The impact of robotics-enhanced approach on students’satisfaction in open learning environment

The purpose of the paper is to investigate whether a technology-intensive open learning that promotes constructivistapproach has a significant effect on the student satisfaction, cognitive load, and psychomotor difficulty of the roboticscourse. A technology-intensive course must address the following outcomes: demonstrate a sound understanding ofseveral technology concepts, systems, and operations, use a variety of technologies to access, evaluate, collect, and managedata, information, and datasets, understand the impact of technology on themselves and their culture, environment, andsociety, andpractice legaland ethical behavior in the contextof technology. Forthis purpose, fourcohortsof middleschoolstudents were recruited (n = 267). Two consecutive robotics-enhanced Summer School2012 and Summer School 2013 wereorganized with experiential learning cycle followed by two consecutive performance of open learning of robotics atTechnology Days, performed in 2014 and in 2015, using inquiry-based learning method in real-classroom settings. Openlearning of robotics refers to minimal constraints on access, pace and method of study where direct manipulationenvironments are used very often to increase student success. Technology Days as compulsory part of curriculum areaimed to develop positive attitude towards technology and to advance technological literacy using mostly inductivestrategies and approaches to learning. Multivariate analysis of covariance and regression analysis were performed todetermine the contribution of predictor variables to students’ cognitive, emotional and behavioural course outcomes as theimportant outcomes that influence a success of instructional intervention and the decision to continue or drop-out of acourse. The results showed that composite variable of learning environment was a good predictor of student satisfactionand psychomotor easiness; learning material improves processing fluency; self-efficacy predicts satisfaction while self-regulated learning enables psychomotor easiness. Surprisingly, interactions among students and content did notsignificantly contribute to the predication of student satisfaction, nor to perceived course easiness. Additionally,experiential learning facilitates cognitive processing fluency, considering joint effects with variable of sex seemed tohave influence on student satisfaction. The results of the study suggest to influence students’ motivation and goals byadapting instruction accordingly.