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首页> 外文会议>IEEE International Conference on Advanced Learning Technologies >Comparing the effects of robots and IoT objects on STEM learning outcomes and computational thinking skills between programming-experienced learners and programming-novice learners
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Comparing the effects of robots and IoT objects on STEM learning outcomes and computational thinking skills between programming-experienced learners and programming-novice learners

机译：比较机器人和物联网对象对有编程经验的学习者和有编程经验的学习者之间的STEM学习结果和计算思维技能的影响

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Recent college students have been observed to be motivated and engaged in acquiring science, technology, engineering, and mathematics (STEM) knowledge and skills with robots and IoT objects. A sample of 13 master’s students participated in the program. Data collected include the pre-and post- STEM and computational thinking (CT) written tests, and the pre- and post- surveys of learning perceptions toward the robots and IoT objects learning activities. The results show that the learning activities were an effective approach for the master’s students’ STEM learning outcome and CT as shown in the post-test. The differences between the master’s students’ STEM learning outcome, CT, and perceptions were also confirmed, particularly between the groups of computer programming-experienced learners and computer programming-novice learners. The results revealed that the learning activities with robots and IoT objects could improve the overall master’s students’ CT, STEM knowledge, and learning perceptions. Both programming-experienced and programming-novice learners’ STEM learning outcome were improved.
机译：已经观察到最近的大学生有动力，并参与通过机器人和物联网对象获取科学，技术，工程和数学（STEM）知识和技能。共有13位硕士生参加了该计划。收集的数据包括STEM前后的笔试和计算思维（CT）书面测试，以及对机器人和IoT对象学习活动的学习感知的调查前和调查后。结果表明，学习后的活动表明，学习活动对于硕士生的STEM学习成果和CT是一种有效的方法。还确认了硕士生的STEM学习结果，CT和知觉之间的差异，尤其是计算机程序经验丰富的学习者和计算机程序新颖的学习者之间的差异。结果表明，通过机器人和物联网对象进行的学习活动可以改善总体硕士生的CT，STEM知识和学习知觉。既有编程经验又有新编程经验的学习者的STEM学习成果都得到了改善。

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