Impact of robotics and geospatial technology interventions on youth STEM learning and attitudes

Gwen Nugent, Bradley Barker, Neal Grandgenett, Viacheslav I. Adamchuk

Research output: Contribution to journalArticle

80 Citations (Scopus)

Abstract

This study examined the impact of robotics and geospatial technologies interventions on middle school youth's learning of and attitudes toward science, technology, engineering, and mathematics (STEM). Two interventions were tested. The first was a 40-hour intensive robotics/GPS/GIS summer camp; the second was a 3-hour event modeled on the camp experiences and intended to provide an introduction to these technologies. Results showed that the longer intervention led to significantly greater learning than a control group not receiving the instruction, whereas the short-term intervention primarily impacted youth attitude and motivation. Although the short-term intervention did not have the learning advantages of a more intensive robotics camp, it can serve a key role in getting youth excited about technology and encouraging them to seek out additional opportunities to explore topics in greater detail, which can result in improved learning.

Original languageEnglish (US)
Pages (from-to)391-408
Number of pages18
JournalJournal of Research on Technology in Education
Volume42
Issue number4
DOIs
StatePublished - Jan 1 2010

Fingerprint

Robotics
mathematics
engineering
science
learning
Geographic information systems
Global positioning system
Geographical Information System
STEM (science, technology, engineering and mathematics)
instruction
event
experience
Group

Keywords

  • GIS
  • GPS
  • Geographic information systems
  • Global positioning system
  • Robotics

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

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