic literature review. Early Child Development and Care, 2020,190(9): 1323‒1335. https://doi.org/10.1080/03004430.2018.1534844.
doi: 10.1080/03004430.2018.1534844. |
| [11] |
Hendricks, C., Alemdar, M. and Ogletree, T., The Impact of Participation in VEX Robotics Competition on Middle and High School Students' Interest in Pursuing STEM Studies and STEM-related Careers. in 2012 ASEE Annual Conference & Exposition. San Antonio, 2012: 25.1312.1‒25.1312.16. https://doi.org/10.18260/1-2--22069. |
| [12] |
Witherspoon, E.B., Schunn, C.D., Higashi, R.M. and Baehr, E.C., Gender, interest, and prior experience shape opportunities to learn programming in robotics competitions. International Journal of Stem Education, 2016, 3(1): 1‒12. https://doi.org/10.1186/s40594-016-0052-1.
doi: 10.1186/s40594-016-0052-1. |
| [13] |
Lin, C.H., Liu, E.Z.F. and Huang, Y.Y., Exploring parents' perceptions towards educational robots: Gender and socio‐economic differences. British Journal of Educational Technology, 2012, 43(1): E31‒E34. https://doi.org/10.1111/j.1467-8535.2011.01258.x.
doi: 10.1111/j.1467-8535.2011.01258.x. |
| [14] |
Chiang, F.K. and Feng, X., A pilot study of the World Robot Olympiad's Effect on the Participants. in BERA Conference 2018. Newcastle, 2018. |
Table 1.
Overall sample reliability analysis
| Dimension | Number of items | Number of questions | Cronbach's alpha |
| Learning Skills | 195 | 5 | 0.828 |
| Engineering Thinking | 195 | 5 | 0.823 |
| Emotional Engagement | 195 | 2 | 0.804 |
| Career Choice | 195 | 2 | 0.712 |
| Problem Solving | 195 | 3 | 0.820 |
| Collaboration Quality | 195 | 4 | 0.839 |
| Global Consciousness | 195 | 5 | 0.798 |
| Dimension | Number of items | Number of questions | Cronbach's alpha |
| Learning Skills | 195 | 5 | 0.828 |
| Engineering Thinking | 195 | 5 | 0.823 |
| Emotional Engagement | 195 | 2 | 0.804 |
| Career Choice | 195 | 2 | 0.712 |
| Problem Solving | 195 | 3 | 0.820 |
| Collaboration Quality | 195 | 4 | 0.839 |
| Global Consciousness | 195 | 5 | 0.798 |
Table 2.
Coach's professional sectors in relation to the seven dimensions
| Sector (mean ± standard deviation) | F | p | ||||||
| Primary School | Junior High School | Senior High School | University | Training Agency | Others | |||
| Learning Skills | 22.22±2.45 | 20.75±3.98 | 21.41±3.82 | 22.09±2.70 | 22.79±2.43 | 19.67±2.34 | 2.512 | 0.031* |
| Engineering Thinking | 21.09±3.05 | 20.00±3.34 | 21.47±3.60 | 21.91±2.39 | 22.47±2.27 | 19.33±1.63 | 3.221 | 0.008** |
| Emotional Engagement | 8.72±1.39 | 8.59±1.29 | 8.40±1.86 | 9.09±1.14 | 8.94±1.24 | 7.83±1.47 | 1.254 | 0.286 |
| Career Choice | 8.61±1.72 | 8.47±1.65 | 8.64±1.56 | 9.00±0.89 | 9.00±1.29 | 7.50±2.07 | 1.347 | 0.246 |
| Problem-Solving | 12.88±1.78 | 12.49±2.00 | 12.93±2.33 | 13.34±1.20 | 13.44±1.60 | 12.17±0.49 | 1.298 | 0.266 |
| Collaboration Quality | 17.48±2.35 | 16.49±3.08 | 17.13±3.19 | 17.64±1.50 | 17.11±2.90 | 16.33±1.21 | 0.638 | 0.671 |
| Global Consciousness | 21.02±3.70 | 19.78±4.76 | 20.96±4.12 | 22.27±2.76 | 21.79±3.40 | 19.96±3.02 | 1.343 | 0.248 |
| Note: * means significant at the 0.05 level; ** means significant at the 0.01 level. | ||||||||
| Sector (mean ± standard deviation) | F | p | ||||||
| Primary School | Junior High School | Senior High School | University | Training Agency | Others | |||
| Learning Skills | 22.22±2.45 | 20.75±3.98 | 21.41±3.82 | 22.09±2.70 | 22.79±2.43 | 19.67±2.34 | 2.512 | 0.031* |
| Engineering Thinking | 21.09±3.05 | 20.00±3.34 | 21.47±3.60 | 21.91±2.39 | 22.47±2.27 | 19.33±1.63 | 3.221 | 0.008** |
| Emotional Engagement | 8.72±1.39 | 8.59±1.29 | 8.40±1.86 | 9.09±1.14 | 8.94±1.24 | 7.83±1.47 | 1.254 | 0.286 |
| Career Choice | 8.61±1.72 | 8.47±1.65 | 8.64±1.56 | 9.00±0.89 | 9.00±1.29 | 7.50±2.07 | 1.347 | 0.246 |
| Problem-Solving | 12.88±1.78 | 12.49±2.00 | 12.93±2.33 | 13.34±1.20 | 13.44±1.60 | 12.17±0.49 | 1.298 | 0.266 |
| Collaboration Quality | 17.48±2.35 | 16.49±3.08 | 17.13±3.19 | 17.64±1.50 | 17.11±2.90 | 16.33±1.21 | 0.638 | 0.671 |
| Global Consciousness | 21.02±3.70 | 19.78±4.76 | 20.96±4.12 | 22.27±2.76 | 21.79±3.40 | 19.96±3.02 | 1.343 | 0.248 |
| Note: * means significant at the 0.05 level; ** means significant at the 0.01 level. | ||||||||
Table 3.
Competition categories in relation to the seven dimensions
| Student competition category (mean ± standard deviation) | F | p | ||||
| Regular Category | Open Category | WRO Football | Advanced Robotics Challenge (ARC) | |||
| Learning Skills | 21.54±3.23 | 22.50±2.94 | 21.67±3.76 | 22.25±3.40 | 1.078 | 0.36 |
| Engineering Thinking | 20.98±3.28 | 22.06±2.68 | 21.48±3.01 | 22.50±3.11 | 1.606 | 0.189 |
| Emotional Engagement | 8.53±1.38 | 9.02±1.31 | 8.48±2.25 | 9.00±1.15 | 1.454 | 0.229 |
| Career Choice | 8.74±1.44 | 8.88±1.41 | 7.71±2.15 | 9.50±1.00 | 3.555 | 0.015 |
| Problem-Solving | 12.70±2.08 | 13.51±1.52 | 13.11±1.44 | 13.75±1.50 | 2.456 | 0.064 |
| Collaboration Quality | 16.83±2.84 | 17.49±2.83 | 17.85±2.20 | 17.00±3.56 | 1.208 | 0.308 |
| Global Consciousness | 20.49±4.06 | 22.29±3.54 | 20.90±3.36 | 22.25±3.40 | 2.671 | 0.049* |
| Note: * means significant at the 0.05 level; ** means significant at the 0.01 level. | ||||||
| Student competition category (mean ± standard deviation) | F | p | ||||
| Regular Category | Open Category | WRO Football | Advanced Robotics Challenge (ARC) | |||
| Learning Skills | 21.54±3.23 | 22.50±2.94 | 21.67±3.76 | 22.25±3.40 | 1.078 | 0.36 |
| Engineering Thinking | 20.98±3.28 | 22.06±2.68 | 21.48±3.01 | 22.50±3.11 | 1.606 | 0.189 |
| Emotional Engagement | 8.53±1.38 | 9.02±1.31 | 8.48±2.25 | 9.00±1.15 | 1.454 | 0.229 |
| Career Choice | 8.74±1.44 | 8.88±1.41 | 7.71±2.15 | 9.50±1.00 | 3.555 | 0.015 |
| Problem-Solving | 12.70±2.08 | 13.51±1.52 | 13.11±1.44 | 13.75±1.50 | 2.456 | 0.064 |
| Collaboration Quality | 16.83±2.84 | 17.49±2.83 | 17.85±2.20 | 17.00±3.56 | 1.208 | 0.308 |
| Global Consciousness | 20.49±4.06 | 22.29±3.54 | 20.90±3.36 | 22.25±3.40 | 2.671 | 0.049* |
| Note: * means significant at the 0.05 level; ** means significant at the 0.01 level. | ||||||
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