The Impact of Educational Robotics on Cognitive Outcomes in Primary Students: A Meta-Analysis of Recent Studies
Mukhasheva M. Mamekova A. Ybyraimzhanov K. Naubaeva K. Almukhambetova B.
October 2023Eurasian Society of Educational Research
European Journal of Educational Research
2023#12Issue 41683 - 1695 pp.
In recent years, educational robotics has gained ground in educational policy around the world, and primary education is no exception. However, there has not yet been a thorough synthesis of methodologically appropriate empirical research on the effects of robotics upon cognitive performance among primary school students, which this paper attempted to do. Following literature screening, a total of eight studies published between 2018 and 2022 with a sample size of 567 children met inclusion criteria and were meta-analyzed. Resultantly, a medium aggregate effect size in favor of robotics experiments emerged (standardized mean difference of .641), which was significantly higher compared to non-robotics learning (p <.01). No between-study heterogeneity was detected. Subgroup analysis revealed a slightly larger overall effect for interventions on first- to third-graders rather than those in grades 4-6. Additionally, the analysis indicates that in order to enhance cognitive abilities in primary students, robotics interventions should be no longer than four weeks and involve robot construction. Based on the findings, implications, and suggestions are outlined for future research and practice.
Cognitive outcomes , educational robotics , elementary education , meta-analysis , primary students
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Zhetysu State University named after I., Zhansugurov, Kazakhstan
Meruyert Mukhasheva, Zhetysu State University named after I., Zhansugurov, Kazakhstan
Zhetysu State University named after I.
Meruyert Mukhasheva
10 лет помогаем публиковать статьи Международный издатель
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