The role of computer supported project-based learning in students’ computational thinking and engagement in robotics courses

Abstract

Computational thinking (CT) is a necessary skill for students. It is as important as the other essential skills such as reading, writing, and arithmetic. However, how to improve students’ CT in robotics is still to be explored. Hence, this study examined the effects of computer supported project-based learning (CSPBL) on students’ CT and learning engagement through comparing students’ CT and engagement in two courses instructed by the same instructor (one instructed with a traditional method, the other instructed with CSPBL). Participants were seventy-nine students from a university in China. Questionnaires, interviews, and project analysis were used to measure students’ CT and learning engagement. The comparative results of self-reports and final projects indicated that the CSPBL enhanced students’ CT. The simulation project training based on the SenseStudy learning platform in CSPBL helped students debug the programming code, optimize the algorithm design, and improve their algorithmic thinking, cooperation, and problem solving during the program error correction. The CSPBL also improved students’ engagement in learning, especially for those with more than one year of programming experience. It was found that the CSPBL was effective in terms of improving students’ CT and engagement in robotics learning. This study provides teachers with practical suggestions to conduct effective robotics instruction.