Influence of Educational Robots on Learning Performance of Learners Majoring in Computer Science

Abstract

Information technology and artificial intelligence have promoted the informatization development of education and made many changes in the teaching mode. Especially in the era of artificial intelligence, the combination of human-machineassisted education teaching has become an optional and efficient teaching mode. As a teaching tool for the transformation of teaching methods empowered by artificial intelligence technology, educational robots have consistent influences on the learning effect of learners, which is the focus of educational technology. As the leading or auxiliary teaching, educational robots can meet the various educational needs of different groups of people and improve the learning performance of learners. This study conducts experimental research on learners majoring in computer science and explores the influences of educational robot-assisted teaching (the experimental group) and traditional classroom teaching (control group) on the learning performance of learners in C language programming. Results prove that no significance exists between different classes in pretest theory scores and pretest practice scores. A significant difference at 0.01 is observed between the pre-test and post-test theory scores in the experimental group (t=−3.891, p=0.001), and a significant difference at 0.01 exists between the pretest and post-test practice scores in the experimental group (t=−3.894, p=0.001). Findings of this study have important reference values for inspiring how educational robots and teachers collaborate to improve teaching effectiveness.