Malleability of Spatial Reasoning with Short-Term and Long-Term Robotics Interventions

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dc.contributor.authorFrancis, Krista
dc.contributor.authorRothschuh, S.
dc.contributor.authorPoscente, D.
dc.contributor.authorDavis, B.
dc.date.accessioned2021-06-17T20:54:47Z
dc.date.embargolift2022-05-29
dc.date.issued2021-05-29
dc.descriptionThis is a post-peer-review, pre-copyedit version of an article published in Technology, Knowledge and Learning. The final authenticated version is available online at: https://doi.org/10.1007/s10758-021-09520-7 or https://rdcu.be/clAjY
dc.description.abstractSpatial reasoning correlates with academic success in mathematics and science, is highly malleable, and can be learned. Yet, spatial reasoning is often underused, underdeveloped, and ignored in current grade-school curriculum and teaching. This study explores changes in elementary students’ spatial reasoning skills after participation in either a short-term or a long-term robotics intervention. The robotics intervention and the spatial elements within the intervention tasks are described. Measures of spatial reasoning elements were administered before and after each intervention. Two different groups of students ages 9–10 years were tested: a short-term group (N = 11) and a long-term group (N = 48). Statistical analysis revealed significant improvements to several different elements of spatial reasoning in both groups. Findings suggest that programming robots in either the short- or long-term intervention was associated with improvements in spatial reasoning.
dc.description.grantingagencySSHRC
dc.identifier.citationFrancis, K., Rothschuh, S., Poscente, D., & Davis, B. (2021) Malleability of Spatial Reasoning with Short-Term and Long-Term Robotics Interventions. Technology, Knowledge and Learning, online, 1-30. https://doi.org/10.1007/s10758-021-09520-7
dc.identifier.doi10.1007/s10758-021-09520-7
dc.identifier.grantnumber430-2017-00088
dc.identifier.issn2211-1670
dc.identifier.urihttp://hdl.handle.net/1880/113501
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/38928
dc.language.isoenen
dc.publisherSpringer
dc.publisher.facultyWerklund School of Educationen
dc.publisher.hasversionPostprint
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.policyhttps://www.springer.com/gb/open-access/publication-policies/self-archiving-policy
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en
dc.rights© 2021 The Authors
dc.subjectProgramming robots
dc.subjectElementary school
dc.subjectSpatial reasoning
dc.subjectPretest and posttest comparison
dc.titleMalleability of Spatial Reasoning with Short-Term and Long-Term Robotics Interventions
dc.typejournal article
ucalgary.item.requestcopytrue
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