From collaboration to cognition: The effects of a gamified robot-assisted social shared regulated learning approach on students' learning outcomes in STEM.

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Title:	From collaboration to cognition: The effects of a gamified robot-assisted social shared regulated learning approach on students' learning outcomes in STEM.
Authors:	Zhao, Jing¹ helenzjiet@163.com, Chen, Yang² 1679539299@qq.com, Zhang, Jia-Qi³ 40700133e@gmail.com, Zhang, Di⁴ zhangdi0909@126.com
Source:	Educational Technology & Society. Jul2026, Vol. 29 Issue 3, p204-222. 19p.
Subject Terms:	Collaborative learning, Self-regulated learning, Computer assisted instruction, Critical thinking, STEM education, Academic achievement, Motivation (Psychology), Creative thinking
Abstract:	Previous studies have shown that Social Shared Regulated Learning (SSRL) can facilitate knowledge construction and collaborative learning in STEM courses. Robots, as learning partners, play a crucial role in supporting SSRL processes and promoting collaboration. In addition, the game elements in gamification can effectively stimulate students' learning motivation, promote changes in student behavior, and improve learning outcomes. Based on this, this study proposed a gamified robot-assisted SSRL approach and evaluated its effectiveness in terms of improving students' academic performance, learning motivation and higher-order thinking through a quasi-experiment. The experimental group (n = 30) used a gamified robot-assisted SSRL approach (GR-SSRL), while the control group (n = 27) used a conventional robot-assisted SSRL approach (RSSRL). The research results showed that the GR-SSRL approach can effectively improve students' academic performance and external learning motivation, and can significantly improve the creative thinking ability of students with low collaboration ability. This study shows that the integration of certain learning tools can effectively support SSRL, and indicate that the combination of a variety of technical means can produce synergistic effects to improve learning outcomes. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Previous studies have shown that Social Shared Regulated Learning (SSRL) can facilitate knowledge construction and collaborative learning in STEM courses. Robots, as learning partners, play a crucial role in supporting SSRL processes and promoting collaboration. In addition, the game elements in gamification can effectively stimulate students' learning motivation, promote changes in student behavior, and improve learning outcomes. Based on this, this study proposed a gamified robot-assisted SSRL approach and evaluated its effectiveness in terms of improving students' academic performance, learning motivation and higher-order thinking through a quasi-experiment. The experimental group (n = 30) used a gamified robot-assisted SSRL approach (GR-SSRL), while the control group (n = 27) used a conventional robot-assisted SSRL approach (RSSRL). The research results showed that the GR-SSRL approach can effectively improve students' academic performance and external learning motivation, and can significantly improve the creative thinking ability of students with low collaboration ability. This study shows that the integration of certain learning tools can effectively support SSRL, and indicate that the combination of a variety of technical means can produce synergistic effects to improve learning outcomes. [ABSTRACT FROM AUTHOR]
ISSN:	11763647
DOI:	10.30191/ETS.202607_29(3).SP04