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Participants’ Perceptions About Their Learning with FIRST LEGO® League Competition – a Gender Study

  • Despoina SchinaEmail author
  • Mireia Usart
  • Vanessa Esteve-Gonzalez
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 1023)

Abstract

Robotics Competitions as FIRST LEGO® League (FLL) Competition are gaining more and more popularity, however, what are the participants learning? The present study investigates participants’ perceptions regarding their learning with FLL Competition. In particular, it explores participants’ perceptions about their learning about the world, learning to solve problems, learning to engage, learning to apply knowledge, learning to communicate, learning to apply the technology cycle, studies participants’ perceptions on the competition activities, but, more importantly, it explores gender differences in students’ perceptions about their learning in the competition. A quantitative methodology is used, a questionnaire collecting data on participants’ perceptions was first validated by a team of experts and then completed by 84 participants of the Finals of FLL Competition 2018 in Greece. Results show that participants’ perceptions on their learning are very positive: (a) they report that they enjoy taking part in the competition as they are engaged in activities of their preference, (b) participants consider the competition as a great opportunity for learning about real word problems and for the acquisition of skills in STEM areas of studies, (c) participants view that they acquire social, collaborative and communication skills and (d) regarding gender, females tend to be more engaged, enthusiastic, creative, eager to experiment and more likely to adopt collaborative strategies than males.

Keywords

Educational Robotics FIRST® LEGO® League competition Gender studies 

Notes

Acknowledgements

This project received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No. 713679 and from the Universitat Rovira i Virgili (URV). The authors thank eduACT - The Organization For Future Education for their support.

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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Universitat Rovira i VirgiliTarragonaSpain

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