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The integration of the Arduino board into educational settings has penetrated across various educational levels. The teaching of this subject can be accomplished by (a) using real components in breadboards, (b) prefabricated modular boards that snap together, and (c) utilizing computer simulations. Yet, it is unknown which interface offers a more effective learning experience. Therefore, this experimental study aims to compare the effectiveness of these interfaces in a series of three laboratory exercises involving 110 university students, who were divided into three groups: (a) the first group used a tangible user interface, implementing circuits on breadboards, (b) the second group also used a tangible interface but with modular boards, and (c) the third group used a graphical user interface to simulate circuits using Tinkercad. For each laboratory exercise, students completed both pretests and posttests. Also, they provided feedback through five Likert-type attitude questions regarding their experiences. In terms of data analysis, t-tests, ANOVA, and ANCOVA, along with bootstrapping, and principal component analysis were employed. The results suggest that among the participants, those who used a graphical user interface stated that their understanding of the interconnection of components in microcontroller circuits was enhanced, while students with previous experience in microcontroller labs found the circuit creation process easier than students without experience. [ABSTRACT FROM AUTHOR]

Utilizing Arduino development boards for learning microcontroller circuits is a prevalent practice across various educational levels. Nevertheless, the literature offers limited insights into the impact of these boards on student performance and attitudes. Therefore, this paper aims to investigate the performance of 58 university students in learning microcontroller circuits with modular boards designed for Arduino through a series of 4 exercises. Specifically, students' performance is assessed through pre-tests and post-tests, in three learning units: (a) microcontroller, (b) coding, and (c) circuit. Additionally, the study captures students' attitudes and measures their perceived usability of modular boards. For this purpose, the students completed a specially designed attitude questionnaire and the system usability scale (SUS) questionnaire. Statistical analysis is conducted using t-tests, ANOVA, and ANCOVA, along with bootstrapping. The findings reveal statistically significant differences between pre-tests and post-tests in all cases. Among the three learning units, the use of modular boards appears to have the most significant impact on coding. Based on students' responses, the SUS results indicate that modular boards appear to be a quite usable approach for teaching microcontrollers. Finally, students generally express positive attitudes toward modular boards. [ABSTRACT FROM AUTHOR]

Recent developments in technology have introduced new tools, such as virtual reality, into the learning process. Although virtual reality appears to be a promising technology for education and has been adopted by a few schools worldwide, we still do not know students’ and educators’ opinions, preferences, and challenges with it, particularly in relation to preschool education. Therefore, this study: (a) analyzes the preferences of 175 children aged 3 to 6 years regarding traditional teaching compared to enhanced teaching with virtual reality and (b) captures educators’ perspectives on virtual reality technology. This evaluation of virtual reality took place in 12 Greek preschool classrooms. A combination of quantitative and qualitative methods were used for data collection. Specifically, regarding the qualitative data collection, the study included semi-structured interviews with the participating educators, oriented by 2 axes: (a) preschoolers’ motivation and engagement in virtual reality activities, and (b) virtual reality technology prospects and difficulties as an educational tool in a real class. Regarding the quantitative data collection, specially designed questionnaires were used. Bootstrapping was utilized with 1000 samples to strengthen the statistical analysis. The analysis of the students’ responses indicated a statistically significant difference in preference in favor of virtual reality enhanced teaching compared to a traditional method. Statistically significant differences were also observed regarding gender. Furthermore, based on the educators’ answers and comments, difficulties were encountered initially but eventually, virtual reality was regarded as an effective approach for educational purposes. However, concerns arose among educators as to whether this technology could adequately promote preschoolers’ cooperative skills. [ABSTRACT FROM AUTHOR]

Critical thinking, Communication, Collaboration, and Creativity are regarded as key skills for today's learners. Interest in robotics usage to develop such competencies in educational settings arises but there hasn't been so far mapping of the research conducted in this field. Thus, we present a scoping review of 59 articles published from 2012 to 2023 in 4 Databases and 2 Registers examining kindergarteners' skills through Educational Robotics. Our goal was to map which skills are commonly examined in kindergarten and under which terminology as well as to investigate the studies' features, the types of robotics, and the assessment tools utilized. Our findings depict that several skills are evaluated using different terms. Critical thinking is examined most frequently, creativity the least, and communication is integrated into collaboration and the opposite. Most of the researchers used the mixed method focusing on qualitative tools, examining quite a small sample size, and conducting the intervention for a short time. Also: BeeBot, Lego robotics kits (WeDo, Mindstorms), and social, humanoid robots are often used. Additionally, the evaluation tools used in the reviewed papers are presented and categorized into groups. This scoping demonstrates that robotics might affect positively the children's cognitive skills and creativity but may not facilitate their interactions so much regarding emotional expressions. Moreover, a gap in quantitative research on kindergarteners' skills development via Educational Robotics is spotted. Finally, this scoping review suggests: creating clear terms for skills, developing robotics tailored to kindergarten age, forming full robotics activities, and designing modular evaluation tools for young learners' capacities. • Critical thinking, Communication, Collaboration, Creativity via Robotics. • Critical thinking studied most, Creativity least, Communication-Collaboration mixed. • Need for clear terminology of skills and holistic evaluation in Kindergarten. • Educational Robotics tailored to Kindergarten and quantitative research missing. • Evaluation tools presented and categorized in groups. [ABSTRACT FROM AUTHOR]