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Participants’ perceptions about their
learning with FIRST LEGO® League
Competition – a gender study
Despoina Schina, Mirei...
1. Introduction
2. Research Questions
3. Context & Sample
4. Methodology
5. Results
6. Conclusions
7. Future Research
Cont...
1. Introduction
1. Introduction
2. Research Questions
 Research Question 1
What are the participants’ perceptions about their learning in
FLL Competition...
3. Context & Sample
 Context:
3%
64%
33%
Age Distribution
16 years old 13-15 years old 10-12 years old
 Sample:
 Partic...
4. Methodology
Questionnaire Sections Items Measure
0. Demographic Information 4 items gender
1. Learning about the world ...
4. Methodology
 Questionnaire Validation
o Translation in Greek
o Expert Validation
o Cronbach's alpha test
o All items (...
5. Results
RQ1: Participants’ perceptions about their learning in FLL Competition
A. Participants’ answers-frequency
mean ...
5. Results
RQ2: To what extent do females’ perceptions about their learning in FLL Competition
differ compared to males’?
...
5. Results
RQ2: To what extent do females’ perceptions about their learning in FLL Competition
differ compared to males’?
...
6. Conclusions
RQ1: Participants’ perceptions about their learning in FLL Competition
Conclusions Section Answers’
Mean
1....
6. Conclusions
RQ2: To what extent do females’ perceptions about their learning in FLL Competition
differ compared to male...
7. Future Research
 Study the actual process of
learning through observation
throughout a team’s
preparation for a roboti...
References
Alimisis, D.: Educational robotics: open questions and new challenges. Themes Sci. Technol. Educ. 6(1), 63–71 (...
Participants’ perceptions about their learning with
FIRST LEGO® League Competition – a gender study
Despoina Schina, Mirei...
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Participants’ perceptions about their learning with FIRST LEGO® League Competition – a gender study

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Shina, D., Usart, M. & Esteve-González, V. (2019). Participants’ perceptions about their learning with FIRST LEGO® League Competition – a gender study. 10th International Conference on Robotics in Education (RiE). April 10 – 12 of 2019. Vienna, Austria.

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Participants’ perceptions about their learning with FIRST LEGO® League Competition – a gender study

  1. 1. Participants’ perceptions about their learning with FIRST LEGO® League Competition – a gender study Despoina Schina, Mireia Usart & Vanessa Esteve-Gonzalez (* despoina.schina@urv.cat , mireia.usart@urv.cat & vanessa.esteve@urv.cat ) RiE 2019: 10th International Conference on Robotics in Education, Vienna, April 10-12, 2019 Applied Research Group in Education and Technology Marie Skłodowska Curie No. 713679
  2. 2. 1. Introduction 2. Research Questions 3. Context & Sample 4. Methodology 5. Results 6. Conclusions 7. Future Research Contents
  3. 3. 1. Introduction
  4. 4. 1. Introduction
  5. 5. 2. Research Questions  Research Question 1 What are the participants’ perceptions about their learning in FLL Competition?  Research Question 2 To what extent do females’ perceptions about their learning in FLL Competition differ compared to males’?
  6. 6. 3. Context & Sample  Context: 3% 64% 33% Age Distribution 16 years old 13-15 years old 10-12 years old  Sample:  Participants: 84 (45M and 39F)  Average age: 13 years old  Age range: 10 – 16 years old
  7. 7. 4. Methodology Questionnaire Sections Items Measure 0. Demographic Information 4 items gender 1. Learning about the world Q1 – Q8 Likert 1-5 2. Learning to solve problems Q9 – Q14 Likert 1-5 3. Learning to engage Q15 – Q19 Likert 1-5 4. Learning to apply knowledge Q20 – Q22 Likert 1-5 5. Learning to communicate Q23 – Q26 Likert 1-5 6. Learning to apply the technology cycle Q27 – Q31 Likert 1-5 7. Opinions on activities Q32 – Q36 Likert 1-5 8. Open questions 7 items -  Instrument:  Questionnaire (Chalmers, 2013)
  8. 8. 4. Methodology  Questionnaire Validation o Translation in Greek o Expert Validation o Cronbach's alpha test o All items (α = 0.95) o Ambiguity (α = 0.81) o Pertinence (α = 0.94) o Importance (α = 0.94) Importance 77% of the items were evaluated with 3.5/4.0 or higher. Pertinence 87.5% of the items received a score of 3.5/4.0 or higher. Ambiguity 85% of the items considered clear by 80% of the experts. The online validation questionnaire is available at https://goo.gl/forms/AvU6nAA1fBhhSE3g1
  9. 9. 5. Results RQ1: Participants’ perceptions about their learning in FLL Competition A. Participants’ answers-frequency mean scores B. Participants’ answers per section mean scores 4.42 4.42 4.34 3.98 4.46 4.41 4.60 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00 Meanfrequency Questionnaire Sections 4 21 11 0 5 10 15 20 25 items Mean frequency 3.5-3.99 4.0-4.49 4.5-5.0
  10. 10. 5. Results RQ2: To what extent do females’ perceptions about their learning in FLL Competition differ compared to males’? o The frequency means of each questionnaire item for males and females were calculated separately as it follows: o In 86% of the questionnaire items females’ frequency means were higher than males’. 86% 14% Highest frequency means girls boys Section Item M(SD) M(SD) M(SD) Males Females Total Section 1 (learning about the world) Q1- I learnt about the world outside of school 4.36(.61) 4.62(.63) 4.49(.63)
  11. 11. 5. Results RQ2: To what extent do females’ perceptions about their learning in FLL Competition differ compared to males’? Section Items Males M(SD) Females M(SD) Pearson Correlation Section 3 (learning to engage) Q17 – “I was trying new ideas” 4.24(.85) 4.62(.72) (r= 0,238, p=0.35) Section 5 (learning to communicate) Q25 – “I asked other students to explain their ideas” 4.26(.72) 4.68(.58) (r=0,305, p=0,006)
  12. 12. 6. Conclusions RQ1: Participants’ perceptions about their learning in FLL Competition Conclusions Section Answers’ Mean 1. Participants view the FLL Competition as a great opportunity for learning about real word problems and for the acquisition of skills in STEM areas of studies. ER competition experience has an impacts on students’ learning and motivation for further exploring in STEM or STEM related fields (Eguchi, 2015). ER competition participants had a more positive attitude toward science and science related areas (Welch, 2011) . Section 1 - learning about the world 4.42/5.00 Section 2 - solve problems 4.42/5.00 Section 4 - apply 3.98/5.00 Section 6 - technology 4.41/5.00 2. Participants view the FLL Competition as a great opportunity for collaboration and socialization. The students felt that they had learnt how to work as part of a team, how to communicate effectively with people (Ball, 2012). Section 5 - communicate 4.46/5.00 3. Participants enjoy the competition as they are engaged in activities of their preference. ER is an effective learning tool is that helps create a fun and engaging learning environment that keeps students interested and engaged in learning (Eguchi, 2014) Section 3 - engage 4.34/5.00 Section 7 – opinions on activities 4.60/5.00
  13. 13. 6. Conclusions RQ2: To what extent do females’ perceptions about their learning in FLL Competition differ compared to males’? Conclusions Section Items 1. Females seem to perceive their learning more positively than males in the context of FLL competition. Females showed more positive attitudes and motivation at the FLL activities (Kaloti-Hallak, 2015). Section 1 - 7 Females’ tendency to provide higher frequency means answers in 86% of the items. 2. Females report to be more eager to experiment than male participants in the context of FLL competition. Section 3 (learning to engage) Correlation with gender and item Q17 – “I was trying new ideas” 3. Females report to be more likely to adopt collaborative strategies than male participants in the context of FLL competition. Section 5 (learning to communicate) Correlation with gender and item Q25 – “I asked other students to explain their ideas”.
  14. 14. 7. Future Research  Study the actual process of learning through observation throughout a team’s preparation for a robotics competition.  Investigate the relation between self-perceived learning and actual learning.
  15. 15. References Alimisis, D.: Educational robotics: open questions and new challenges. Themes Sci. Technol. Educ. 6(1), 63–71 (2013). Ball, C., Moller, F., Pau, R.: The mindstorm effect: a gender analysis on the influence of LEGO mindstorms in computer science education. In: Proceedings of the 7th workshop in primary and secondary computing education, pp. 141–142. ACM, (2012). Chalmers, C.: Learning with FIRST LEGO League. In: Society for Information Technology and Teacher Education (SITE) Conference, pp. 5118–5124. Association for the Advancement of Computing in Education (AACE), New Orleans, (2013). Chen X.: How does participation in FIRST LEGO League robotics competition impact children’s problem-solving process?. In: Lepuschitz W., Merdan M., Koppensteiner G., Balogh R., Obdržálek D. (eds) Robotics in Education. RiE 2018. Advances in Intelligent Systems and Computing, vol 829. Springer, Cham (2018). Eguchi, A.: RoboCupJunior for promoting STEM education, 21st century skills, and technological advancement through robotics competition. Rob. Auton. Syst. 75, 692–699 (2015). Hendricks, C.C., Alemdar, M., Ogletree, T.W.: The impact of participation in Vex robotics competition on middle and high school students’ interest in pursuing STEM studies and STEM-related careers. In: 2012 ASEE Annual Conference & Exposition, Texas (2012). Kaloti-Hallak, F., Armoni, M., Ben-Ari, M.: Students’ attitudes and motivation during robotics activities. In: Workshop in Primary and Secondary Computing Education, pp. 102–110 (2015). Melchior A., Cutter T., Cohen F.: Evaluation of FIRST LEGO league. Center for Youth and Communities, Heller Graduate School, Brandeis University, Waltham (2004 Petre, M., Price, B.: Using robotics to motivate ‘back door’ learning. Education and Information Technology 9 (2), 147–158, (2004). Rosen, J.H.: FIRST LEGO League Participation: Perceptions of Minority Student Participants and their FLL Coaches. In: 120th ASEE Annual Conference & Exposition (2013). Welch, A.G.: Using the TOSRA to assess high school students’ attitudes toward science after competing in the first robotics competition: An exploratory study. Eurasia J. Math. Sci. Technol. Educ. 6(3), 187–197 (2010).
  16. 16. Participants’ perceptions about their learning with FIRST LEGO® League Competition – a gender study Despoina Schina, Mireia Usart & Vanessa Esteve-Gonzalez (despoina.schina@urv.cat * , mireia.usart@urv.cat & vanessa.esteve@urv.cat ) RiE 2019: 10th International Conference on Robotics in Education, Vienna, April 10-12, 2019 Applied Research Group in Education and Technology Marie Skłodowska Curie No. 713679 Thank you

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