An associational study: preschool teachers\u2019 acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program

Despoina Schina,Cristina Valls-Bautista,Mireia Usart,Anna Borrull-Riera,Vanessa Esteve-González

doi:10.1186/s41239-021-00264-z

Despoina Schina, Cristina Valls-Bautista + Show 3 more

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https://doi.org/10.1186/s41239-021-00264-z

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Abstract

PurposeThis study explores pre-service preschool teachers’ acceptance and self-efficacy towards Educational Robotics (ER) during a university course, and also examines their perceptions of the course.MethodologyThis is a one-group intervention study with an associational research design that includes both quantitative and qualitative research methods: two pre-questionnaires and two post-questionnaires on pre-service teachers’ acceptance and self-efficacy towards ER, and participants’ training journals.FindingsThe results show that pre-service teachers’ acceptance and self-efficacy towards ER improved after they completed the ER teacher training course. There was a significant difference between the start and the end of the ER training in the pre-service teachers’ acceptance of ER in the areas of perceived ease of use, enjoyment and attitudes, and in their self-efficacy. The findings based on the training journals show that participants positively evaluated the course. The participants also provided suggestions for improving it, such as additional training sessions, resources and time for experimentation.ValueOur study reveals the impact of an ER training program and showcases the importance of integrating ER in pre-service teachers’ education.

Highlights

Educational robotics (ER) is an educational tool (Frangou et al, 2008) that provides new and extended possibilities for learning (Shin & Kim, 2007)
Value: Our study reveals the impact of an ER training program and showcases the importance of integrating ER in pre-service teachers’ education
For the postquestionnaire: α (ER usefulness) = 0.890; α (ER ease of use) = 0.798; α (ER enjoyment) = 0.905; α = 0.631, and α = 962, total was α = 0.911, which indicates a high level of internal consistency, except for the attitudes scale; figures that meet the results of Cabero and Perez (2018) research with a sample of 274 students

Summary

Introduction

Educational robotics (ER) is an educational tool (Frangou et al, 2008) that provides new and extended possibilities for learning (Shin & Kim, 2007). Learning robotics refers to students becoming familiarized with technology, engineering, and robotics. ER has many benefits in relation to engineering and programming skills (Barker & Ansorge, 2007; Nugent et al, 2009). Learning by robotics means that learners acquire knowledge of a certain subject through robotics, Schina et al Int J Educ Technol High Educ (2021) 18:28 and acquire multidisciplinary benefits in mathematics (Barker & Ansorge, 2007; Hussain et al, 2006; Nugent et al, 2009), science (Barker & Ansorge, 2007) and other disciplines. Students learn with robotics when the learning and teaching process is supported by humanized robots that act as assistants. Providing teachers with specialized training programs in ER could contribute to ER technologies being introduced into the teaching and learning process. Student teachers’ responses to ER, such as their perceptions and self-efficacy, could be used to enrich current ER training initiatives

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