The study’s purpose was to examine the contribution of a programmable robot to an intervention program for promoting spatial ability (spatial relations, visual-memory, mental rotation) of preschool children. Eighty-four participants were randomly assigned to three intervention groups: programmable-robot-based intervention, traditional intervention, control group. Spatial ability was examined pre- and post-10 intervention sessions. Findings indicate that the children exposed to the programmable-robot intervention displayed significantly higher spatial-relations and mental-rotation improvement compared with the traditional intervention and control group. However, the robot did not contribute to visual-memory. The study emphasizes the importance of finding innovative ways to promote spatial ability in young children.
|Number of pages||14|
|Journal||Journal of Research on Technology in Education|
|Early online date||6 May 2021|
|State||Published - 2022|
Bibliographical notePublisher Copyright:
© 2021 ISTE.
- Spatial relations
- computational thinking
- mental rotation
- visual memory