The emerging field of robotics education (RE) is a new and rapidly growing subject area worldwide. It may provide a playful and novel learning environment for children to engage with all aspects of science, technology, engineering, and mathematics (STEM) learning. The purpose of this research is to examine how robotics learning activities may affect the cognitive abilities and cognitive processes of 6-8 years old children. The study adopted the mixed methods approach with a repeated measures design; three waves of data collection over 6 months, including quantitative data obtained from cognitive assessments and eye-tracking, and qualitative data from the interviews. A total of 31 children were recruited from an afterschool robotics program. To the best of our knowledge, this study is the first RE research that used a combination of eye-tracking, cognitive assessments, and interviews for examining the effect of RE on children. Using linear growth models, the results of cognitive assessments showed that children's visuospatial working memory as well as logical and abstract reasoning skills improved over time. The interview data were analyzed by a thematic analysis. The results revealed that children perceived RE activities as game play, which made children more engaged in their study; parents found their children to be more focused on activities comparing to six months ago. Additionally, the visualization of the eye-tracking data suggested that children became more focused on RE activities and got faster to process the information across six months in general, which echoed the findings in assessments and interviews. Our findings may help educators and policymakers better understand the benefits of RE for young children.
Keywords: Cognitive process; Computational thinking skills; Eye-tracking; Robotics education; Young children.
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