Learning Programming with VEX Robotics: Influence on Student Motivation in International Secondary School from Teachers' Perspective
Iek-Chong Choi, Wan Chong Choi, Biyun Huang, António José Mendes · 2024
This Research Full paper explores teachers' perceptions of how VEX robotics programming courses influence secondary education students' programming learning motivation. Educational robotics is increasingly recognized as an effective teaching tool for enhancing students' interest in and proficiency in STEM (Science, Technology, Engineering, and Math). VEX Robotics is one of the most well-known, practical learning tools that allow students to showcase their programming abilities and creativity. However, little research has been done on how VEX robotics impact teaching practices and students' learning motivation from teachers' perspectives. While VEX robotics is widely utilized in educational environments for teaching robotics and programming concepts, more detailed research is needed to understand how its implementation influences student learning motivation, and overall teaching effectiveness. This study was conducted by interviewing teachers, who were experienced in using VEX in this pedagogical context at an international secondary school in Macao. In particular, the study focused on teachers' opinions about the impact of VEX robotics on students' learning motivation. Qualitative data was obtained through semi-structured interviews with robotic teachers, providing deeper insights into students' motivation and participation in the robotics environment. The study employed the ARCS model as a theoretical framework. The teachers' interview outputs were examined considering the model's four dimensions: attention, relevance, confidence, and satisfaction. The findings highlighted that teachers valued the use of VEX robotics and believed that it increased students' motivation in all the dimensions of the ARCS model.