Educational Robotics: Evaluating the Role of Computational Thinking in Attaining 21st Century Skills

Abstract

Educational Robotics (ER) has gained prominence in the literature on Computational Thinking (CT) because of its modularity, a feature that potentially facilitates the development of abstract thinking through complex robotic parts. The field of robotics encompasses the characteristics of technology, intelligence, embodiment, and interaction, and these characteristics can serve as means of instruction for CT. Essential 21st Century Skills include decomposition, pattern recognition, abstraction, and the use of algorithms; which are fundamental to effective problem-solving skills. Although CT is believed to be the key to developing 21st Century Skills, its role in doing so is significantly underexplored. This paper investigates the influence of CT ability on students’ efficacy in imbibing 21st Century Skills. The study implemented a qualitative case study design, in which students of an Indonesian vocationaleducation school were engaged in ER activities. CT skills and the associated 21st Century Skills were evaluated through several phases of observation and interviews. The findings reveal that CT paves the way for the development of 21st Century Skills. Analysing the development of CT can be a major way in which individuals are empowered to take full advantage of the developments brought about by rapid changes in technology.

Keywords

• 21st century skills
• computational thinking
• educational robotics
• vocational education