Development and validation of a survey instrument towards attitude, knowledge, and application of educational robotics (AKAER)

Abstract

ABSTRACT Educational robotics activities have proven instrumental in creating a dynamic learning environment that provides students with hands-on experiences, aligning with the interdisciplinary principles advocated by STEM education. The integration of educational robotics into the educational process significantly impacts students of various age groups, fostering the acquisition and enhancement of diverse skills. However, the effective implementation of robotics hinges on teachers. This research aims to design a valid instrument (AKAER) to quantitatively capture teachers’ attitudes, knowledge, and application of educational robotics. The six-phase development process, encompassing design, construction, quantitative evaluation, and validation, ensures the precision of the instrument. Exploratory Factor Analysis (EFA) on data from 307 preschool and primary school teachers extracts a 49-item, five-factor model. Confirmatory Factor Analysis (CFA) cross-validates the model, yielding satisfactory fits (CMIN/DF = 2.145, RMR = .60, PNFI = .683, PCFI = .784, CFI = .827, RMSEA = .061, SRMR = .0852). AKAER's reliability, assessed by Cronbach's Alpha coefficient (α = .929), indicates high internal consistency. Overall, these results affirm the reliability and validity of the constructed instrument, confirming its suitability for data collection. This validation positions the instrument as a potential catalyst for advancing research understanding and stimulating educational innovations in the teaching and utilization of educational robotics.