Conceptual model of computational thinking through educational robotics

Abstract

Computational thinking (CT) is useful in daily problem-solving process while educational robotic (ER) is well known as a pedagogical tool in attracting students to learn more in problem solving activities. Both subjects are widely used for formal learning and informal learning regardless of the age and gender of the learners. Both also have big scope. However, there is lack of studies in integrating CT into ER. Thus, nurturing CT through ER remain a challenge. This study focuses on designing a conceptual model of the integration between CT and ER. Validity and reliability are crucial for research trustworthiness. Thus, grounded theory analysis (GTA) is used to analyze the CT concept and ER development from various sources such as the literature, book, discussion and web of contents to make the model more effective, fit, relevance, workability and modifiability. The finding represents a conceptual model that detail out the relationship between CT and ER besides giving benefits to community who are planning, designing, or revising new framework or platform in nurturing CT through ER.