Using UTAUT to Explore the Acceptance of High School Students in Programming Learning with Robots

Programming is an integral component of fundamental education in numerous countries, underscoring its significance in cultivating essential skills for the future. The incorporation of artificial intelligence robots into programming instruction signifies an emerging trend poised to revolutionize educational practices. This study undertakes a comparative analysis of two instructional methodologies: a traditional programming course and a course employing the Dash robot. Utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT) framework and analyzing Course Satisfaction data, this research identifies the pivotal factors influencing the acceptance and efficacy of robot-assisted instruction in programming courses. The findings provide profound insights into how technological tools, particularly AI robots, can enhance the learning experience and outcomes for students. These results furnish educators with valuable information to guide the integration of robots into programming curricula, ultimately aiming to elevate teaching efficiency and student engagement. This study highlights the transformative potential of robot-assisted instruction in reshaping educational methodologies and better preparing students for the technological demands of the future.