Monica Mitchell

Using Robotics and Game Design to Promote Pathways to STEM

Developing Teachers' Computational Thinking Beliefs and Engineering Practices Through Game Design and Robotics

Preparing Teachers to Engage Rural Students in Computational Thinking through Robotics, Game Design, and Culturally Responsive Teaching

This article examines teacher preparation and teacher change in engineering and computer science education. We examined culturally responsive teaching self-efficacy (CRTSE), culturally responsive teaching outcome expectancy (CRTOE) beliefs, and attitudes toward computational thinking (CT) as teachers participated in one of three treatment groups: robotics only, game design only, or blended robotics/game design. Descriptive data revealed that CRTSE gain scores were higher in the robotics only and blended contexts than in the game design only context.

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Using Robotics and Game Design to Enhance Children’s Self-Efficacy, STEM Attitudes, and Computational Thinking Skills

This paper describes the findings of a pilot study that used robotics and game design to develop middle school students’ computational thinking strategies. One hundred and twenty-four students engaged in LEGO® EV3 robotics and created games using Scalable Game Design software. The results of the study revealed students’ pre–post self-efficacy scores on the construct of computer use declined significantly, while the constructs of videogaming and computer gaming remained unchanged.

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