GAMIFIED EDUCATIONAL ROBOTS LEAD AN INCREASE IN MOTIVATION AND CREATIVITY IN STEM EDUCATION

Tan-I Chen; Shih-Kai Lin; Hung-Chang Chung

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GAMIFIED EDUCATIONAL ROBOTS LEAD AN INCREASE IN MOTIVATION AND CREATIVITY IN STEM EDUCATION

Title	GAMIFIED EDUCATIONAL ROBOTS LEAD AN INCREASE IN MOTIVATION AND CREATIVITY IN STEM EDUCATION
Publication Type	Journal Article
Year of Publication	2023
Authors	Chen, T-I, Lin, S-K, Chung, H-C
Journal	Journal of Baltic Science Education
Volume	22
Issue	3
Start Page	427-438
Pagination	Continuous
Date Published	June/2023
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	educational robot, gamification in STEM education, learning motivation, STEM curriculum
Abstract	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.
URL	https://oaji.net/articles/2023/987-1687108025.pdf
DOI	10.33225/jbse/23.22.427
Refereed Designation	Refereed
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