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Developing Robots, Self-Esteem, and Self-Perception for Elementary Students Through Educational Robotics

Developing Robots, Self-Esteem, and Self-Perception for Elementary Students Through Educational Robotics

Nikleia Eteokleous
Copyright: © 2021 |Pages: 20
ISBN13: 9781799877608|ISBN10: 1799877604|ISBN13 Softcover: 9781799877615|EISBN13: 9781799877622
DOI: 10.4018/978-1-7998-7760-8.ch008
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MLA

Eteokleous, Nikleia. "Developing Robots, Self-Esteem, and Self-Perception for Elementary Students Through Educational Robotics." Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model, edited by Maria D. Avgerinou and Peggy Pelonis, IGI Global, 2021, pp. 142-161. https://doi.org/10.4018/978-1-7998-7760-8.ch008

APA

Eteokleous, N. (2021). Developing Robots, Self-Esteem, and Self-Perception for Elementary Students Through Educational Robotics. In M. Avgerinou & P. Pelonis (Eds.), Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model (pp. 142-161). IGI Global. https://doi.org/10.4018/978-1-7998-7760-8.ch008

Chicago

Eteokleous, Nikleia. "Developing Robots, Self-Esteem, and Self-Perception for Elementary Students Through Educational Robotics." In Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model, edited by Maria D. Avgerinou and Peggy Pelonis, 142-161. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7760-8.ch008

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Abstract

In this chapter, the impact of an educational robotics curriculum to enhance students' self-esteem and self-perception was examined. The intervention employed various activities and educational robotics packages based on the educational robotics curriculum developed by Frederick University Robotics Academy. Forty-one students, 6-13 years old, participated in a summer school program of 8 weeks. The study statistically examined the relationship between the robotics and the development of the aforementioned skills. The results revealed the positive impact and great potential of integrating robotics as a cognitive-learning tool to enhance self-esteem and self-perception of students. Specifically, the intervention minimized gender differences in self-esteem and revealed positive inference in both self-esteem and self-perception, with the last one to have also statistical significant differences. Finally, it revealed positive influences in regards to leaning, friendship, happiness, perception and acceptance of themselves, and expression of their beliefs and opinions.

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