Abstract
The purpose of this study is to examine Lego and robotics interventions in education. For this aim, 45 master's theses and doctoral dissertations published between 1991 and 2014 with Lego, robotic, and first Lego league keywords were examined. Data were classified according to methods, sample sizes, and variables. Results and suggestions from the manuscripts were also categorized. Document analysis was conducted in order to identify and show general trends. Findings are presented descriptively with charts and tables. The topic was most popular in 2013, and almost half of the studies preferred quantitative methods. Surveys were the most popular data collecting tool, and interviews were second. Sample size changed according to research method, and secondary school students were the most common participants. Surprisingly, most researchers omitted details about data collection time and process. Of those who responded, most dedicated 6 to 8 weeks to data collection. Generally, results showed that incorporating Lego and robotics leads to increased motivation and self-confidence, just like every new technology. Some researchers investigated Lego and robotic usage and perception of gender stereotypes with positive outcomes. Using Lego and robotics also reduced anxiety towards math and science in women. Nearly all researchers suggested longer term studies to gain a clearer vision about this topic. The results of this study will be helpful for guiding future research in this area.
Keywords: Lego, robotic, document analysis
Keywords
Details
| Primary Language | English |
|---|---|
| Journal Section | ELEVENTH ISSUE |
| Authors | |
| Publication Date | March 14, 2016 |
| Published in Issue | Year 2016 Volume: 5 Issue: 1 |