Chais2025_Heb_and_Eng-web

14 ע קידום חשיבה חישובית של סטודנטים בסביבת למידה מונחית רובוט אנושי מול מבוססת סימולטור ספר הכנס העשרים לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי ד' אולניק - שמש, א' בלאו, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן, א' רבין )עורכים(, רעננה: האוניברסיטה הפתוחה בין הווירטואלי לממשי: קידום חשיבה חישובית של סטודנטים בסביב ת למידה מ ונחית רובוט אנושי מול מבוססת ס ימול טור נגה רזניק HIT מכון טכנולוגי חולון nogal@hit.ac.il מאיה אושר HIT מכון טכנולוגי חולון mayau@hit.ac.il דן כהן - וקס HIT מכון טכנולוגי חולון mrkohen@hit.ac.il גלעד ברונשטיין HIT מכון טכנולוגי חולון giladbr@my.hit.ac.il Bridging Virtual and Physical: Promoting Students' Computational Thinking in Robot-Guided vs. Simulator-Based Learning Environments Maya Usher HIT Holon Institute of Technology mayau@hit.ac.il Noga Reznik HIT Holon Institute of Technology nogal@hit.ac.il Gilad Bronshtein HIT Holon Institute of Technology giladbr@my.hit.ac.il Dan Kohen-Vacs HIT Holon Institute of Technology mrkohen@hit.ac.il Abstract Computational thinking (CT) is considered an essential skill for higher education students, enabling them to solve problems systematically and think algorithmically. A key component of CT is computational creativity, which allows students to generate novel solutions within programming constraints. Humanoid robots are being explored as a promising tool for enhancing CT skills, particularly in fostering teamwork and creativity in collaborative settings. However, gaps remain in understanding how different learning modalities impact the development of these skills. This study explores and compares students' computational creativity and CT skills in humanoid robot-guided and simulation-based collaborative learning environments. The study involved 71 undergraduate students, who worked on two CT activities in small groups. Students' proposed solutions were either executed by a humanoid robot or through a simulated robot. Employing a repeated measures design, groups switched between modalities to allow comparison. Data were collected via group log data and individual pre- and post-intervention questionnaires. The analysis revealed significant differences in computational creativity between the two learning modalities. Students demonstrated a greater tendency to experiment with unconventional and complex solutions when working with the robot. However, certain aspects of problem-solving, such as block variety, were found to be unaffected by the learning environment. Additionally, students reported higher levels of CT skills, particularly in creative thinking and collaboration, following the robot-guided activity. These findings suggest that the physical presence of a humanoid robot may significantly contribute to the development of CT skills, especially in promoting creativity, collaboration, and effective social interaction. Keywords: Collaborative learning, computational creativity, computational thinking, higher education, robot-guided learning.