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. |
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| 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] |
| Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195015205 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: From collaboration to cognition: The effects of a gamified robot-assisted social shared regulated learning approach on students' learning outcomes in STEM. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zhao%2C+Jing%22">Zhao, Jing</searchLink><relatesTo>1</relatesTo><i> helenzjiet@163.com</i><br /><searchLink fieldCode="AR" term="%22Chen%2C+Yang%22">Chen, Yang</searchLink><relatesTo>2</relatesTo><i> 1679539299@qq.com</i><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Jia-Qi%22">Zhang, Jia-Qi</searchLink><relatesTo>3</relatesTo><i> 40700133e@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Di%22">Zhang, Di</searchLink><relatesTo>4</relatesTo><i> zhangdi0909@126.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+%26+Society%22">Educational Technology & Society</searchLink>. Jul2026, Vol. 29 Issue 3, p204-222. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+thinking%22">Creative thinking</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195015205 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30191/ETS.202607_29(3).SP04 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 204 Subjects: – SubjectFull: Collaborative learning Type: general – SubjectFull: Self-regulated learning Type: general – SubjectFull: Computer assisted instruction Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: STEM education Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Creative thinking Type: general Titles: – TitleFull: From collaboration to cognition: The effects of a gamified robot-assisted social shared regulated learning approach on students' learning outcomes in STEM. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zhao, Jing – PersonEntity: Name: NameFull: Chen, Yang – PersonEntity: Name: NameFull: Zhang, Jia-Qi – PersonEntity: Name: NameFull: Zhang, Di IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 11763647 Numbering: – Type: volume Value: 29 – Type: issue Value: 3 Titles: – TitleFull: Educational Technology & Society Type: main |
| ResultId | 1 |
