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Efficiently Prompting Students When Developing Computational Thinking Skills: The Impact of Students' Response Modality

Efficiently Prompting Students When Developing Computational Thinking Skills: The Impact of Students' Response Modality

Soumela K. Atmatzidou, Chrysanthi N. Βekiari, Stavros N. Demetriadis
Copyright: © 2022 |Pages: 25
ISBN13: 9781799874430|ISBN10: 1799874435|ISBN13 Softcover: 9781799874447|EISBN13: 9781799874454
DOI: 10.4018/978-1-7998-7443-0.ch005
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MLA

Atmatzidou, Soumela K., et al. "Efficiently Prompting Students When Developing Computational Thinking Skills: The Impact of Students' Response Modality." Designing, Constructing, and Programming Robots for Learning, edited by Nikleia Eteokleous and Efi Nisiforou, IGI Global, 2022, pp. 91-115. https://doi.org/10.4018/978-1-7998-7443-0.ch005

APA

Atmatzidou, S. K., Βekiari, C. N., & Demetriadis, S. N. (2022). Efficiently Prompting Students When Developing Computational Thinking Skills: The Impact of Students' Response Modality. In N. Eteokleous & E. Nisiforou (Eds.), Designing, Constructing, and Programming Robots for Learning (pp. 91-115). IGI Global. https://doi.org/10.4018/978-1-7998-7443-0.ch005

Chicago

Atmatzidou, Soumela K., Chrysanthi N. Βekiari, and Stavros N. Demetriadis. "Efficiently Prompting Students When Developing Computational Thinking Skills: The Impact of Students' Response Modality." In Designing, Constructing, and Programming Robots for Learning, edited by Nikleia Eteokleous and Efi Nisiforou, 91-115. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-7443-0.ch005

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Abstract

This study investigates the impact of student response modality on the development of computational thinking skills in educational robotics activities. Students of an elementary school were divided into three study groups ('Control', 'Selecting', and 'Writing') that implemented activities based on the same teacher guidance while prompted to provide responses of different modalities. The purpose was to engage students in the development of computational thinking skills, focusing on the basic skills of abstraction, generalization, algorithm, modularity, and debugging. These skills were evaluated at different phases during the activity, using different modality (selection, written, and oral) assessment tools. The results suggest that (1) prompting and eliciting thoughts in the form of written or selected answers proves to be a beneficial strategy, and (2) the two groups, ‘Writing' and ‘Selecting', reach the same level of CT skills, which is significantly higher than the level of the control group.

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