Exploring Reflection Journals and Self-efficacy in Robotics Education

Abstract

Both metacognition (reflection of activities and thinking) and self-efficacy (a personal belief of being capable of doing something) influence learning outcomes. This study investigated metacognition using 17 students’ reflection journals and the change of general self-efficacy and robotics self-efficacy (perceptions of capability regarding specific robotics related knowledge and skills) over a one-semester robotics education course. The reflection journals showed (1) the majority of students reported more frequently on what they did during the last eight weeks than the first eight weeks, as well as writing about planning and evaluation and (2) while writing about background knowledge, opinions, and learning had a decreasing trend. The survey results showed that students’ robotics self-efficacy in the knowledge and skills significantly increased. The findings suggest that writing reflection journals can be a useful tool for robotics teachers in helping students practice metacognition and engage in a higher level of learning.