Effects of roles assignment and learning styles on pair learning in robotics education
Abstract Pair learning (PL) in robotics education is derived from pair programming, and impacted by many factors. Two important factors were identified including roles assignment and learning styles in this study. The roles assignment involved Driver–Navigator Pair and Software–Hardware Pair. For th...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Zhong, Baichang [verfasserIn] Wang, Yanxia [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2019 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: International journal of technology and design education - Dordrecht [u.a.] : Springer Science + Business Media B.V, 1990, 31(2019), 1 vom: 01. Juli, Seite 41-59 |
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| Übergeordnetes Werk: |
volume:31 ; year:2019 ; number:1 ; day:01 ; month:07 ; pages:41-59 |
| Links: |
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| DOI / URN: |
10.1007/s10798-019-09536-2 |
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SPR042974100 |
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| 520 | |a Abstract Pair learning (PL) in robotics education is derived from pair programming, and impacted by many factors. Two important factors were identified including roles assignment and learning styles in this study. The roles assignment involved Driver–Navigator Pair and Software–Hardware Pair. For the learning style, the dimension of active/reflective was adopted. Therefore, a 2*3 factorial design was employed with the between-subjects factors roles assignment and learning styles. After a one-semester robotics course, we evaluated 66 fifth-grade students’ learning achievements, attitude towards robotics, engagement, mental efforts, compatibility, and attitude towards PL. The results indicated that there was no statistically significant difference among different pairs in the above six indicators. Moreover, there was no significant difference in the learning outcomes among pairs of different learning styles. One important explanation is that the joint effect of PL might bridge the difference in learning performance that may be caused by learning style. | ||
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| 650 | 4 | |a Roles assignment |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Learning style |7 (dpeaa)DE-He213 | |
| 700 | 1 | |a Wang, Yanxia |e verfasserin |4 aut | |
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10.1007/s10798-019-09536-2 doi (DE-627)SPR042974100 (DE-599)SPRs10798-019-09536-2-e (SPR)s10798-019-09536-2-e DE-627 ger DE-627 rakwb eng 540 ASE 50.04 bkl Zhong, Baichang verfasserin aut Effects of roles assignment and learning styles on pair learning in robotics education 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Pair learning (PL) in robotics education is derived from pair programming, and impacted by many factors. Two important factors were identified including roles assignment and learning styles in this study. The roles assignment involved Driver–Navigator Pair and Software–Hardware Pair. For the learning style, the dimension of active/reflective was adopted. Therefore, a 2*3 factorial design was employed with the between-subjects factors roles assignment and learning styles. After a one-semester robotics course, we evaluated 66 fifth-grade students’ learning achievements, attitude towards robotics, engagement, mental efforts, compatibility, and attitude towards PL. The results indicated that there was no statistically significant difference among different pairs in the above six indicators. Moreover, there was no significant difference in the learning outcomes among pairs of different learning styles. One important explanation is that the joint effect of PL might bridge the difference in learning performance that may be caused by learning style. Cooperative learning (dpeaa)DE-He213 Pair programming (dpeaa)DE-He213 Robotics education (dpeaa)DE-He213 Pair learning (dpeaa)DE-He213 Roles assignment (dpeaa)DE-He213 Learning style (dpeaa)DE-He213 Wang, Yanxia verfasserin aut Enthalten in International journal of technology and design education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1990 31(2019), 1 vom: 01. Juli, Seite 41-59 (DE-627)315272694 (DE-600)2016164-5 1573-1804 nnns volume:31 year:2019 number:1 day:01 month:07 pages:41-59 https://dx.doi.org/10.1007/s10798-019-09536-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 50.04 ASE AR 31 2019 1 01 07 41-59 |
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10.1007/s10798-019-09536-2 doi (DE-627)SPR042974100 (DE-599)SPRs10798-019-09536-2-e (SPR)s10798-019-09536-2-e DE-627 ger DE-627 rakwb eng 540 ASE 50.04 bkl Zhong, Baichang verfasserin aut Effects of roles assignment and learning styles on pair learning in robotics education 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Pair learning (PL) in robotics education is derived from pair programming, and impacted by many factors. Two important factors were identified including roles assignment and learning styles in this study. The roles assignment involved Driver–Navigator Pair and Software–Hardware Pair. For the learning style, the dimension of active/reflective was adopted. Therefore, a 2*3 factorial design was employed with the between-subjects factors roles assignment and learning styles. After a one-semester robotics course, we evaluated 66 fifth-grade students’ learning achievements, attitude towards robotics, engagement, mental efforts, compatibility, and attitude towards PL. The results indicated that there was no statistically significant difference among different pairs in the above six indicators. Moreover, there was no significant difference in the learning outcomes among pairs of different learning styles. One important explanation is that the joint effect of PL might bridge the difference in learning performance that may be caused by learning style. Cooperative learning (dpeaa)DE-He213 Pair programming (dpeaa)DE-He213 Robotics education (dpeaa)DE-He213 Pair learning (dpeaa)DE-He213 Roles assignment (dpeaa)DE-He213 Learning style (dpeaa)DE-He213 Wang, Yanxia verfasserin aut Enthalten in International journal of technology and design education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1990 31(2019), 1 vom: 01. Juli, Seite 41-59 (DE-627)315272694 (DE-600)2016164-5 1573-1804 nnns volume:31 year:2019 number:1 day:01 month:07 pages:41-59 https://dx.doi.org/10.1007/s10798-019-09536-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 50.04 ASE AR 31 2019 1 01 07 41-59 |
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10.1007/s10798-019-09536-2 doi (DE-627)SPR042974100 (DE-599)SPRs10798-019-09536-2-e (SPR)s10798-019-09536-2-e DE-627 ger DE-627 rakwb eng 540 ASE 50.04 bkl Zhong, Baichang verfasserin aut Effects of roles assignment and learning styles on pair learning in robotics education 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Pair learning (PL) in robotics education is derived from pair programming, and impacted by many factors. Two important factors were identified including roles assignment and learning styles in this study. The roles assignment involved Driver–Navigator Pair and Software–Hardware Pair. For the learning style, the dimension of active/reflective was adopted. Therefore, a 2*3 factorial design was employed with the between-subjects factors roles assignment and learning styles. After a one-semester robotics course, we evaluated 66 fifth-grade students’ learning achievements, attitude towards robotics, engagement, mental efforts, compatibility, and attitude towards PL. The results indicated that there was no statistically significant difference among different pairs in the above six indicators. Moreover, there was no significant difference in the learning outcomes among pairs of different learning styles. One important explanation is that the joint effect of PL might bridge the difference in learning performance that may be caused by learning style. Cooperative learning (dpeaa)DE-He213 Pair programming (dpeaa)DE-He213 Robotics education (dpeaa)DE-He213 Pair learning (dpeaa)DE-He213 Roles assignment (dpeaa)DE-He213 Learning style (dpeaa)DE-He213 Wang, Yanxia verfasserin aut Enthalten in International journal of technology and design education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1990 31(2019), 1 vom: 01. Juli, Seite 41-59 (DE-627)315272694 (DE-600)2016164-5 1573-1804 nnns volume:31 year:2019 number:1 day:01 month:07 pages:41-59 https://dx.doi.org/10.1007/s10798-019-09536-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 50.04 ASE AR 31 2019 1 01 07 41-59 |
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10.1007/s10798-019-09536-2 doi (DE-627)SPR042974100 (DE-599)SPRs10798-019-09536-2-e (SPR)s10798-019-09536-2-e DE-627 ger DE-627 rakwb eng 540 ASE 50.04 bkl Zhong, Baichang verfasserin aut Effects of roles assignment and learning styles on pair learning in robotics education 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Pair learning (PL) in robotics education is derived from pair programming, and impacted by many factors. Two important factors were identified including roles assignment and learning styles in this study. The roles assignment involved Driver–Navigator Pair and Software–Hardware Pair. For the learning style, the dimension of active/reflective was adopted. Therefore, a 2*3 factorial design was employed with the between-subjects factors roles assignment and learning styles. After a one-semester robotics course, we evaluated 66 fifth-grade students’ learning achievements, attitude towards robotics, engagement, mental efforts, compatibility, and attitude towards PL. The results indicated that there was no statistically significant difference among different pairs in the above six indicators. Moreover, there was no significant difference in the learning outcomes among pairs of different learning styles. One important explanation is that the joint effect of PL might bridge the difference in learning performance that may be caused by learning style. Cooperative learning (dpeaa)DE-He213 Pair programming (dpeaa)DE-He213 Robotics education (dpeaa)DE-He213 Pair learning (dpeaa)DE-He213 Roles assignment (dpeaa)DE-He213 Learning style (dpeaa)DE-He213 Wang, Yanxia verfasserin aut Enthalten in International journal of technology and design education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1990 31(2019), 1 vom: 01. Juli, Seite 41-59 (DE-627)315272694 (DE-600)2016164-5 1573-1804 nnns volume:31 year:2019 number:1 day:01 month:07 pages:41-59 https://dx.doi.org/10.1007/s10798-019-09536-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 50.04 ASE AR 31 2019 1 01 07 41-59 |
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10.1007/s10798-019-09536-2 doi (DE-627)SPR042974100 (DE-599)SPRs10798-019-09536-2-e (SPR)s10798-019-09536-2-e DE-627 ger DE-627 rakwb eng 540 ASE 50.04 bkl Zhong, Baichang verfasserin aut Effects of roles assignment and learning styles on pair learning in robotics education 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Pair learning (PL) in robotics education is derived from pair programming, and impacted by many factors. Two important factors were identified including roles assignment and learning styles in this study. The roles assignment involved Driver–Navigator Pair and Software–Hardware Pair. For the learning style, the dimension of active/reflective was adopted. Therefore, a 2*3 factorial design was employed with the between-subjects factors roles assignment and learning styles. After a one-semester robotics course, we evaluated 66 fifth-grade students’ learning achievements, attitude towards robotics, engagement, mental efforts, compatibility, and attitude towards PL. The results indicated that there was no statistically significant difference among different pairs in the above six indicators. Moreover, there was no significant difference in the learning outcomes among pairs of different learning styles. One important explanation is that the joint effect of PL might bridge the difference in learning performance that may be caused by learning style. Cooperative learning (dpeaa)DE-He213 Pair programming (dpeaa)DE-He213 Robotics education (dpeaa)DE-He213 Pair learning (dpeaa)DE-He213 Roles assignment (dpeaa)DE-He213 Learning style (dpeaa)DE-He213 Wang, Yanxia verfasserin aut Enthalten in International journal of technology and design education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1990 31(2019), 1 vom: 01. Juli, Seite 41-59 (DE-627)315272694 (DE-600)2016164-5 1573-1804 nnns volume:31 year:2019 number:1 day:01 month:07 pages:41-59 https://dx.doi.org/10.1007/s10798-019-09536-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 50.04 ASE AR 31 2019 1 01 07 41-59 |
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| author |
Zhong, Baichang |
| spellingShingle |
Zhong, Baichang ddc 540 bkl 50.04 misc Cooperative learning misc Pair programming misc Robotics education misc Pair learning misc Roles assignment misc Learning style Effects of roles assignment and learning styles on pair learning in robotics education |
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540 ASE 50.04 bkl Effects of roles assignment and learning styles on pair learning in robotics education Cooperative learning (dpeaa)DE-He213 Pair programming (dpeaa)DE-He213 Robotics education (dpeaa)DE-He213 Pair learning (dpeaa)DE-He213 Roles assignment (dpeaa)DE-He213 Learning style (dpeaa)DE-He213 |
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ddc 540 bkl 50.04 misc Cooperative learning misc Pair programming misc Robotics education misc Pair learning misc Roles assignment misc Learning style |
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ddc 540 bkl 50.04 misc Cooperative learning misc Pair programming misc Robotics education misc Pair learning misc Roles assignment misc Learning style |
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ddc 540 bkl 50.04 misc Cooperative learning misc Pair programming misc Robotics education misc Pair learning misc Roles assignment misc Learning style |
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Elektronische Aufsätze Aufsätze Elektronische Ressource |
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International journal of technology and design education |
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International journal of technology and design education |
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Effects of roles assignment and learning styles on pair learning in robotics education |
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| title_full |
Effects of roles assignment and learning styles on pair learning in robotics education |
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Zhong, Baichang |
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International journal of technology and design education |
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Zhong, Baichang Wang, Yanxia |
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540 ASE 50.04 bkl |
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Elektronische Aufsätze |
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Zhong, Baichang |
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10.1007/s10798-019-09536-2 |
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verfasserin |
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effects of roles assignment and learning styles on pair learning in robotics education |
| title_auth |
Effects of roles assignment and learning styles on pair learning in robotics education |
| abstract |
Abstract Pair learning (PL) in robotics education is derived from pair programming, and impacted by many factors. Two important factors were identified including roles assignment and learning styles in this study. The roles assignment involved Driver–Navigator Pair and Software–Hardware Pair. For the learning style, the dimension of active/reflective was adopted. Therefore, a 2*3 factorial design was employed with the between-subjects factors roles assignment and learning styles. After a one-semester robotics course, we evaluated 66 fifth-grade students’ learning achievements, attitude towards robotics, engagement, mental efforts, compatibility, and attitude towards PL. The results indicated that there was no statistically significant difference among different pairs in the above six indicators. Moreover, there was no significant difference in the learning outcomes among pairs of different learning styles. One important explanation is that the joint effect of PL might bridge the difference in learning performance that may be caused by learning style. |
| abstractGer |
Abstract Pair learning (PL) in robotics education is derived from pair programming, and impacted by many factors. Two important factors were identified including roles assignment and learning styles in this study. The roles assignment involved Driver–Navigator Pair and Software–Hardware Pair. For the learning style, the dimension of active/reflective was adopted. Therefore, a 2*3 factorial design was employed with the between-subjects factors roles assignment and learning styles. After a one-semester robotics course, we evaluated 66 fifth-grade students’ learning achievements, attitude towards robotics, engagement, mental efforts, compatibility, and attitude towards PL. The results indicated that there was no statistically significant difference among different pairs in the above six indicators. Moreover, there was no significant difference in the learning outcomes among pairs of different learning styles. One important explanation is that the joint effect of PL might bridge the difference in learning performance that may be caused by learning style. |
| abstract_unstemmed |
Abstract Pair learning (PL) in robotics education is derived from pair programming, and impacted by many factors. Two important factors were identified including roles assignment and learning styles in this study. The roles assignment involved Driver–Navigator Pair and Software–Hardware Pair. For the learning style, the dimension of active/reflective was adopted. Therefore, a 2*3 factorial design was employed with the between-subjects factors roles assignment and learning styles. After a one-semester robotics course, we evaluated 66 fifth-grade students’ learning achievements, attitude towards robotics, engagement, mental efforts, compatibility, and attitude towards PL. The results indicated that there was no statistically significant difference among different pairs in the above six indicators. Moreover, there was no significant difference in the learning outcomes among pairs of different learning styles. One important explanation is that the joint effect of PL might bridge the difference in learning performance that may be caused by learning style. |
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| title_short |
Effects of roles assignment and learning styles on pair learning in robotics education |
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https://dx.doi.org/10.1007/s10798-019-09536-2 |
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| author2 |
Wang, Yanxia |
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Wang, Yanxia |
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| doi_str |
10.1007/s10798-019-09536-2 |
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2024-07-03T15:55:15.667Z |
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| score |
7.3982687 |