Abstract—This study aimed to 1) Investigate current
conditions and needs for studying computing science utilizing
robots as learning resources. 2) Compare current conditions in
computing science by using robots as learning resources across
gender and class level. 3) Compare the needs of computing
science by using robots as learning resources across gender and
class levels. The sample of this study included 288 high school
students from Thailand selected by convenience sampling. The
questionnaire was used to explore currents and needs in
computing science using a robot. The content validity of the
questionnaire is accepted. The result of study showed that
students were studying through lectures rather than the more
effective learning style of critical thinking, which was the goal of
the computing science courses. Students did not use robots for
their class and lack of hand-on experiences. Therefore, students
desire to improve their abilities by employing robots as learning
aids and assembling electronic was a gender differences on
some current conditions. Male students can pursue further
education by themselves, and male students were more likely to
practice critical thinking skills than female students. In addition,
male students felt more motivated than female students. The
difference between class levels found that grade 7 students had
the most chances to use robots in their studies and enjoy the
current learning approach in general skills. Students of grades
9 and 11 had more chances to practice coding than grade 12
students. Grade 7 students got more inspired to study
computing science than their grade levels.
Index Terms—Computing science, STEM, robots, currents, need.
The authors are with King Mongkut’s University of Technology Thonburi, Thailand (e-mail: email@example.com, firstname.lastname@example.org, email@example.com).
Cite: Nattanan Muenmaroung, Wuttiporn Suamuang, and Surachai Suksakulchai, "A Study of Currents and Needs in the Computing Science Using a Robot for Online Learning," International Journal of Information and Education Technology vol. 12, no. 11, pp. 1248-1253, 2022.Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).