Conceptual model of learning computational thinking through educational robotic

• Main Authors: Jamal, N. N., Abang Jawawi, D. N., Hassan, R., Mamat, R.
• Format: Article
• Language: English
• Published: International Association of Online Engineering 2021
• Subjects: TJ Mechanical engineering and machinery
• Online Access: http://eprints.utm.my/id/eprint/95566/1/NurulNazihahJamal2021_ConceptualModelofLearningComputational.pdf; http://eprints.utm.my/id/eprint/95566/; http://dx.doi.org/10.3991/ijet.v16i15.24257

Computational thinking (CT) is useful in the daily problemsolving process while educational robotic (ER) is well known as a pedagogical tool in attracting students to learn more in problem-solving activities. Both subjects are widely used for formal learning and informal learning regardless of the age and gender of the learners. However, there is a lack of studies in integrating CT into ER and both have big dimensions in learning and teaching. Thus, nurturing CT through ER remains a challenge. This study focuses on designing a conceptual model of the integration between CT and ER. Qualitative analysis is done for this research where grounded theory analysis (GTA) is used to analyze CT and ER from various sources such as literature, book, and survey to make the model more relevant and fit to the education. The finding represents a final conceptual model which has been evaluated by the expert. The final conceptual model detailed the relationship between CT and ER besides giving benefits to the community who are planning, designing, or revising a new framework or platform in nurturing CT through ER.Computational thinking (CT) is useful in the daily problemsolving process while educational robotic (ER) is well known as a pedagogical tool in attracting students to learn more in problem-solving activities. Both subjects are widely used for formal learning and informal learning regardless of the age and gender of the learners. However, there is a lack of studies in integrating CT into ER and both have big dimensions in learning and teaching. Thus, nurturing CT through ER remains a challenge. This study focuses on designing a conceptual model of the integration between CT and ER. Qualitative analysis is done for this research where grounded theory analysis (GTA) is used to analyze CT and ER from various sources such as literature, book, and survey to make the model more relevant and fit to the education. The finding represents a final conceptual model which has been evaluated by the expert. The final conceptual model detailed the relationship between CT and ER besides giving benefits to the community who are planning, designing, or revising a new framework or platform in nurturing CT through ER.