Please use this identifier to cite or link to this item:
https://hdl.handle.net/20.500.14279/29737
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Socratous, Chrysanthos | - |
dc.contributor.author | Ioannou, Andri | - |
dc.date.accessioned | 2023-07-10T07:37:11Z | - |
dc.date.available | 2023-07-10T07:37:11Z | - |
dc.date.issued | 2022-09-01 | - |
dc.identifier.citation | TechTrends, 2022, vol. 66, iss. 5, pp. 771 - 783 | en_US |
dc.identifier.issn | 87563894 | - |
dc.identifier.uri | https://hdl.handle.net/20.500.14279/29737 | - |
dc.description.abstract | Educational robotics (ER) has emerged as a novel educational tool that enables students to improve their thinking skills. The study aims to compare the effect of a structured versus an unstructured ER curriculum on students’ group metacognition during collaborative problem-solving with ER. The authors’ hypothesis is that an unstructured ER curriculum might be more beneficial in supporting young learners’ group metacognition in programming contexts. This study follows a quasi-experimental design with students (n = 35) split into two comparison groups – a structured ER curriculum group and an unstructured one. The results show that students in the structured curriculum group demonstrated higher levels of group metacognition and better collaboration. Furthermore, using a micro-ecological approach, the study reveals that individual metacognitive contributions from students in the unstructured curriculum group had a systemic impact on the group work progress. | en_US |
dc.language.iso | en | en_US |
dc.relation.ispartof | TechTrends | en_US |
dc.rights | © Association for Educational Communications & Technology 2022 | en_US |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Collaboration | en_US |
dc.subject | Collaborative problem-solving | en_US |
dc.subject | Educational robotics | en_US |
dc.subject | Group metacognition | en_US |
dc.subject | Productive failure | en_US |
dc.subject | Programming | en_US |
dc.title | Evaluating the Impact of the Curriculum Structure on Group Metacognition During Collaborative Problem-solving Using Educational Robotics | en_US |
dc.type | Article | en_US |
dc.collaboration | Cyprus University of Technology | en_US |
dc.collaboration | Research Center on Interactive Media, Smart Systems and Emerging Technologies | en_US |
dc.subject.category | Arts | en_US |
dc.journals | Subscription | en_US |
dc.country | Cyprus | en_US |
dc.subject.field | Humanities | en_US |
dc.publication | Peer Reviewed | en_US |
dc.identifier.doi | 10.1007/s11528-022-00738-5 | en_US |
dc.identifier.scopus | 2-s2.0-85129647480 | - |
dc.identifier.url | https://api.elsevier.com/content/abstract/scopus_id/85129647480 | - |
dc.relation.issue | 5 | en_US |
dc.relation.volume | 66 | en_US |
cut.common.academicyear | 2021-2022 | en_US |
dc.identifier.spage | 771 | en_US |
dc.identifier.epage | 783 | en_US |
item.fulltext | No Fulltext | - |
item.languageiso639-1 | en | - |
item.grantfulltext | none | - |
item.openairecristype | http://purl.org/coar/resource_type/c_6501 | - |
item.cerifentitytype | Publications | - |
item.openairetype | article | - |
crisitem.journal.journalissn | 1559-7075 | - |
crisitem.journal.publisher | Springer Nature | - |
crisitem.author.dept | Department of Multimedia and Graphic Arts | - |
crisitem.author.faculty | Faculty of Fine and Applied Arts | - |
crisitem.author.orcid | 0000-0002-3570-6578 | - |
crisitem.author.parentorg | Faculty of Fine and Applied Arts | - |
Appears in Collections: | Άρθρα/Articles |
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