Process Factors in Project-Based Robotics Programming: Computational Thinking and Teamwork as Correlates of Achievement

Abstract

Educational robotics has increasingly emerged as a powerful approach for promoting authentic, hands-on computing experiences that integrate programming, problem solving, and collaboration in both K–12 and teacher education contexts [17]. Empirical evidence suggests that robotics-based learning yields moderate to large gains in academic achievement, computational thinking, and programming competence compared to traditional instruction [8, 11, 13, 15]. However, despite these advances, limited research has examined the specific learner-level process factors that predict achievement in project-based robotics programming, particularly among preservice teachers [12]. Existing studies tend to emphasize instructional effects or broad outcomes, with less attention to how cognitive and social processes jointly shape programming success.