Publication Date

5-2025

Date of Final Oral Examination (Defense)

3-7-2025

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Educational Technology

Department

Educational Technology

Supervisory Committee Chair

Youngkyun Baek, Ph.D.

Supervisory Committee Member

Dazhi Yang, Ph.D.

Supervisory Committee Member

Andy Hung, Ph.D.

Abstract

Design Thinking (DT) is human-centered, multidisciplinary, and part of the constructivist theory of learning. Using DT in the classroom requires students to explore, collaborate, and communicate with others. Applying DT strategies to authentic real-world robotics projects can increase learner outcomes and improve the STEM attitude in a classroom. This study tested if using real-world coding projects with design thinking strategies in the general education classroom led to an increase in STEM attitude and learner outcomes. Fifth grade curriculum was integrated directly into the classroom with two authentic real-world coding projects allowing for a deeper understanding of content, making this study different than other studies where robotics programs are extracurricular after school or at camps. Knowledge gained was measured by growth on grade level fall and winter benchmark diagnostics. The researcher observed collaborations in the classroom and students’ attitude toward STEM throughout this project using pre- and post-surveys, observations, and interviews during educational robotic ER projects. Students observed were in a fifth-grade class in a suburb of a midsize city and were given pre- and post-surveys to show an increase in collaborative problem-solving skills, digital literacy skills, and STEM attitude in the general education classroom. The researcher also compared students’ growth on diagnostic benchmark assessments with two additional fifth grade classes within the same school after completing authentic real-world robotics projects in the general education classroom. After analyzing quantitative data, students in the treatment group showed an increase over the two control groups when looking for solutions on a computer, coding with the C programming language, troubleshooting coding errors, and designing and conducting experiments. Qualitative data showed an increase in teams’ collaborative problem-solving skills, communication, and STEM attitudes.

Comments

Nicole Sarty, ORCID: 0009-0007-1190-6691

DOI

10.18122/td.2412.boisestate

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