Ssu-Yin, Yeh
National Taiwan University of Science and Technology of Graduate Institute of digital Learning and Education Student
Email：future3031@gmail.com
Sufen, Chen
National Taiwan University of Science and Technology of Graduate Institute of digital Learning and Education Professor
Email：sufchen@mail.ntust.edu.tw
Abstract
This study investigated how educational robots incorporating self-checking strategies affected fourth graders’ ability to monitor and reflect on self-learning or tests. The participants comprised 6 fourth-grade students in mathematics remedial education of a public elementary school. Students used the educational robots to learn ten lessons. Student used self-checklists to guide their learning during the course. The testevaluation questionnaire was administered three times during the course along with preand post-questionnaires on metacognition. The results of the data analysis through oneway repeated measured ANOVA and correlations of the dependent samples revealed that, first, comparing the scores of the three test-evaluation questionnaires, there was a significant improvement in students’ scores from the pre-course to the mid-course tests. Second, the higher the student’s ability of test-evaluation, the higher the ability of metacognition.
Keywords : Remedial teaching, Educational robots, self-checking, metacognition