Implementation of a robotic-transformed five-phase inquiry learning to foster students' computational thinking and engagement: a mobile learning perspective

Abstract

Many studies have used a robot to engage students in higher-order thinking tasks. With such a learning task, it remains challenging to design instruction in deriving basic knowledge through technological tools to support students in developing their higher-order thinking skills. However, a computer-controlled robot maybe not a challenge yet, and it is not convenient to get the information or supplementary materials in a learning activity. Many scholars have recognised mobile technologies as a potential tool enabling students to learn across in and out-of-classes. This study developed a mobile application to control a robot and manipulate data in authentic situations. Afterward, this study applied a five-phase inquiry-based learning approach to implementing the mobile application in a Thai high school robotic learning class. A repeated measures research design was employed to examine the effectiveness of implementing a robot-transformed five-phase inquiry learning regarding students' improvement of computational thinking concepts, practices and perspectives. Besides, the students could be engaged to learn, leading to improvement of computational thinking.