Analysis of the learning effects of knowledge acquisition in science class using a user-created robot

Abstract

Despite the growing popularity of research on the application of robots in education, few studies have investigated the acquisition of knowledge in classes that use robots. Therefore, the purpose of this research is to identify the changes in students’ acquisition of scientific knowledge in a science class that uses a robot as a teaching aid. The participants were 50 students who were 6th graders at an elementary school. They were divided into two classes: In the comparison class, students were taught using traditional mathematics instruction with a textbook and other teaching materials such as photos and videos. In the experimental class, students used a robot as a teaching aid as well as a textbook and other conventional teaching materials. We selected the topic ‘energy change’ and asked the teacher to teach the class using the robot. We administered a pre- and post-test. The pretest measured the level of the students’ declarative knowledge, and the post-test measured both declarative and procedural knowledge about energy change. The results are as follows: (1) Students in the experimental class acquired more declarative knowledge about energy change compared to students in the comparison group, (2) Students in the experimental class were active in writing about their procedural knowledge, and (3) Slow learners in the experimental class acquired knowledge better than those in the comparison class. (4) Students in the experimental class were enthusiastic in their writing about energy conversion but needed help in developing their thoughts.