IRMA-International.org: Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Educational Robotics in Primary Education: A Systematic Literature Review

Educational Robotics in Primary Education: A Systematic Literature Review
View Sample PDF
Author(s): Ioannis Kyriazopoulos (Department of Primary Education, National and Kapodistrian University of Athens, Greece), George Koutromanos (Department of Primary Education, National and Kapodistrian University of Athens, Greece), Aggeliki Voudouri (Department of Primary Education, National and Kapodistrian University of Athens, Greece) and Apostolia Galani (Department of Primary Education, National and Kapodistrian University of Athens, Greece)
Copyright: 2021
Pages: 25
Source title: Handbook of Research on Using Educational Robotics to Facilitate Student Learning
Source Author(s)/Editor(s): Stamatios Papadakis (University of Crete, Greece) and Michail Kalogiannakis (University of Crete, Greece)
DOI: 10.4018/978-1-7998-6717-3.ch015

Purchase

View Educational Robotics in Primary Education: A Systematic Literature Review on the publisher's website for pricing and purchasing information.

Abstract

The purpose of this chapter is to review the literature referring to the utilization of educational robotics (ER) in primary education. Keyword-based search in particular bibliographic databases returned 21 journal papers for the eight-year period of 2012-2019. The factors that were studied in each of them are as follows: learning environment, area of knowledge/course subjects, pedagogical framework, learning activities, robotic equipment, research methodology, and main findings. The outcomes, among other things, showed that the majority of ER activities took place in a formal learning environment and that ER is appropriate for teaching subjects of STEM education. Though many researches took into account various learning theories that support collaboration, problem-solving, discovery, and construction of knowledge, there were some researches that lacked any pedagogical framework. In spite of the positive cognitive and affective outcomes of ER in learning, there are aspects that require further investigation.

Related Content

Katerina V. Glezou. © 2021. 40 pages.
Maria Blancas, Cristina Valero, Vasiliki Vouloutsi, Anna Mura, Paul F. M. J. Verschure. © 2021. 27 pages.
Amy Eguchi. © 2021. 39 pages.
Martin Fislake. © 2021. 33 pages.
Emmanouil A. Demetroulis, Manolis Wallace. © 2021. 24 pages.
Alejandro Trujillo Castro, Magally Martínez Reyes, Anabelem Soberanes-Martín. © 2021. 19 pages.
Savvas Tsolakis, Timoleon Theofanellis, Evagelia Voulgari. © 2021. 26 pages.
Body Bottom