Students’ perceptions about the use of minimalist robotic games in geography education

Soon Singh Bikar Singh and Sabariah Sharif and Rosy Talin and Balan Rathakrishnan (2020) Students’ perceptions about the use of minimalist robotic games in geography education. [Experiment]

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Abstract

Recent trends show the number of students studying geography in upper secondary school is declining. Among the reasons identified is that geography is perceived as a very tedious and difficult subject to study. With the rapid development of technology in the twenty-first century, the use of multi-media tools and technologies in education have given a new dimension to the process of teaching and learning. One of the most widely used technological tool is robots. Therefore, this study was conducted to evaluate the perceptions of high school students who are using minimalist robotic games for teaching and learning activities in Geography. Qualitative research methods were used to collect the research data. In total there are 15 groups of students participating in the Science Technology Engineering and Mathematics (STEM) Education Carnival; each group consists of three to six members who have created a minimalist robot game for the subject of Science, Mathematics and Social Sciences. However, there are only two groups of students consisting of two male and four female students who created games for Geography. Therefore, a purposive sampling method was used to select students from these two groups. Six students who participated in the development of a minimalist robotic game for Geography in the STEM education carnival were selected and interviewed. Semi-structured interviews were conducted at the end of the carnival. The data analysis of the interview shows five out of six students had a very positive perception of using minimalist robotics in Geography education. In addition, this study also showed that the use of minimalist robotics in the teaching and learning of Geography also changed the interest and attitudes of students towards learning Geography. The application of minimalist robotics also enhances students' intrinsic motivation to study Geography. implications of this study suggest that minimalist robotics games are an alternative technology teacher can integrate into teaching and learning activities for Geography in schools to enhance students’ interest in learning about this subject.

Item Type:	Experiment
Additional Information:	This study shows that the use of minimalist robotics games gives a new dimension to integrating robotics into the teaching and learning of Geography in schools. The findings of this study show the integration of minimalist robotics in the teaching of Geography can change the perception of students who long thought that Geography is a dull and difficult subject to learn. However, it is quite difficult to make a comprehensive generalization on the use of minimalist robotics games in Geography due to a small study sample. Therefore, a larger scaling study can be conducted so that the findings of this study can be generalized.
Keyword:	Minimalist robotic , Geography , Interest , Intrinsic motivation
Subjects:	L Education > LB Theory and practice of education > LB5-3640 Theory and practice of education > LB1603-1696.6 Secondary education. High schools T Technology > TJ Mechanical engineering and machinery > TJ1-1570 Mechanical engineering and machinery > TJ210.2-211.47 Mechanical devices and figures. Automata. Ingenious mechanisms. Robots (General)
Department:	FACULTY > Faculty of Psychology and Education
Depositing User:	DG MASNIAH AHMAD -
Date Deposited:	03 Mar 2022 08:53
Last Modified:	03 Mar 2022 08:53
URI:	https://eprints.ums.edu.my/id/eprint/31822

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