Cover Image

Effects of Robotics Programming on Enhancing Computational Thinking Among Middle School Students in Saudi Arabia

Saved in:
Published in:Journal of Cases on Information Technology vol. 27, no. 1 (2025), p. 1-24
Main Author: Alalawi, Wafa Ahmad
Other Authors: Said, Mohd Nihra Haruzuan Bin Mohamad, Hanid, Mohd Fadzil Bin Abdul
Published:
IGI Global
Subjects:
Saudi Arabia
Teaching
Problem solving
Computer science
Curricula
Elementary school students
Instructional design
Skills
Research design
Quasi-experimental methods
Thinking skills
Robotics
Teachers
Programming
Algorithms
Critical thinking
Students
Middle schools
Academic achievement
Implementation
Learning
Education
Student attitudes
Elementary schools
Middle school students
Schools
Robots
Project-based learning
Programming languages
Computer programming
Attitudes
Design of experiments
Educational programs
Information technology
Online Access:Citation/Abstract
Full Text - PDF
Tags: Add Tag
No Tags, Be the first to tag this record!
Abstract:The study aimed to investigate the computational thinking traits of third-grade middle school students while using RoboMind for programming within a project-based learning setup. It also aimed to determine if incorporating RoboMind into project-based instruction improved students' computational thinking skills, attitudes toward programming, and programming performance based on project outcomes. Implemented through a quasi-experimental design with 138 students from two Saudi Arabian schools, the results indicated a significant improvement in computational thinking skills and positive changes in attitudes toward programming post-RoboMind implementation. The study identified four primary dimensions and seven sub-dimensions of computational thinking, emphasizing its diverse aspects. Furthermore, notable correlations were found between RoboMind project scores and post-RoboMind computational thinking scores in the experimental group. These findings advocate for the integration of RoboMind into programming education, especially within Saudi Arabian educational institutions.
ISSN:1548-7717
1548-7725
1098-8580
1537-937X
DOI:10.4018/JCIT.371403
Source:ABI/INFORM Global