The Effect of Tangibly Programmable Robots on Motor Creativity in Preschool Education

Abstract

Abstract Tangible programming languages appear to be a promising way of interacting, particularly in preschool education. Similarly, physical education can contribute to embodied learning and skill promotion by fostering motor creativity. However, research evidence linking tangible programming languages with motor creativity is scarce. To address this gap, this study examines the effects of tangibly programmable robots on preschoolers’ motor creativity. 33 children aged 5 to 6 participated in a 12-session intervention program. Participants used two existing tangibly programmable robots in schools (Bee-Bot) and a new system (DuckyCode). Children’s motor creativity was assessed before and after the intervention using the Thinking Creatively in Action and Movement Test. The results showed a significant effect of the intervention on preschoolers’ motor creativity, consisting of motor fluency, originality, and imagination. In all cases, motor creativity dimensions were improved after the intervention. Moreover, the study suggests learning theories on which interdisciplinary education programs, tailored to children’s needs and interests, combining suitable, tangibly programmable robots and physical education, can foster preschoolers’ motor creativity.