‘More than Robots’: Reviewing the Impact of the FIRST® LEGO® League Challenge Robotics Competition on School Students’ STEM Attitudes, Learning, and Twenty-First Century Skill Development

Abstract The international FIRST® LEGO® League (FLL): Challenge is a popular educational robotics and STEM competition designed to promote primary and early high school students’ STEM interests and careers, and twenty-first century skill development. The FLL Challenge currently involves over 318,000...
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Autor*in:	Graffin, Michael [verfasserIn] Sheffield, Rachel Koul, Rekha

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	Educational robotics Twenty-first century skills STEM FIRST® LEGO® League Impact Coaching

Anmerkung:	© The Author(s) 2022

Übergeordnetes Werk:	Enthalten in: Journal for STEM education research - Cham : Springer International Publishing, 2018, 5(2022), 3 vom: 24. Okt., Seite 322-343
Übergeordnetes Werk:	volume:5 ; year:2022 ; number:3 ; day:24 ; month:10 ; pages:322-343

Links:	Volltext

DOI / URN:	10.1007/s41979-022-00078-2

Katalog-ID:	SPR048888370

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520			\|a Abstract The international FIRST® LEGO® League (FLL): Challenge is a popular educational robotics and STEM competition designed to promote primary and early high school students’ STEM interests and careers, and twenty-first century skill development. The FLL Challenge currently involves over 318,000 students (aged 9–16 years) in approximately 110 countries. In this paper, we present a semi-systematic historical review of the research literature focussed on the competition’s impact on school students’ STEM attitudes, learning, and twenty-first century skill development. Through our review process, we found a total of 26 publications between 2004 and 2022 which met our inclusion criteria, and identified the emergence and development of three significant historical research themes: (1) impacts on students’ motivation, STEM learning, and attitudes, (2) development of twenty-first century skills, and (3) coaching/pedagogical strategies to support student learning and skill development. The first theme was further refined through three subcategories focussed on impacts on female participants, ethnic minority groups, and students with special needs. International research findings regarding the impacts of FLL Challenge participation on students’ motivation, STEM attitudes, and learning were positive for all student groups, especially female participants, but not always statistically significant. Findings regarding positive short-term impacts on twenty-first century skill development were broadly consistent, but long-term impact findings were inconclusive. The influence of coaches’ skills and pedagogical expertise upon students’ learning and skill development in the FLL Challenge is a potentially underrepresented area of research.
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allfields	10.1007/s41979-022-00078-2 doi (DE-627)SPR048888370 (SPR)s41979-022-00078-2-e DE-627 ger DE-627 rakwb eng Graffin, Michael verfasserin (orcid)0000-0001-9203-7844 aut ‘More than Robots’: Reviewing the Impact of the FIRST® LEGO® League Challenge Robotics Competition on School Students’ STEM Attitudes, Learning, and Twenty-First Century Skill Development 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2022 Abstract The international FIRST® LEGO® League (FLL): Challenge is a popular educational robotics and STEM competition designed to promote primary and early high school students’ STEM interests and careers, and twenty-first century skill development. The FLL Challenge currently involves over 318,000 students (aged 9–16 years) in approximately 110 countries. In this paper, we present a semi-systematic historical review of the research literature focussed on the competition’s impact on school students’ STEM attitudes, learning, and twenty-first century skill development. Through our review process, we found a total of 26 publications between 2004 and 2022 which met our inclusion criteria, and identified the emergence and development of three significant historical research themes: (1) impacts on students’ motivation, STEM learning, and attitudes, (2) development of twenty-first century skills, and (3) coaching/pedagogical strategies to support student learning and skill development. The first theme was further refined through three subcategories focussed on impacts on female participants, ethnic minority groups, and students with special needs. International research findings regarding the impacts of FLL Challenge participation on students’ motivation, STEM attitudes, and learning were positive for all student groups, especially female participants, but not always statistically significant. Findings regarding positive short-term impacts on twenty-first century skill development were broadly consistent, but long-term impact findings were inconclusive. The influence of coaches’ skills and pedagogical expertise upon students’ learning and skill development in the FLL Challenge is a potentially underrepresented area of research. Educational robotics (dpeaa)DE-He213 Twenty-first century skills (dpeaa)DE-He213 STEM (dpeaa)DE-He213 FIRST® LEGO® League (dpeaa)DE-He213 Impact (dpeaa)DE-He213 Coaching (dpeaa)DE-He213 Sheffield, Rachel (orcid)0000-0003-2385-6381 aut Koul, Rekha (orcid)0000-0002-7356-0370 aut Enthalten in Journal for STEM education research Cham : Springer International Publishing, 2018 5(2022), 3 vom: 24. Okt., Seite 322-343 (DE-627)1032714859 (DE-600)2945383-5 2520-8713 nnns volume:5 year:2022 number:3 day:24 month:10 pages:322-343 https://dx.doi.org/10.1007/s41979-022-00078-2 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER 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_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 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_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 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_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_2118 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_4126 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_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 5 2022 3 24 10 322-343
spelling	10.1007/s41979-022-00078-2 doi (DE-627)SPR048888370 (SPR)s41979-022-00078-2-e DE-627 ger DE-627 rakwb eng Graffin, Michael verfasserin (orcid)0000-0001-9203-7844 aut ‘More than Robots’: Reviewing the Impact of the FIRST® LEGO® League Challenge Robotics Competition on School Students’ STEM Attitudes, Learning, and Twenty-First Century Skill Development 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2022 Abstract The international FIRST® LEGO® League (FLL): Challenge is a popular educational robotics and STEM competition designed to promote primary and early high school students’ STEM interests and careers, and twenty-first century skill development. The FLL Challenge currently involves over 318,000 students (aged 9–16 years) in approximately 110 countries. In this paper, we present a semi-systematic historical review of the research literature focussed on the competition’s impact on school students’ STEM attitudes, learning, and twenty-first century skill development. Through our review process, we found a total of 26 publications between 2004 and 2022 which met our inclusion criteria, and identified the emergence and development of three significant historical research themes: (1) impacts on students’ motivation, STEM learning, and attitudes, (2) development of twenty-first century skills, and (3) coaching/pedagogical strategies to support student learning and skill development. The first theme was further refined through three subcategories focussed on impacts on female participants, ethnic minority groups, and students with special needs. International research findings regarding the impacts of FLL Challenge participation on students’ motivation, STEM attitudes, and learning were positive for all student groups, especially female participants, but not always statistically significant. Findings regarding positive short-term impacts on twenty-first century skill development were broadly consistent, but long-term impact findings were inconclusive. The influence of coaches’ skills and pedagogical expertise upon students’ learning and skill development in the FLL Challenge is a potentially underrepresented area of research. Educational robotics (dpeaa)DE-He213 Twenty-first century skills (dpeaa)DE-He213 STEM (dpeaa)DE-He213 FIRST® LEGO® League (dpeaa)DE-He213 Impact (dpeaa)DE-He213 Coaching (dpeaa)DE-He213 Sheffield, Rachel (orcid)0000-0003-2385-6381 aut Koul, Rekha (orcid)0000-0002-7356-0370 aut Enthalten in Journal for STEM education research Cham : Springer International Publishing, 2018 5(2022), 3 vom: 24. Okt., Seite 322-343 (DE-627)1032714859 (DE-600)2945383-5 2520-8713 nnns volume:5 year:2022 number:3 day:24 month:10 pages:322-343 https://dx.doi.org/10.1007/s41979-022-00078-2 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER 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_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 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_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 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_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_2118 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_4126 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_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 5 2022 3 24 10 322-343
allfields_unstemmed	10.1007/s41979-022-00078-2 doi (DE-627)SPR048888370 (SPR)s41979-022-00078-2-e DE-627 ger DE-627 rakwb eng Graffin, Michael verfasserin (orcid)0000-0001-9203-7844 aut ‘More than Robots’: Reviewing the Impact of the FIRST® LEGO® League Challenge Robotics Competition on School Students’ STEM Attitudes, Learning, and Twenty-First Century Skill Development 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2022 Abstract The international FIRST® LEGO® League (FLL): Challenge is a popular educational robotics and STEM competition designed to promote primary and early high school students’ STEM interests and careers, and twenty-first century skill development. The FLL Challenge currently involves over 318,000 students (aged 9–16 years) in approximately 110 countries. In this paper, we present a semi-systematic historical review of the research literature focussed on the competition’s impact on school students’ STEM attitudes, learning, and twenty-first century skill development. Through our review process, we found a total of 26 publications between 2004 and 2022 which met our inclusion criteria, and identified the emergence and development of three significant historical research themes: (1) impacts on students’ motivation, STEM learning, and attitudes, (2) development of twenty-first century skills, and (3) coaching/pedagogical strategies to support student learning and skill development. The first theme was further refined through three subcategories focussed on impacts on female participants, ethnic minority groups, and students with special needs. International research findings regarding the impacts of FLL Challenge participation on students’ motivation, STEM attitudes, and learning were positive for all student groups, especially female participants, but not always statistically significant. Findings regarding positive short-term impacts on twenty-first century skill development were broadly consistent, but long-term impact findings were inconclusive. The influence of coaches’ skills and pedagogical expertise upon students’ learning and skill development in the FLL Challenge is a potentially underrepresented area of research. Educational robotics (dpeaa)DE-He213 Twenty-first century skills (dpeaa)DE-He213 STEM (dpeaa)DE-He213 FIRST® LEGO® League (dpeaa)DE-He213 Impact (dpeaa)DE-He213 Coaching (dpeaa)DE-He213 Sheffield, Rachel (orcid)0000-0003-2385-6381 aut Koul, Rekha (orcid)0000-0002-7356-0370 aut Enthalten in Journal for STEM education research Cham : Springer International Publishing, 2018 5(2022), 3 vom: 24. Okt., Seite 322-343 (DE-627)1032714859 (DE-600)2945383-5 2520-8713 nnns volume:5 year:2022 number:3 day:24 month:10 pages:322-343 https://dx.doi.org/10.1007/s41979-022-00078-2 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER 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_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 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_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 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_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_2118 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_4126 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_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 5 2022 3 24 10 322-343
allfieldsGer	10.1007/s41979-022-00078-2 doi (DE-627)SPR048888370 (SPR)s41979-022-00078-2-e DE-627 ger DE-627 rakwb eng Graffin, Michael verfasserin (orcid)0000-0001-9203-7844 aut ‘More than Robots’: Reviewing the Impact of the FIRST® LEGO® League Challenge Robotics Competition on School Students’ STEM Attitudes, Learning, and Twenty-First Century Skill Development 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2022 Abstract The international FIRST® LEGO® League (FLL): Challenge is a popular educational robotics and STEM competition designed to promote primary and early high school students’ STEM interests and careers, and twenty-first century skill development. The FLL Challenge currently involves over 318,000 students (aged 9–16 years) in approximately 110 countries. In this paper, we present a semi-systematic historical review of the research literature focussed on the competition’s impact on school students’ STEM attitudes, learning, and twenty-first century skill development. Through our review process, we found a total of 26 publications between 2004 and 2022 which met our inclusion criteria, and identified the emergence and development of three significant historical research themes: (1) impacts on students’ motivation, STEM learning, and attitudes, (2) development of twenty-first century skills, and (3) coaching/pedagogical strategies to support student learning and skill development. The first theme was further refined through three subcategories focussed on impacts on female participants, ethnic minority groups, and students with special needs. International research findings regarding the impacts of FLL Challenge participation on students’ motivation, STEM attitudes, and learning were positive for all student groups, especially female participants, but not always statistically significant. Findings regarding positive short-term impacts on twenty-first century skill development were broadly consistent, but long-term impact findings were inconclusive. The influence of coaches’ skills and pedagogical expertise upon students’ learning and skill development in the FLL Challenge is a potentially underrepresented area of research. Educational robotics (dpeaa)DE-He213 Twenty-first century skills (dpeaa)DE-He213 STEM (dpeaa)DE-He213 FIRST® LEGO® League (dpeaa)DE-He213 Impact (dpeaa)DE-He213 Coaching (dpeaa)DE-He213 Sheffield, Rachel (orcid)0000-0003-2385-6381 aut Koul, Rekha (orcid)0000-0002-7356-0370 aut Enthalten in Journal for STEM education research Cham : Springer International Publishing, 2018 5(2022), 3 vom: 24. Okt., Seite 322-343 (DE-627)1032714859 (DE-600)2945383-5 2520-8713 nnns volume:5 year:2022 number:3 day:24 month:10 pages:322-343 https://dx.doi.org/10.1007/s41979-022-00078-2 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER 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_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 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_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 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_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_2118 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_4126 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_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 5 2022 3 24 10 322-343
allfieldsSound	10.1007/s41979-022-00078-2 doi (DE-627)SPR048888370 (SPR)s41979-022-00078-2-e DE-627 ger DE-627 rakwb eng Graffin, Michael verfasserin (orcid)0000-0001-9203-7844 aut ‘More than Robots’: Reviewing the Impact of the FIRST® LEGO® League Challenge Robotics Competition on School Students’ STEM Attitudes, Learning, and Twenty-First Century Skill Development 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2022 Abstract The international FIRST® LEGO® League (FLL): Challenge is a popular educational robotics and STEM competition designed to promote primary and early high school students’ STEM interests and careers, and twenty-first century skill development. The FLL Challenge currently involves over 318,000 students (aged 9–16 years) in approximately 110 countries. In this paper, we present a semi-systematic historical review of the research literature focussed on the competition’s impact on school students’ STEM attitudes, learning, and twenty-first century skill development. Through our review process, we found a total of 26 publications between 2004 and 2022 which met our inclusion criteria, and identified the emergence and development of three significant historical research themes: (1) impacts on students’ motivation, STEM learning, and attitudes, (2) development of twenty-first century skills, and (3) coaching/pedagogical strategies to support student learning and skill development. The first theme was further refined through three subcategories focussed on impacts on female participants, ethnic minority groups, and students with special needs. International research findings regarding the impacts of FLL Challenge participation on students’ motivation, STEM attitudes, and learning were positive for all student groups, especially female participants, but not always statistically significant. Findings regarding positive short-term impacts on twenty-first century skill development were broadly consistent, but long-term impact findings were inconclusive. The influence of coaches’ skills and pedagogical expertise upon students’ learning and skill development in the FLL Challenge is a potentially underrepresented area of research. Educational robotics (dpeaa)DE-He213 Twenty-first century skills (dpeaa)DE-He213 STEM (dpeaa)DE-He213 FIRST® LEGO® League (dpeaa)DE-He213 Impact (dpeaa)DE-He213 Coaching (dpeaa)DE-He213 Sheffield, Rachel (orcid)0000-0003-2385-6381 aut Koul, Rekha (orcid)0000-0002-7356-0370 aut Enthalten in Journal for STEM education research Cham : Springer International Publishing, 2018 5(2022), 3 vom: 24. Okt., Seite 322-343 (DE-627)1032714859 (DE-600)2945383-5 2520-8713 nnns volume:5 year:2022 number:3 day:24 month:10 pages:322-343 https://dx.doi.org/10.1007/s41979-022-00078-2 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER 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_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 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_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 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_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_2118 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_4126 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_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 5 2022 3 24 10 322-343
language	English
source	Enthalten in Journal for STEM education research 5(2022), 3 vom: 24. Okt., Seite 322-343 volume:5 year:2022 number:3 day:24 month:10 pages:322-343
sourceStr	Enthalten in Journal for STEM education research 5(2022), 3 vom: 24. Okt., Seite 322-343 volume:5 year:2022 number:3 day:24 month:10 pages:322-343
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Educational robotics Twenty-first century skills STEM FIRST® LEGO® League Impact Coaching
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container_title	Journal for STEM education research
authorswithroles_txt_mv	Graffin, Michael @@aut@@ Sheffield, Rachel @@aut@@ Koul, Rekha @@aut@@
publishDateDaySort_date	2022-10-24T00:00:00Z
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author	Graffin, Michael
spellingShingle	Graffin, Michael misc Educational robotics misc Twenty-first century skills misc STEM misc FIRST® LEGO® League misc Impact misc Coaching ‘More than Robots’: Reviewing the Impact of the FIRST® LEGO® League Challenge Robotics Competition on School Students’ STEM Attitudes, Learning, and Twenty-First Century Skill Development
authorStr	Graffin, Michael
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topic_title	‘More than Robots’: Reviewing the Impact of the FIRST® LEGO® League Challenge Robotics Competition on School Students’ STEM Attitudes, Learning, and Twenty-First Century Skill Development Educational robotics (dpeaa)DE-He213 Twenty-first century skills (dpeaa)DE-He213 STEM (dpeaa)DE-He213 FIRST® LEGO® League (dpeaa)DE-He213 Impact (dpeaa)DE-He213 Coaching (dpeaa)DE-He213
topic	misc Educational robotics misc Twenty-first century skills misc STEM misc FIRST® LEGO® League misc Impact misc Coaching
topic_unstemmed	misc Educational robotics misc Twenty-first century skills misc STEM misc FIRST® LEGO® League misc Impact misc Coaching
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title	‘More than Robots’: Reviewing the Impact of the FIRST® LEGO® League Challenge Robotics Competition on School Students’ STEM Attitudes, Learning, and Twenty-First Century Skill Development
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title_full	‘More than Robots’: Reviewing the Impact of the FIRST® LEGO® League Challenge Robotics Competition on School Students’ STEM Attitudes, Learning, and Twenty-First Century Skill Development
author_sort	Graffin, Michael
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doi_str_mv	10.1007/s41979-022-00078-2
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title_sort	‘more than robots’: reviewing the impact of the first® lego® league challenge robotics competition on school students’ stem attitudes, learning, and twenty-first century skill development
title_auth	‘More than Robots’: Reviewing the Impact of the FIRST® LEGO® League Challenge Robotics Competition on School Students’ STEM Attitudes, Learning, and Twenty-First Century Skill Development
abstract	Abstract The international FIRST® LEGO® League (FLL): Challenge is a popular educational robotics and STEM competition designed to promote primary and early high school students’ STEM interests and careers, and twenty-first century skill development. The FLL Challenge currently involves over 318,000 students (aged 9–16 years) in approximately 110 countries. In this paper, we present a semi-systematic historical review of the research literature focussed on the competition’s impact on school students’ STEM attitudes, learning, and twenty-first century skill development. Through our review process, we found a total of 26 publications between 2004 and 2022 which met our inclusion criteria, and identified the emergence and development of three significant historical research themes: (1) impacts on students’ motivation, STEM learning, and attitudes, (2) development of twenty-first century skills, and (3) coaching/pedagogical strategies to support student learning and skill development. The first theme was further refined through three subcategories focussed on impacts on female participants, ethnic minority groups, and students with special needs. International research findings regarding the impacts of FLL Challenge participation on students’ motivation, STEM attitudes, and learning were positive for all student groups, especially female participants, but not always statistically significant. Findings regarding positive short-term impacts on twenty-first century skill development were broadly consistent, but long-term impact findings were inconclusive. The influence of coaches’ skills and pedagogical expertise upon students’ learning and skill development in the FLL Challenge is a potentially underrepresented area of research. © The Author(s) 2022
abstractGer	Abstract The international FIRST® LEGO® League (FLL): Challenge is a popular educational robotics and STEM competition designed to promote primary and early high school students’ STEM interests and careers, and twenty-first century skill development. The FLL Challenge currently involves over 318,000 students (aged 9–16 years) in approximately 110 countries. In this paper, we present a semi-systematic historical review of the research literature focussed on the competition’s impact on school students’ STEM attitudes, learning, and twenty-first century skill development. Through our review process, we found a total of 26 publications between 2004 and 2022 which met our inclusion criteria, and identified the emergence and development of three significant historical research themes: (1) impacts on students’ motivation, STEM learning, and attitudes, (2) development of twenty-first century skills, and (3) coaching/pedagogical strategies to support student learning and skill development. The first theme was further refined through three subcategories focussed on impacts on female participants, ethnic minority groups, and students with special needs. International research findings regarding the impacts of FLL Challenge participation on students’ motivation, STEM attitudes, and learning were positive for all student groups, especially female participants, but not always statistically significant. Findings regarding positive short-term impacts on twenty-first century skill development were broadly consistent, but long-term impact findings were inconclusive. The influence of coaches’ skills and pedagogical expertise upon students’ learning and skill development in the FLL Challenge is a potentially underrepresented area of research. © The Author(s) 2022
abstract_unstemmed	Abstract The international FIRST® LEGO® League (FLL): Challenge is a popular educational robotics and STEM competition designed to promote primary and early high school students’ STEM interests and careers, and twenty-first century skill development. The FLL Challenge currently involves over 318,000 students (aged 9–16 years) in approximately 110 countries. In this paper, we present a semi-systematic historical review of the research literature focussed on the competition’s impact on school students’ STEM attitudes, learning, and twenty-first century skill development. Through our review process, we found a total of 26 publications between 2004 and 2022 which met our inclusion criteria, and identified the emergence and development of three significant historical research themes: (1) impacts on students’ motivation, STEM learning, and attitudes, (2) development of twenty-first century skills, and (3) coaching/pedagogical strategies to support student learning and skill development. The first theme was further refined through three subcategories focussed on impacts on female participants, ethnic minority groups, and students with special needs. International research findings regarding the impacts of FLL Challenge participation on students’ motivation, STEM attitudes, and learning were positive for all student groups, especially female participants, but not always statistically significant. Findings regarding positive short-term impacts on twenty-first century skill development were broadly consistent, but long-term impact findings were inconclusive. The influence of coaches’ skills and pedagogical expertise upon students’ learning and skill development in the FLL Challenge is a potentially underrepresented area of research. © The Author(s) 2022
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title_short	‘More than Robots’: Reviewing the Impact of the FIRST® LEGO® League Challenge Robotics Competition on School Students’ STEM Attitudes, Learning, and Twenty-First Century Skill Development
url	https://dx.doi.org/10.1007/s41979-022-00078-2
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author2	Sheffield, Rachel Koul, Rekha
author2Str	Sheffield, Rachel Koul, Rekha
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doi_str	10.1007/s41979-022-00078-2
up_date	2024-07-03T22:05:37.722Z
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