Abstract
This study aims to explore the usability of the virtual robotics programming curriculum (VRP-C) for robotics programming teaching. Pre-service computer science (CS) teachers were trained for robotics programming teaching by using VRP-C in a scientific education activity. After training, views of the participants were revealed by using a scale and an evaluation form consisting of open-ended questions. Results show that VRP-C is compatible with the curriculum for robotics programming teaching in schools, and pre-service CS teachers tend to use VRP-C in their courses. They think that VRP-C will be beneficial for robotics programming teaching in terms of content, functionality, and cost. Compatibility, visual design, feedback, time management, fiction, gamification, and cost are the characteristics that increase the usability of VRP-C. VRP-C can be used as an online tool for robotics programming training due to the necessity of transition to distance education because of the COVID-19 pandemic.
Highlights
Learning environments, created with a constructivist approach, contribute to students’ taking an active role in problem-solving processes and learning by doing with their peers (Atmatzidou and Demetriadis, 2016; Grover and Pea, 2013)
We determined that virtual robotics programming curriculum (VRP-C) can facilitate robotics programming teaching due to the compatibility of its modules and subjects with robotics programming curriculums in schools, the enabling teachers to use time more efficiently and providing instant feedback on coding outputs, the encouraging students to learn through gamification elements, and the editing its challenges concerning daily life
It was seen that the Acceptance Scale of Lego Robotics Instructional Practices, which was developed to evaluate the acceptability of the physical Lego Mindstorm EV3 robots, can be used to evaluate the acceptability of the VRP-C, which includes a virtual version of the EV3
Summary
Learning environments, created with a constructivist approach, contribute to students’ taking an active role in problem-solving processes and learning by doing with their peers (Atmatzidou and Demetriadis, 2016; Grover and Pea, 2013). Learners usually work with ERs in groups in learning environments where they can develop their collaboration, communication, problem-solving, critical thinking, and creativity skills (Eguchi, 2016). EVRs enable students to focus on higher-level thinking skills and computational principles required for programming by reducing the disappointment and distractibility caused by mechanical errors in using physical ERs (Witherspoon and Schunn, 2019). Alimisis and Kynigos (2009) emphasize that improving teachers’ knowledge and skills by taking their opinions and thoughts regarding the use of ERs is an important factor for the successful integration of ERs into learning environments In this context, we consider that it is important to reveal the opinions of the pre-service teachers who will conduct CS courses to evaluate the usability of VRP-C in schools. Davis (1989) developed the technology acceptance model (TAM) to determine the user acceptance of information technology (see Fig. 1)
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