Treffer: Enhancing Computational Thinking and Programming Logic Skills with App Inventor 2 and Robotics: Effects on Learning Outcomes, Motivation, and Cognitive Load.

Highlights: What are the main findings? The instructional module integrating App Inventor 2 with a six-axis robotic arm significantly improved the students' computational thinking and programming logic skills. Hands-on robotic operation and problem-based learning tasks enhanced the students' intrinsic motivation, engagement, and willingness to tackle challenges. The task-based, visualized programming environment effectively reduced the students' cognitive load by simplifying syntax and supporting concrete spatial reasoning. Students reported high system satisfaction, particularly regarding perceived usefulness, ease of use, and behavioral intention toward continued learning. What are the implications of the main findings? Future research could develop and assess interdisciplinary learning scenarios to enhance students' scientific literacy and learning outcomes. The proposed instructional module has demonstrated effectiveness in cultivating students' cross-disciplinary integration skills within the context of this study's specific school, age group, and short-term intervention. Educational robotics (ER) has attracted growing attention as an effective means of cultivating computational thinking and programming skills through interactive, sensor-based learning environments. Integrating ER with visual programming platforms enables learners to engage in hands-on, technology-driven problem solving within authentic contexts. This study aimed to investigate the effects of a task-oriented instructional module, grounded in constructivist and experiential learning theories, that integrated App Inventor 2 with a six-axis robotic arm on junior high school students' learning performance. A quasi-experimental design was conducted with 74 eighth-grade students from a junior high school in Hsinchu, Taiwan. The experimental group (n = 37) engaged in hands-on programming and robotic arm operations, whereas the control group (n = 37) received equivalent programming instruction with video demonstrations. Results indicated that the experimental group achieved significantly higher scores in spatial understanding, computational thinking, and programming logic. Students also reported greater motivation, lower cognitive load, and higher satisfaction with the integrated system. These findings suggest that combining App Inventor 2 with a physical robotic arm provides an effective framework for promoting computational thinking, motivation, and system interaction in technology education and smart learning environments. [ABSTRACT FROM AUTHOR]

Copyright of Sensors (14248220) is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)