Effects of Task-Oriented Courses Conducted Outside the Classroom via Robotics Simulation on Design Thinking, Individual Creativity, and Self-Regulation

In this study, students carried out robotic applications in two different teaching approaches, in-class and out-of-class. In this 14-week study, the development of students’ design thinking, individual creativity, and self-regulation skills was examined. A total of 60 associate degree students, 16 female and 44 male, studying in the Computer Technologies department of a state university participated in the study. In the pre-test and post-test control group experimental design, students were randomly assigned to groups. Both groups were given physical robotics training with Arduino based on cooperation. In addition, the students in the experimental group carried out some tasks individually outside the classroom via the Tinkercad platform. While normality, t -tests, and correlation tests were performed on quantitative data, descriptive and content analyses were performed on qualitative data. The students who carried out out-of-class tasks via robotics simulation showed significant development compared to the others in design thinking, individual creativity, and self-regulation skills. After this study, in which a positive relationship was found between all three skills, students frequently repeated behavioral expressions such as developing useful products and processes, generating creative ideas, self-evaluation, self-learning, and optimistic thinking. Different teaching approaches and the skills addressed were discussed separately and holistically.