Student satisfaction and self-efficacy in a cooperative robotics course

Eric Zhi Feng Liu1, Chun Hung Lin1, Chiung Sui Chang2
1National Central University, Taiwan
2Tamkang University, Taiwan
Cite this article:  Liu, E., Lin, C., & Chang, C. (2010). Student satisfaction and self-efficacy in a cooperative robotics course. Social Behavior and Personality: An international journal, 38, 1135-1146.

Volume 38 Issue 8 | e2059 | Published: September 2010 | DOI: https://doi.org/10.2224/sbp.2010.38.8.1135

Abstract
Full Text
References
Tables and Figures
Acknowledgements
Author Contact

In this study, LEGO robotics and cooperative learning were integrated into the design of a course. In the course, preservice teachers had to complete their assignments by cooperating, solving problems, and conducting team discussions. After the course, questionnaires were used to understand the advantages and disadvantages of the design of the robotics course, student satisfaction with the course, and changes of the preservice teachers’ confidence in learning LEGO robotics. The satisfaction questionnaire covered three dimensions: teaching environment, teaching content, and teaching method. Results showed that by the end of the semester, students’ satisfaction with the cooperative robotics course had improved. Furthermore, the results showed positive effects on preservice teachers’ perceived self-efficacy when learning LEGO robotics.

Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.