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Despite that educational robotics are considered as a novel learning tool that can support students in developing higher-order thinking skills, their role in promoting students’ metacognitive thinking remains unclear. This work aimed at investigating the potential added value of robotic technologies in pro-moting students’ metacognitive thinking in the context of elementary STEM education. One-group (n=21) pretest–posttest research design was used to ex-amine the effectiveness of educational robotics activities in improving students’ metacognitive thinking. Data collection included demographic data, question-naires investigating students’ metacognitive thinking and in-situ metacognitive processes evident via visualizations and performance (or calibration) judg-ments. The results showed a statistically significant improvement in students’ abilities to regulate their own cognition performing actions of metacognitive regulation such as planning, monitoring, and debugging strategies. Besides, while the analysis showed that students’ ability to visualize a problem scenario was not differentiated, students’ accuracy on performance judgments (predic-tion and postdiction judgments) was significantly improved. |
