Het Verschil in Samenwerking tussen en Motivatie van Basisschoolleerlingen uit Groep 6, 7 en 8 bij het Gebruik van Robots en Computerprogramma’s

Abstract

This study focused on the collaboration and motivation of primary school pupils during a programming class in which they used either a robot or a computer program. Research showed that robots may have a positive effect in education concerning pair programming and motivation of pupils. The expectation was that the robot-condition had more positive effects for both collaboration and motivation of the pupils compared to the computer-condition. There were 86 pupils from different schools in the Netherlands, aged from 9 till 12 years old, who participated in the experiment. Collaboration was measured by using a coding scheme to code the collaboration behavior of the pupils during the programming class and the motivation of the pupils was measured both before and after the programming class through questionnaires. The results showed that there were no significant differences in collaboration. On the other hand, the results of motivation showed that there only was a significant difference in the main-effect of conditions, but not in the main-effect of time and the interaction-effect. These findings suggest that the use of a robot in education has no added value in terms of collaboration. However, in terms of motivation it does have an added value, as compared to using a computer program.