| Abstrakt: |
This article aims to explore, investigate, and determine the prerequisites that learners (students) should possess for participating in and being adequately benefitted from digital (robotics-enabled) K–12 STEM education offered through intuitive human–robot interaction. We selected 23 middle school mathematics and science teachers who received training on how to design, develop, and implement robotics-enabled lessons. The teachers then implemented robotics-enabled lessons in actual classroom settings, and separately responded to a survey based on their training, classroom experiences and observations, and self-brainstorming. We derived a set of prerequisite knowledge, skills, and abilities, including their relative importance for the students by analyzing the survey responses. The results showed that the students should not only possess prerequisite knowledge in the subject matter, but also possess behavioral, social, scientific, cognitive, and intellectual skills and abilities to participate in and receive benefits from robotics-enabled human–robot interactive digital STEM education. Out of the many prerequisites, the computational thinking ability of students was identified as one of the most required prerequisites to participate in robotics-enabled digital STEM education. To validate the derived prerequisites, teachers separately assessed the fulfillment of prerequisites by 38 participating students, and the results showed user acceptance, effectiveness, and suitability of the derived prerequisites set. We also identified a set of limitations of the studies and proposed action plans to enable students to meet the prerequisites. The results presented herein can help determine required instructional efforts and scaffolds before implementing robotics-enabled digital STEM lessons, and thus foster incorporating technology-enhanced (robotics-enabled) digital STEM education into K–12 curricula. [ABSTRACT FROM AUTHOR] |
