<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tan-I Chen</style></author><author><style face="normal" font="default" size="100%">Shih-Kai Lin</style></author><author><style face="normal" font="default" size="100%">Hung-Chang Chung</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">GAMIFIED EDUCATIONAL ROBOTS LEAD AN INCREASE IN MOTIVATION AND CREATIVITY IN STEM EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational robot</style></keyword><keyword><style  face="normal" font="default" size="100%">gamification in STEM education</style></keyword><keyword><style  face="normal" font="default" size="100%">learning motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM curriculum</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1687108025.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The combination of education and robots is becoming an increasingly important issue. Although researchers have conducted some studies on educational robotics in STEM education at the undergraduate level, no research examined the effects of gamified educational robotics on participants’ motivation and creativity. Therefore, this study examines the effects of gamified educational robots on participants’ learning motivation and creativity in STEM. A quasi-experimental research design was used in this study. A total of 108 students from two classes enrolled in the information technology course were involved as participants. Learning motivation and creativity scales were used to collect data. The participants were introduced to a gamified educational robot as the course objective, learning content, and game mechanism to increase motivation and help students solve problems. In contrast, students in the control group received conventional instruction consisting of group discussions and lectures. Activities in both groups were held for eighteen weeks in three phases. The results showed that gamified educational robots could enhance learning motivation and positively influence learners' creativity. The results also indicate that learning motivation has significant effects on creativity, and students with high motivation perform better in terms of creativity. The results strengthen interdisciplinary STEM teaching and promote students' learning outcomes.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">427-438</style></section></record></records></xml>