Educational Robotics for Developing Computational Thinking in Young Learners: A Systematic Review

Educational robotics has been adopted to create interactive and engaging learning environments to develop computational thinking (CT) in K-12 learners. This study systematically examined 22 peer-reviewed empirical research articles on the use of educational robotics to develop CT in young learners (pre-kindergarten to 6th grade) published between 2012 and 2021. The findings revealed that using robotics activities to develop CT has mostly been studied in the formal education settings with the duration of robotics curricular activities ranging from 80 minutes to 24 hours. The five CT skills studied most often include Sequencing, Conditionals, Loops, Debugging, and Algorithmic Thinking. The different versions of LEGO Mindstorms are the most frequently adopted robotic kits in the examined studies. The most frequently adopted learning and instructional strategies in the robotics activities include collaborative learning, project-based learning, and embodied learning. This paper identified and discussed developmentally appropriated CT skills, robotics kits, and pedagogical approaches suitable for supporting CT development in young learners. The findings can guide educators and instructional designers for future robotics activity design and development endeavors. This paper also identified gaps in the current research and recommended directions for advancing research in adopting robotics to develop CT in young learners.

Teachers' Experiences with and Perceptions of Virtual Manipulatives Following the COVID-19 Pandemic

While the use of virtual manipulatives (VM) is rising in classrooms, there is still limited research. regarding teacher experiences with and perceptions of virtual manipulatives. Most of the research regarding teacher perceptions of VM has focused only on short-term uses following professional development sessions and none has highlighted the experiences of teachers using them during emergency remote teaching during COVID-19. The purpose of this study was to explore teacher perceptions and. experiences with virtual manipulatives following emergency remote teaching during COVID-19. To achieve this, the researchers conducted an online survey to gather data on educator's (n = 103) experiences, perceptions, and usage of virtual manipulatives. The qualitative and quantitative data show that educators feel that VM are a valid and feasible support of mathematics instruction when physical manipulatives are not available. Results regarding usage of virtual manipulatives including frequency of use, standards taught, and types used are presented and discussed.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s11528-022-00796-9.

Interaction in asynchronous discussion boards: a campus-wide analysis to better understand regular and substantive interaction

Discussion boards can provide a glimpse into the regular and substantive interaction required in online courses. Advances in technology and an increased interest in learning analytics now provides researchers with billions of data points about instructor and student interaction within a learning management system (LMS). This study used LMS data to explore the frequency of interaction between instructors and students in discussion boards in online courses at one institution. Overall, 415 courses were analyzed spanning two semesters. Results from the study found that the average number of posts by an instructor was 32.9. The average instructor interaction was 1.49 instructor posts per student. 23% of courses had no instructor posts. Student posts averaged 470 per course and the average posts per student was 19.9. Based on the discussion board activity, the most discussion interaction occurred during the first two weeks of the semester. Results also suggested that there is no relationship between student satisfaction and the number of total posts in a course. The paper concludes with implications for research and practice.

A review of models and frameworks for designing mobile learning experiences and environments

Mobile learning has become increasingly popular in the past decade due to the unprecedented technological affordances achieved through the advancement of mobile computing, making ubiquitous and situated learning possible. At the same time, there have been research and implementation projects whose efforts centered on developing mobile learning experiences for various learners’ profiles, accompanied by the development of models and frameworks for designing mobile learning experiences. This paper focuses on categorizing and synthesizing models and frameworks targeted specifically on mobile learning. A total of 17 papers were reviewed, and the models or frameworks were divided into five categories and discussed: 1) pedagogies and learning environment design; 2) platform/system design; 3) technology acceptance; (4) evaluation; and 5) psychological construct. This paper provides a review and synthesis of the models/frameworks. The categorization and analysis can also help inform evaluation, design, and development of curriculum and environments for meaningful mobile learning experiences for learners of various demographics.

Research priorities in mobile learning: An international Delphi study / Les priorités de recherche en matière d'apprentissage mobile: Une étude de Delphes internationale

Along with advancing mobile technologies and proliferating mobile devices and applications, mobile learning research has gained great momentum in recent years. While there have been review articles summarizing past research, studies identifying mobile learning research priorities based on experts’ latest insights have been lacking. This study employed the Delphi method to obtain a consensus from experts about areas that are most in need of research in mobile learning. An international expert panel participated in a three-round Delphi process involving two cycles of online questionnaires and feedback reports. Participants responded to the question, “What should be the research priorities for the field of mobile learning over the next 5 years?” Ten research categories were identified and ranked in order of priority: 1) teaching and learning strategies; 2) affordances; 3) theory; 4) settings of learning; 5) evaluation/assessment; 6) learners; 7) mobile technologies and interface design; 8) context awareness and augmented reality; 9) infrastructure and management; and 10) country and digital divide. This study also reported expert-generated research statements for each research category and the importance of these research statements rated by the experts. Selected research papers were summarized to help contextualize the discussions of research categories and statements. Avec l'avancement des technologies mobiles et la prolifération des appareils mobiles et des applications, la recherche consacrée à l'apprentissage mobile a récemment pris de l’ampleur. Si des articles ont résumé les recherches antérieures, les études s’appuyant sur les dernières connaissances d'experts pour identifier les priorités de recherche sur l'apprentissage mobile font défaut. La présente étude a utilisé la méthode de Delphes pour obtenir un consensus des experts sur les domaines nécessitant le plus des recherches sur l'apprentissage mobile. Un groupe international d'experts a participé à un processus de Delphes structuré en trois rondes impliquant deux séries de questionnaires en ligne et des rapports de rétroaction. Les participants ont répondu à la question : "Quelles devraient être les priorités de recherche dans le domaine de l'apprentissage mobile pour les cinq prochaines années ?" Dix catégories de recherche ont été identifiées et classées par ordre de priorité : 1 ) stratégies d'enseignement et d'apprentissage ; 2 ) affordances ; 3 ) théorie ; 4 ) paramètres d’apprentissage ; 5 ) évaluation ; 6 ) apprenants ; 7 ) technologies mobiles et conception de l'interface ; 8 ) perception du contexte et réalité augmentée ; 9 ) infrastructure et gestion ; et 10 ) pays et fossé numérique. Cette étude a également repris les déclarations de recherche énoncées pour chaque catégorie par les experts ainsi que le classement par ordre d’importance des déclarations de recherche selon l’avis de ces experts. Quelques articles choisis ont été résumés pour faciliter la contextualisation des discussions portant sur les catégories de recherche et sur les déclarations.

Activation of phosphodiesterase IV during desensitization of the A2A adenosine receptor-mediated cyclic AMP response in rat pheochromocytoma (PC12) cells

Prolonged activation of an A2A adenosine receptor significantly inhibits the cellular response to subsequent stimulation (A2A desensitization). We have reported previously that activation of phosphodiesterase (PDE) contributes to A2A desensitization in PC12 cells. In the present study, we show that a type IV PDE (PDE4)-selective inhibitor (Ro 20-1724) effectively blocks the increase in PDE activity in desensitized cells. Thus, PDE4 appears to be the PDE specifically activated during A2A desensitization in PC12 cells. Prolonged treatment of PC12 cells with an A2A-selective agonist (CGS21680) leads to increased PDE4 activity in a dose-dependent manner, which can be blocked by an A2A-selective antagonist [8-(3-chlorostyryl)caffeine]. Using two PDE4 antibodies, we were able to demonstrate that the levels of two PDE4-immunoreactive bands (72 and 79 kDa) were increased significantly during A2A desensitization. Prolonged treatment with forskolin to elevate intracellular cyclic AMP contents also resulted in increased PDE4 activity. In addition, activation of PDE4 activity during A2A desensitization could be blocked by a protein kinase A (PKA)-selective inhibitor (H89) and was not observed in a PKA-deficient PC12 cell line (A123). Taken together, activation of PDE4 via a cyclic AMP/PKA-dependent pathway plays a critical role in dampening the signal of the A2A receptor.

Protein kinase C inhibits adenylyl cyclase type VI activity during desensitization of the A2a-adenosine receptor-mediated cAMP response

We have previously reported that phosphorylation of adenylyl cyclase type VI (AC6) may result in the suppression of adenylyl cyclase activity during desensitization of the A2a-adenosine receptor-mediated cAMP response (A2a desensitization) in rat pheochromocytoma PC12 cells. In the present study, we demonstrate that protein kinase C (PKC) is responsible for the phosphorylation and inhibition of AC6 during A2a desensitization. Inhibition of PKC by several independent methods markedly blocked the suppression of AC6 during A2a desensitization. Purified PKC from rat brain directly phosphorylated and inhibited recombinant AC6 expressed in Sf21 cells. Substantially lower AC6 activities were also observed in PC12 cells overexpressing PKCdelta or PKCepsilon. Stimulation of A2a-R in PC12 cells under the same conditions as those required for A2a desensitization resulted in an increase in Ca2+-independent PKC activity. Most importantly, exogenous PKC did not further suppress AC6 activity in A2a-desensitized membranes. In vitro PKC phosphorylation of AC6 isolated from A2a-desensitized cells was also profoundly lower than that from control cells, suggesting a specific role for PKC in regulating AC6 during A2a desensitization in PC12 cells. Taken together, our data demonstrate that a calcium-independent, novel PKC inhibits AC6 activity during A2a desensitization in PC12 cells. Independent regulation of AC6 by calcium-independent PKC and by Ca2+ provides an exquisite mechanism for integrating signaling pathways to fine-tune cAMP synthesis.

Circadian rhythm in the Ca(2+)-inhibitable adenylyl activity of the rat striatum

In the present study, we demonstrate that the Ca(2+)-inhibitable adenylyl cyclase (AC) activity in the striatum exhibits a daily oscillation with a peak occurring around 10:00 h. A circadian fluctuation of the AC activity evoked by an A2a adenosine-selective agonist was also observed. Intrastriatal injection of an A2a-selective adenosine agonist or antagonist during the interval in which the Ca(2+)-inhibitable AC activity was at its peak resulted in a more significant alteration of locomotor activity than those observed at a later interval. The marked circadian variation in the Ca(2+)-inhibitable AC activity in the striatum appears to cause a circadian fluctuation in the action of at least one neuromodulator.