Research On The Application Of Cooperative Learning In Robot Education In Primary Schools

In recent years,artificial intelligence education,which is represented by robotics education,has attracted much attention.From the perspective of teaching,cooperative learning occupies a dominant position in robotics courses.However,the conventional multi-person cooperative learning faces many problems in teaching practice,which is not conducive to the healthy development of robotics education.Under this background,this study intends to introduce the concept of coopetition in the commercial field into robotics education,and to explore an effective coopetition design based on the characteristics of robotics education.We attempt to explore the coopetition design which is suitable for the teaching of robotics courses from two dimensions: intra-group cooperation and inter-group competition.It is hoped that the research findings of this study can enrich the teaching theory of robotics education and provide effective reference for the teaching practice of robotics courses.Based on the above background analysis,this study designed and implemented a pilot study and a main study to verify the teaching effect of different coopetition mechanisms in robotics education in primary schools.In pilot study,two kinds of experimental treatments,namely,zero-sum coopetition and social-comparison coopetition,were designed.Two fifth-grade classes were selected to participate in our study.The teaching experiment was lasted for one semester.During the experiment,questionnaire surveys,classroom observations,and face-to-face interviews were used to evaluate students’ performance from three aspects: compatibility,cooperative-competitive personality and academic performance.The results show that there is no significant difference in the compatibility and cooperative personality of the students in the zero-sum coopetition and social-comparison coopetition.However,the students in the zero-sum coopetition class in the robotics course are significantly more competitive and academically better than the students in the social-comparison coopetition class.After systematic reflection and conclusion,the pilot study has some problems or deficiencies in grouping strategy,coopetition strategy and experimental manpower.In view of this,the main study will specifically use mutual-partner selection strategy,regional competition mechanism and the coordination of research assistant to improve the aforementioned problems.The main study designed three experimental treatments: social-comparison coopetition,zero-sum coopetition(real-time reward)and zero-sum coopetition(delayed reward).Three sixth-grade classes were selected and a one-semester teaching experiment was conducted.During the experiment,questionnaires,classroom observations,and interviews were used to evaluate students’ learning in different coopetition learning models from four aspects: compatibility,cooperative-competitive personality,academic performance,and group cohesion.The results show that:(1)there is no significant difference in students’ competitive personality among the three experimental classes,but the mean value of zero-sum coopetition with real-time reward is still higher than the other two classes;(2)the compatibility and cooperative personality of the social-comparison coopetition class are significantly better than the zero-sum coopetition(delayed reward)class;(3)the academic performance of the social-comparison coopetition class and the zero-sum coopetition(real-time reward)class is significantly higher than that of the zero-sum coopetition(delayed reward)class;and(4)the group cohesion of the social-comparison coopetition class is significantly better than the zero-sum game coopetition(real-time reward)class and zero-sum coopetition(delayed reward)class.According to the above empirical results,the following conclusions can be formed:(1)Zero-sum coopetition(real-time reward)is conducive to fostering students’ competitive personality and improving students’ academic achievements.(2)Social-comparison coopetition is conducive to promoting students’ compatibility,fostering students’ cooperative personality and improving students’ group cohesion.And(3)zero-sum coopetition(delayed reward)has little effect on primary school students’ coopetition learning in robotics courses.Generally speaking,social-comparison coopetition and zero-sum coopetition have their own advantages and disadvantages in the robotics education.Teachers can flexibly choose the mechanism of coopetition based on their own needs and the situation of students.It should be noted that teachers should pay attention to guiding students to establish a rational sense of competition,not only to cultivate students’ awareness of daring to compete and be willing to compete,but also to cultivate students’ ability to be good at competition.