LudoScience

Informations

Support : Publications
Author(s) : Julian ALVAREZ, Katell BELLEGARDE, Julie BOYAVAL, Vincent HUREZ, Jean-Jacques FLAHAUT, Thierry LAFOUGE
Editor : Revue des Interactions Humaines Médiatisées, Vol 22 - N°2/ 2021
Date : 2023
Lang :

Description

The main objective of this study is to assess the reliability of the Blue Bot experiment by statistical means. This experiment was carried out in 2017 in France and was based on the reported performances of 230 pupils in 28 Year-1 1 classes for coding, decoding and programming. 35 teachers were involved in the Blue Bot project. This study aims at replying the following issue: Out of the various available modalities (body, robot and tablet), what types of performances were identified when five-year-old children tackled decoding, coding and programming design activities in Year-1 classes? A statistical methodology was designed to ascertain which modalities had the highest performance scores. That allowed us to find out that all the groups using one or two combined modalities presented a significant progression between the pre-tests and the post-tests. Those progressions were vastly superior to the Placebo (P) group. We also noticed that the preliminary activities and the various teaching modalities offered to the pupils during the experiment had a significant effect. This means that teaching sequential programming to Year-1 children is possible. At the level of comparative aspects related to the different modalities, in the case of the decoding and programming design activities, the Robot and Tablet modality (RT) presented the best performance rates. The Tablet (T) group presented the lowest progression rates in the experiment. After a brief description of the Blue Bot experience, this article sets out the statistical methodology, the results obtained and propounds an argument about it

Keywords : Robot-based pedagogy, Coding / decoding, Modalities, Comparative study, Programming design, Evaluation research, Serious games, Year 1 pupils

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