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Bridging Virtual and Physical: Exploring Students' Computational Thinking and Creativity in Robot-Guided vs. Simulation-Based Learning

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Title: Bridging Virtual and Physical: Exploring Students' Computational Thinking and Creativity in Robot-Guided vs. Simulation-Based Learning
Language: English
Authors: Maya Usher (ORCID 0000-0002-8895-5375), Noga Reznik, Gilad Bronshtein, Dan Kohen-Vacs (ORCID 0000-0002-6225-6365)
Source: Journal of Learning Analytics. 2025 12(2):35-49.
Availability: Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Computation, Thinking Skills, Creativity, Robotics, Computer Simulation, Technology Uses in Education, Undergraduate Students, Cooperative Learning, Learning Analytics, Critical Thinking, Problem Solving, Algorithms, Cooperation, Student Attitudes
ISSN: 1929-7750
Abstract: Computational thinking (CT) is a critical 21st-century skill that equips undergraduate students to solve problems systematically and think algorithmically. A key component of CT is computational creativity, which enables students to generate novel solutions within programming constraints. Humanoid robots are increasingly explored as promising tools to enhance CT skills, fostering teamwork and creativity in collaborative settings. However, gaps remain in understanding how different learning modalities impact the development of these skills. This study examines the comparative effects of robot-guided and simulation-based collaborative learning on undergraduate students' computational creativity and CT skills. The study involved 71 undergraduate students, divided into small groups and randomly assigned to begin with either a robot-guided or simulation-based modality, switching to the alternate modality in the following session. Data were collected through group log data and pre- and post-intervention questionnaires. The results indicated that the robot-guided modality significantly enhanced computational creativity in terms of originality and elaboration, while both modalities supported flexibility equally. Additionally, students reported higher CT skills following the robot-guided activity, with the most notable improvements in cooperation and creativity. Lastly, fewer group interaction difficulties were reported during the robot-guided activity, supporting its value for collaborative learning. These findings highlight humanoid robots as a valuable complement to virtual learning environments, offering unique opportunities to foster creativity, collaboration, and problem-solving in undergraduate education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483275
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Bridging Virtual and Physical: Exploring Students' Computational Thinking and Creativity in Robot-Guided vs. Simulation-Based Learning
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  Data: <searchLink fieldCode="AR" term="%22Maya+Usher%22">Maya Usher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8895-5375">0000-0002-8895-5375</externalLink>)<br /><searchLink fieldCode="AR" term="%22Noga+Reznik%22">Noga Reznik</searchLink><br /><searchLink fieldCode="AR" term="%22Gilad+Bronshtein%22">Gilad Bronshtein</searchLink><br /><searchLink fieldCode="AR" term="%22Dan+Kohen-Vacs%22">Dan Kohen-Vacs</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6225-6365">0000-0002-6225-6365</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Learning+Analytics%22"><i>Journal of Learning Analytics</i></searchLink>. 2025 12(2):35-49.
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  Data: Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
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  Data: <searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Robotics%22">Robotics</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Analytics%22">Learning Analytics</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Algorithms%22">Algorithms</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: 1929-7750
– Name: Abstract
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  Data: Computational thinking (CT) is a critical 21st-century skill that equips undergraduate students to solve problems systematically and think algorithmically. A key component of CT is computational creativity, which enables students to generate novel solutions within programming constraints. Humanoid robots are increasingly explored as promising tools to enhance CT skills, fostering teamwork and creativity in collaborative settings. However, gaps remain in understanding how different learning modalities impact the development of these skills. This study examines the comparative effects of robot-guided and simulation-based collaborative learning on undergraduate students' computational creativity and CT skills. The study involved 71 undergraduate students, divided into small groups and randomly assigned to begin with either a robot-guided or simulation-based modality, switching to the alternate modality in the following session. Data were collected through group log data and pre- and post-intervention questionnaires. The results indicated that the robot-guided modality significantly enhanced computational creativity in terms of originality and elaboration, while both modalities supported flexibility equally. Additionally, students reported higher CT skills following the robot-guided activity, with the most notable improvements in cooperation and creativity. Lastly, fewer group interaction difficulties were reported during the robot-guided activity, supporting its value for collaborative learning. These findings highlight humanoid robots as a valuable complement to virtual learning environments, offering unique opportunities to foster creativity, collaboration, and problem-solving in undergraduate education.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 35
    Subjects:
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Creativity
        Type: general
      – SubjectFull: Robotics
        Type: general
      – SubjectFull: Computer Simulation
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Learning Analytics
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Problem Solving
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      – SubjectFull: Algorithms
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      – SubjectFull: Cooperation
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      – SubjectFull: Student Attitudes
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    Titles:
      – TitleFull: Bridging Virtual and Physical: Exploring Students' Computational Thinking and Creativity in Robot-Guided vs. Simulation-Based Learning
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