The impact of pre-assembled educational robots on student learning outcomes - a meta-analysis based on 20 experimental or quasi-experimental studies
Ling Xie, Liuming He, Qian Gu, Wenting Lin, Yang Luo · 2024
This paper uses meta-analysis to quantitatively analyze 20 empirical or quasi-empirical literatures at home and abroad to study the effects of pre-assembled educational robots on students' learning outcomes, and the differences in the effects of different school years, teaching modes, and experimental cycles on students' learning outcomes. The study found that: (1) the role of pre-assembled educational robots on student learning outcomes has a significant positive effect, with a comprehensive effect value of 0.937, and the effect of cognitive dimensions is more obvious; (2) the use of different teaching modes in the teaching of pre-assembled educational robot has a positive impact on student learning outcomes, in which the CDIO teaching mode and the project-based teaching method have the greatest positive impact on student learning outcomes; (3) the pre-assembled educational robot can effectively improve students' learning outcomes in different stages of schooling, especially in elementary school, which achieves a moderate to high positive impact; (4) different experimental cycles have a positive impact on students' learning outcomes, however, longer experimental cycles do not directly equate to more significant learning outcomes.