Fostering primary school students' computational thinking with multimodal embodied interaction model in educational robotics courses: A design-based research.
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| Title: | Fostering primary school students' computational thinking with multimodal embodied interaction model in educational robotics courses: A design-based research. |
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| Authors: | Yu, Liang1 yuliang@swu.edu.cn, Zhang, Xinyue1 2943604570@qq.com, Sun, Meiqi1 835449505@qq.com, Wang, Jing1 854782383@qq.com |
| Source: | Educational Technology & Society. Jul2026, Vol. 29 Issue 3, p314-335. 22p. |
| Subject Terms: | *Computational thinking, *Cognition, *Educational technology, *Compulsory education, *Abstract thought, *Primary education, Multimodal user interfaces, Design research |
| Abstract: | Educational Robotics (ER) courses are widely acknowledged as an effective method for fostering K-12 students' Computational Thinking (CT). Previous teaching practices predominantly relied on unimodal visual instructional imitation and procedural task-based approaches. These approaches disconnect abstract computational symbols from embodied experiences and limit the in-depth development of students' CT. To address this challenge, the present study proposes and systematically validates the Multimodal Embodied Interaction (MEI) model through an integrated perspective that combines embodied cognition with multimodal theory. A two-stage experimental study was conducted in a primary school in Southwestern China employing Design-Based Research (DBR) methodology. Results indicated that, compared to conventional teaching models, the MEI model significantly improved students' CT skills, with especially notable impacts on higher-order thinking aspects such as abstraction, algorithms, and evaluation. The study also revealed that the model exerts a significant "protective effect" in maintaining students' attitudes toward CT. This research provides a theoretically grounded and empirically validated framework for deepening students' CT cultivation in ER courses. [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: 195015210 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Fostering primary school students' computational thinking with multimodal embodied interaction model in educational robotics courses: A design-based research. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yu%2C+Liang%22">Yu, Liang</searchLink><relatesTo>1</relatesTo><i> yuliang@swu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Xinyue%22">Zhang, Xinyue</searchLink><relatesTo>1</relatesTo><i> 2943604570@qq.com</i><br /><searchLink fieldCode="AR" term="%22Sun%2C+Meiqi%22">Sun, Meiqi</searchLink><relatesTo>1</relatesTo><i> 835449505@qq.com</i><br /><searchLink fieldCode="AR" term="%22Wang%2C+Jing%22">Wang, Jing</searchLink><relatesTo>1</relatesTo><i> 854782383@qq.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, p314-335. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Computational+thinking%22">Computational thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Compulsory+education%22">Compulsory education</searchLink><br />*<searchLink fieldCode="DE" term="%22Abstract+thought%22">Abstract thought</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br /><searchLink fieldCode="DE" term="%22Multimodal+user+interfaces%22">Multimodal user interfaces</searchLink><br /><searchLink fieldCode="DE" term="%22Design+research%22">Design research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Educational Robotics (ER) courses are widely acknowledged as an effective method for fostering K-12 students' Computational Thinking (CT). Previous teaching practices predominantly relied on unimodal visual instructional imitation and procedural task-based approaches. These approaches disconnect abstract computational symbols from embodied experiences and limit the in-depth development of students' CT. To address this challenge, the present study proposes and systematically validates the Multimodal Embodied Interaction (MEI) model through an integrated perspective that combines embodied cognition with multimodal theory. A two-stage experimental study was conducted in a primary school in Southwestern China employing Design-Based Research (DBR) methodology. Results indicated that, compared to conventional teaching models, the MEI model significantly improved students' CT skills, with especially notable impacts on higher-order thinking aspects such as abstraction, algorithms, and evaluation. The study also revealed that the model exerts a significant "protective effect" in maintaining students' attitudes toward CT. This research provides a theoretically grounded and empirically validated framework for deepening students' CT cultivation in ER courses. [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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30191/ETS.202607_29(3).SP09 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 314 Subjects: – SubjectFull: Computational thinking Type: general – SubjectFull: Cognition Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Compulsory education Type: general – SubjectFull: Abstract thought Type: general – SubjectFull: Primary education Type: general – SubjectFull: Multimodal user interfaces Type: general – SubjectFull: Design research Type: general Titles: – TitleFull: Fostering primary school students' computational thinking with multimodal embodied interaction model in educational robotics courses: A design-based research. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yu, Liang – PersonEntity: Name: NameFull: Zhang, Xinyue – PersonEntity: Name: NameFull: Sun, Meiqi – PersonEntity: Name: NameFull: Wang, Jing 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 |
