Abstract
We conducted a systematic review of empirical studies aimed at exploring robot-mediated activities to promote the development of computational thinking in preschoolers. In this study, we investigated the robots used, proposed activities, and evaluation processes. We also analyzed research contexts and the stated motivations to conduct the studies. Our review identified characteristics of the robots, such as input and output interfaces, cost, and availability. We also categorized activities considering context, modality of work, type of activities, duration, adults’ role, scaffolding, unplugged activities, explicit debugging, communication and sharing instances, and teaching knowledge from other domains. We analyzed the computational thinking evaluation process looking at types of assessments, asset concepts, and research design. This paper presents a comprehensive overview of existing research, identifies existing gaps, and provides recommendations for future studies.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Child-Computer Interaction
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
