The Impact of Educational Robotics, Virtual, and Unplugged Coding on EFL Learners’ Problem-Solving, Computational Thinking, and Coding Skills

Abstract

This study delved into the impact of educational robotics, virtual coding, and unplugged coding on the problem-solving, computational thinking (CT), and coding skills of English as a Foreign Language (EFL) learners. Employing a pretest-posttest experimental design, the study encompassed 351 EFL students distributed across four groups to compare the effects of educational robotics, virtual coding, unplugged coding, and traditional learning environments. Quantitative data were gathered through assessments, while qualitative insights were derived from questionnaires and interviews. The findings revealed that educational robotics had a significant impact, leading to notable improvements in problem-solving skills (F (3, 346) = 1453.247, p < .001, Partial Eta Squared = .926), substantial enhancements in CT (F (3, 346) = 1656.464, p < .001, Adjusted R Squared = .934), and a significant increase in coding proficiency posttest scores (F (3, 346) = 449.011, p < .001). Moreover, qualitative results underscored the pedagogical advantages of integrating coding and robotics in language learning, aligning with multimedia learning theory, cognitive load theory, and nonlinear dynamic language learning motivation theory. The study emphasizes the potential of incorporating educational robotics and coding in EFL settings to enhance crucial 21st-century skills.