Malleability of Spatial Reasoning with Short-Term and Long-Term Robotics Interventions
Date
2021-05-29
Journal Title
Journal ISSN
Volume Title
Publisher
Springer
Abstract
Spatial reasoning correlates with academic success in mathematics and science, is highly
malleable, and can be learned. Yet, spatial reasoning is often underused, underdeveloped,
and ignored in current grade-school curriculum and teaching. This study explores changes
in elementary students’ spatial reasoning skills after participation in either a short-term or
a long-term robotics intervention. The robotics intervention and the spatial elements within
the intervention tasks are described. Measures of spatial reasoning elements were administered
before and after each intervention. Two different groups of students ages 9–10 years
were tested: a short-term group (N = 11) and a long-term group (N = 48). Statistical analysis
revealed significant improvements to several different elements of spatial reasoning in
both groups. Findings suggest that programming robots in either the short- or long-term
intervention was associated with improvements in spatial reasoning.
Description
This is a post-peer-review, pre-copyedit version of an article published in Technology, Knowledge and Learning. The final authenticated version is available online at: https://doi.org/10.1007/s10758-021-09520-7 or https://rdcu.be/clAjY
Keywords
Programming robots, Elementary school, Spatial reasoning, Pretest and posttest comparison
Citation
Francis, K., Rothschuh, S., Poscente, D., & Davis, B. (2021) Malleability of Spatial Reasoning with Short-Term and Long-Term Robotics Interventions. Technology, Knowledge and Learning, online, 1-30. https://doi.org/10.1007/s10758-021-09520-7