Abstract
<p class="0abstract">This study was designed to reveal the effectiveness of integrating educational robots (ERs) with hypermedia in improving the acquisition of scientific concepts among fifth-grade students in Jordan. The present study utilized a pretest-posttest quasi-experimental design with a control group (CG) and an experimental group (EG). The participants of this study consisted of 50 fifth-grade female students attending a private school in the city of Amman during the 2019/2020 academic year. Participants’ ages ranged between (10-11) years old. The school was selected purposively, and classes were randomly assigned to the EG and the CG. In order to accomplish the aims of this study, a scientific concept test (SCT) was developed and its validity and reliability were ensured. The EG was taught a unit on motion and force by robot and hypermedia instruction, while the CG was taught the same unit by traditional instruction. Data was collected through administration of the presently developed SCT at pretest and posttest points. Then, this data was analyzed through covariance analysis. The findings of this analysis revealed that 66% of the variation in the fifth-grade students’ posttest SCT scores can be ascribed to the effect of teaching method. From this study, one can conclude that the integration of ERs with hypermedia has a positive impact on students’ acquisition of scientific concepts. These results may serve to encourage science teachers to integrate ERs with hypermedia when teaching scientific concepts<span>.</span></p>
Highlights
The educational system has witnessed rapid advancement in educational technology, initiating curriculum reform as traditional instruction methods have been demonstrated to be inadequate and inefficient [1]
This study aimed to investigate the effects of integrating educational robot (ER) with hypermedia in the science curriculum to acquire scientific concepts related to motion and force by fifthgrade students in Jordan
The hypermedia system used in this study, pedagogical hypermedia environment for the scientific discipline (PHFSD), was developed by [31] as a doctoral dissertation in educational technology at the University of Jordan
Summary
The educational system has witnessed rapid advancement in educational technology, initiating curriculum reform as traditional instruction methods have been demonstrated to be inadequate and inefficient [1]. Hypermedia is used as an educational tool in classrooms It is a mix of hypertext and multimedia technologies that provides different learning material representations with nonlinear navigation. Researchers have found a positive impact on the learning and teaching process; it has been shown to improve students’ understanding, problem-solving and scientific processing skills, and academic performance [8,9,10,11,12,13,14]. Based on these studies, integrating ER and hypermedia in education is beneficial to support the learning process
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