An analysis of teacher-student interaction patterns in a robotics course for kindergarten children: A pilot study

 幼兒園機器人課程中教師與學生互動模式之分析：一項初步研究

摘要

Compared with other media, programmable bricks provide children with the opportunity to create their own product and, through this process, to express creative thinking. Studies have found that learning robotics or integrating programming bricks into courses can help to develop students' problem-solving abilities and enhance their learning performance. This study attempted to develop a one-to-one Topobo robotics course for kindergarten children and to explore teacher-student interaction patterns. This study used a creative thinking spiral as the framework for the Topobo robotics course. The research sample included a five-year-old child and a preschool teacher. Topobo, the programmable bricks, was the main learning tool in this course, and the sequential analysis method was used to identify teacher-student interaction patterns. Based on the frequency of the teacher-student interactions, this study found that two behaviors, the student's "play" and the teacher's "guidance," appeared most frequently. Moreover, the results of sequential analysis and content analysis of the videotaped learning process indicated that the teacher's guidance helped the student to assemble or play with the Topobo bricks. The teacher's questions encouraged the student to express and share his ideas or identify and solve problems. This study proposes suggestions for future studies on this issue. 

作者關鍵字

Creative thinking spiral; Sequential analysis; Teacher-student interaction; Topobo

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究背景與目的	This study analyzes teacher-student interaction patterns in a kindergarten robotics course using programmable bricks (Topobo). It aims to understand how these interactions impact creativity and problem-solving.	本研究分析幼兒園機器人課程中教師與學生的互動模式，使用可編程積木（Topobo），旨在了解這些互動如何影響創造力與問題解決能力。
研究方法	A one-on-one case study was conducted with a 5-year-old child and a teacher. The creative thinking spiral framework was applied, and video recordings were analyzed using sequential analysis methods.	研究採用一對一個案研究方法，對象為一名五歲兒童和一名教師，運用創造性思維螺旋框架，並通過錄影資料進行行為序列分析。
主要結果	1. Teacher guidance and questioning significantly influenced the child’s assembling, playing, and problem-solving behaviors.2. The child demonstrated creativity but relied on teacher support for problem-solving.3. Sequential analysis revealed significant interaction patterns such as teacher guidance leading to assembling and playing.	1. 教師的指導與提問顯著影響兒童的組裝、遊戲與解決問題行為。2. 兒童展現創造力，但在解決問題方面依賴教師支持。3. 行為序列分析揭示了如教師指導引導組裝與遊戲等重要互動模式。
討論與建議	Teachers play a crucial role in fostering creativity and problem-solving skills in young children. Strategies like providing clear guidance, structured questioning, and fostering independent thinking are recommended.	教師在培養幼兒創造力和解決問題能力中扮演關鍵角色。建議採用清晰指導、結構化提問及促進獨立思考等策略。
未來研究方向	1. Explore teacher-student interaction patterns in group settings.2. Study the impact of peer interactions in robotics learning.3. Develop courses that balance teacher guidance and child autonomy.	1. 探索團體情境中的教師與學生互動模式。2. 研究同儕互動在機器人學習中的影響。3. 開發兼顧教師指導與兒童自主性的課程。

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Liu, E. Z. F., Lin, C. H., Liou, P. Y., Feng, H. C., & Hou, H. T. (2013). An analysis of teacher-student interaction patterns in a robotics course for kindergarten children: A pilot study. The Turkish Online Journal of Educational Technology, 12(1), 9–17. Retrieved from https://www.researchgate.net/publication/288235833_An_analysis_of_teacher-student_interaction_patterns_in_a_robotics_course_for_kindergarten_children_A_pilot_study

Evaluation of Teacher-Student Interaction: An Example of Digital Companions for Learning

 教師與學生互動評估：數位學伴的案例

摘要

Driving Taiwan’s digital revolution, the DIGI Plus 2017-2025 policy, a cornerstone of the Smart Nation 2025 initiative (Executive Yuan, 2021), prioritized rural empowerment in education amidst COVID-19 challenges. In this study, the authors explored the impact of teacher-student relationships in remote teaching, emphasizing the critical role of high-quality connections transcending geographical boundaries. The authors identified factors influencing these relationships, such as interaction levels and student autonomy, and discussed the concept of transactional distance, a psychological gap due to spatial separation. Proposing face-to-face interaction activities, the authors conducted a survey involving 175 university students (e-tutors), revealing positive changes in teacher-student interaction post face-to-face activities. The authors’ recommendations include continued activities, alignment with school calendars, and comprehensive e-tutor training for improved relationships.

作者關鍵字

Digital Companions; Digital Learning; Face-To-Face Interaction; Rural Education; Teacher-Student Interaction

項目	內容摘要	翻譯
研究目的	To evaluate the impact of face-to-face interaction activities on teacher-student relationships in the context of a digital tutoring program for rural education in Taiwan.	評估面對面互動活動對台灣數位輔導計畫中教師與學生關係的影響，特別針對偏鄉教育的場景。
研究問題	1. How do face-to-face activities affect teacher-student relationships?2. What changes occur in student attitudes after participating in these activities?3. What factors contribute to these changes?	1. 面對面活動如何影響教師與學生的關係？2. 學生參與這些活動後，態度有何變化？3. 哪些因素促成了這些變化？
研究方法	- Participants: 175 university students (e-tutors) and rural elementary school students.- Instruments: Pretest-posttest surveys on teacher-student relationships and student attitudes.- Statistical Analysis: T-tests and factor analysis.	- 參與者：175名大學生（e-tutors）及偏鄉小學生。- 工具：針對教師與學生關係及學生態度的前測與後測調查。- 統計分析：t檢定與因素分析。
主要結果	1. Teacher-student relationships improved significantly (t=6.67, p<0.001).2. Student attitudes also showed significant enhancement (t=7.06, p<0.001).3. Reciprocal visits and interactive activities positively influenced these outcomes.	1. 教師與學生的關係顯著改善（t=6.67，p<0.001）。2. 學生態度也有顯著提升（t=7.06，p<0.001）。3. 互訪及互動活動對結果有正面影響。
研究限制	- Limited to specific rural schools in Taiwan.- Relied on self-reported survey data.- Short-term study duration may not capture long-term effects.	- 僅限於台灣特定偏鄉學校。- 依賴於自我報告的調查數據。- 研究期間較短，可能無法觀察長期效果。
未來研究方向	1. Extend the study to include diverse rural and urban settings.2. Conduct longitudinal studies to assess long-term impacts.3. Explore the integration of gamification into face-to-face activities.	1. 擴展研究範圍至不同的偏鄉及都市地區。2. 開展縱向研究以評估長期影響。3. 探索將遊戲化融入面對面互動活動的可能性。

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Wang, S. I. C., & Liu, E. Z. F. (2024). Evaluation of teacher-student interaction: An example of digital companions for learning. International Journal of Distance Education Technologies, 22(1), 1-15. https://doi.org/10.4018/IJDET.347216