LEARNING WITH LEGO EV3 ROBOTICS FOR STUDENTS WITH ASD AND EMOTIONAL DIFFICULTIES IN A MIDDLE SCHOOL IN ILION, GREECE: A PILOT STUDY

Authors

  • Theodora Kavoura University of the Aegean, Greece
  • Aggeliki Psoma University of Nicosia, Cyprus

DOI:

https://doi.org/10.46827/ejse.v10i4.5399

Keywords:

inclusive education, community building, collaborative learning, STEM

Abstract

This study investigates the effectiveness of collaborative learning using LEGO EV3 robotics in a mixed abilities public middle school classroom in Ilion, Greece, consisting of typically developing students along with two students diagnosed with autism spectrum disorder (ASD) and social and emotional difficulties. This study uses a collaborative learning approach in which students work together in groups to complete tasks, with an emphasis on developing social and cognitive skills. The methodology includes an introductory two-week period in which students work on group assignments, followed by an eight-week period in which students build and program a LEGO EV3 robot. Data was collected through observation and interviews with students. The results show that the use of cooperative learning and LEGO EV3 robotics was effective in improving social and cognitive skills in students with ASD and social-emotional difficulties, as well as in the whole class. The class also created strong bonds through teamwork, and this helped all the children to improve their performance. The findings have implications for educators looking for innovative ways to engage students with diverse learning needs in the classroom.

 

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Author Biographies

  • Theodora Kavoura, University of the Aegean, Greece

    Theodora Kavoura received her B.Sc. in Cultural Technology and Communication from the University of the Aegean in 2009. She went on to earn her M.Sc. in Cultural Informatics from the same institution in 2014. She also holds an M.A. in Gender, Culture, and Society from the Department of Social Anthropology at the University of the Aegean. Since 2018, she has been a Ph.D. candidate in the Department of Cultural Technology and Communication at the University of the Aegean. In 2020, she completed an annual program in pedagogical training. Currently, she works as an Informatics teacher in secondary and vocational education. Additionally, she has authored several articles in both international and local scientific journals. Her scientific interests include communities of practice, digital communities, and communities of inquiry.

  • Aggeliki Psoma, University of Nicosia, Cyprus

    Angeliki Psoma received her B.Sc. in Mathematics from the National and Kapodistrian University of Athens in 2004. She also holds a M.Ed. in Special Education, a joint degree from the University of Nicosia and the University of Patras in 2021. She currently works as a special education mathematics teacher in secondary education. Her scientific interests include inclusive education and differentiating teaching practices.

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Published

2024-06-02

Issue

Vol. 10 No. 4 (2024)

Section

Articles

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