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Educational Robotics and the Learning Process: In Search of Key Effects
Innovations. 2024. No. 78. P. 1354–1371.
Educational robotics is becoming an important part of the education system in a number of countries around the world. Educational robotics is being gradually integrated into various stages of education such as preschool, secondary, vocational and additional education. There is a growing number of studies in the field of studying robotics in the educational process. This topic is relevant due to the development of artificial intelligence and robotics, and the introduction of these products into the education system. Aim: The purpose of this paper is to explore the impact of educational robots on the learning process in general and to determine the effects that robots have on the educational environment, students themselves and their learning outcomes. Methodology and research methods. Through a bibliographic analysis, we have identified several positive effects of using educational robots, including increased student motivation and learning efficiency, advancement of lateral thinking and worldview, development of a comfortable educational environment, shaping an improved education strategy, gamification of educational process, and improvement of social skills. Results: The results indicate that the use of educational robotics has significant potential for improving the quality of education in various fields and promoting more flexible and innovative learning models. Scientific novelty. Each of positive effects of using educational robots, the features of their formation, as well as the characteristics of educational robots that allow effects to be achieved are discussed in detail.Practical significance.The article describes the effects of introducing robots into education, which is possible to improve its quality at various stages and areas.
Keywords: educational environmentlearning processeducational roboticsrobotics educationeffects of robotics
Publication based on the results of:
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Abstract
Background
Knowledge abstractness is one of the factors affecting learning outcomes, particularly in learning from multimedia texts. However, most previous studies on multimedia learning have focused on manipulating pictorial abstractness, while the role of text topic abstractness remains largely unexplored.
Aims
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