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A Study on the Effects of Using the 6E Model and a Robot Teaching Assistant on Junior High School Students’ STEM Knowledge, Learning Motivation, and Hands-on Performance

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Abstract

The integration of education and robotics has emerged as a crucial development in the technological landscape. This study focuses on the use of a robot teaching assistant to enhance the learning efficiency of 8th-grade students in hands-on STEM activities centered around the theme of “Smart City.” It explores the impact of educational robots on students' learning outcomes and their development of hands-on skills through diverse learning methods. Conducted over 12 weeks with 103 participants, the study employed a quasi-experimental design. Students were split into two groups: The Experimental Group (EG), using the 6E model with robot teaching assistants, and the Control Group (CG), using only the 6E model. The analysis of covariance revealed that the EG exhibited superior performance in STEM knowledge, motivation, and hands-on skills compared to the CG. Further analysis indicated that learning motivation significantly influenced hands-on performance in the EG, particularly in high-scoring subgroups. The findings suggest that combining the 6E model with educational robots effectively enhances STEM learning and student engagement. Educational robots as teaching assistants not only aid in knowledge acquisition but also significantly boost students' motivation and hands-on skill development. This implies a promising direction for integrating advanced technology in educational practices to foster more effective learning environments.

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Data Availability

For ethical reasons and restrictions, the datasets used and analyzed for the paper are not publicly available. However, any inquiries concerning the materials are welcomed.

Abbreviations

6E:

Engage, Explore, Explain, Engineer, Enrich, and Evaluate.

CPAM:

Creative Product Analysis Matrix

ITEEA:

International Technology and Engineering Educators Association

STEM:

Science, Technology, Engineering, and Mathematics

STEM KEP:

STEM Knowledge Examination Paper

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Acknowledgements

This work was financially supported by the “Institute for Research Excellence in Learning Sciences” of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan, and sponsored by the National Science and Technology Council, Taiwan, R.O.C.

Funding

This research was funded by the National Science and Technology Council, Taiwan, R.O.C. under Grant no. 110-2511-H-003 -023 -MY3, 110-2622-H-003 -009, 111-2622-H-003 -006, 111-2410-H-003 -017, 112-2410-H-003 -098 -MY3.

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Authors and Affiliations

  1. Department of Technology Application and Human Resource Development, National Taiwan Normal University, No.162, Sec. 1, Heping E. Rd., Da’an Dist., Taipei City, 106, Taiwan (R.O.C.)

    Hsien-Sheng Hsiao, Jhen-Han Chen, Tze-ling Chang, Po-Hsun Li & Guang-Han Chung

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  1. Hsien-Sheng Hsiao
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Contributions

HSH designed and facilitated this research and completed the instruction work in this research; PHL conducted the experiment and wrote the first draft of the manuscript; TLC analyzed the data and proofread the first draft of the manuscript; GHC facilitated data analysis and revised the manuscript; JHC built connections with the experimental school and proofread the manuscript. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Guang-Han Chung.

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Ethical Approval

This study was approved by Ethics Committee of National Taiwan Normal University (REC Number:202305HS074) All the parents of participants signed an informed consent form before the experiment. Consistent with the approved protocol, they were informed that they had the right to withdraw from the experiment at any time. All the information collected in the experiment was used only for the purpose of research.

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The authors declare that they have no competing interests.

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Hsiao, HS., Chen, JH., Chang, Tl. et al. A Study on the Effects of Using the 6E Model and a Robot Teaching Assistant on Junior High School Students’ STEM Knowledge, Learning Motivation, and Hands-on Performance. J Sci Educ Technol (2024). https://doi.org/10.1007/s10956-024-10119-7

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