The effects of educational robotics in programming education on students' programming success, computational thinking, and transfer of learning

Abstract The study aims to investigate the effects of educational robotics (ER) in programming education on students' programming success, computational thinking (CT), and transfer of learning and to reveal the students' views about robotics programming. For this purpose, an explanatory sequential mixed‐method research design was used. In this research design, a qualitative data collection process follows a quantitative one to be able to further explain the novel results obtained through analysis of the quantitative data. In the quantitative part, a quasiexperimental study was designed, and one experimental group (EG) and one control group (CG) were formed randomly. The study was conducted with sixth‐grade middle school students for 14 weeks. In the process, students were given project tasks based on some real‐life problems, and they were asked to transfer their programming skills. It was preferred to use mBot as an ER. While the EG students performed programming activities with the mBot, the CG students performed only block‐based programming activities. Both groups were given pre‐ and posttests to collect data. Finally, semistructured interviews were conducted with the EG students to enrich quantitative findings. The results showed that robotics programming activities increased the students' programming success and transfer of learning, and scores of the EG were significantly higher than the CG. In addition, it was determined that both the EG and CG students' CT skills increased, but there was no significant difference between the groups. Finally, most of the students reported positive views on the use of ER in programming education.