The Role of Interactive Dynamics in Robotics Learning Environments for Fostering Computational Thinking

This research investigates how interactive dynamics within robotics learning environments foster Computational Thinking (CT) among primary school students. Adopting classroom observations and semi-structured interviews, the study identified the "3A" CT process—abstraction, automation, and analysis—as a fundamental framework for understanding how students develop computational skills. Findings indicate that student-teacher interactions are crucial during the abstraction stage, aiding students in conceptualizing and structuring programming tasks. Student-robot interactions are essential in the automation stage, providing immediate feedback that helps students refine their programming. Student-student interactions, beneficial during the analysis stage, encourage collaborative problem-solving and critical assessment of programming strategies. These interactive dynamics, analysed through the lens of embodied cognition theory, emphasize the importance of hands-on, tangible learning experiences in enhancing CT. The study’s insights have significant implications for curriculum design, suggesting that targeted interactive dynamics can improve the effectiveness of robotics education and better prepare students for future technological challenges.