Abstract
Computational thinking (CT) is useful in the daily problem-solving process while educational robotic (ER) is well known as a pedagogical tool in attracting students to learn more in problem-solving activities. Both subjects are widely used for formal learning and informal learning regardless of the age and gender of the learners. However, there is a lack of studies in integrating CT into ER and both have big dimensions in learning and teaching. Thus, nurturing CT through ER remains a challenge. This study focuses on designing a conceptual model of the integration between CT and ER. Qualitative analysis is done for this research where grounded theory analysis (GTA) is used to analyze CT and ER from various sources such as literature, book, and survey to make the model more relevant and fit to the education. The finding represents a final conceptual model which has been evaluated by the expert. The final conceptual model detailed the relationship between CT and ER besides giving benefits to the community who are planning, designing, or re-vising a new framework or platform in nurturing CT through ER.
Highlights
Computational thinking (CT) is the new literacy of the 21st century
The process includes collecting and organizing data by applying the literature review technique which referred to the systematic literature review and systematic mapping studies techniques that is invented by Barbara Kitchenham et al [11]
This section highlights the evaluation conducted which has referred to the guidelines specified by [16] [19] [20] for conceptual model with the panels through a survey
Summary
Computational thinking (CT) is the new literacy of the 21st century. CT can be defined as activities in formulating problems through computational solutions by humans, machines, or both [1]. Since CT become well known, researchers strive in studying the concepts and try to apply them to education platforms to improve the performance of the learners in problem-solving activities. Introducing CT to learners, especially young ages faced few challenges. There are many sources available on describing the reality of CT, there is still a lack of studies in proving learners’ understanding of CT. In understanding CT better, supporting tools or activities can be considered to be used in delivering the concepts well to the learners [2]
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