Abstract—The previous researchers indicate that the only core subject related to automobile is the integrated “engine principles and practice” curriculum in the second semester of the first year of vocational high school in Taiwan, students are really difficult to understand the core knowledge of automobile. This study intended to investigate the influence of integrating LEGO robots into instruction of the curriculum at the automobile departments. In order to achieve the purpose, the method of quasi-experimental pretest-posttest design was used in this study. The object of the study contained 96 students of two classes at the 10th grade. The experimental group was integrated LEGO Robots course, while the control group was given a traditional instruction. The experiment lasted for twelve weeks. The main research results are: when integrating LEGO robots into instruction, students’ learning effectiveness both on subjects and practical subjects are better than traditional teaching. The experiment group students have significant positive correlation between learning effectiveness and learning attitude.
Index Terms—Experimental investigation, engine principles and practice, LEGO robots, learning effectiveness.
The authors are with the Department of Industrial Education and Technology, National Changhua University of Education, Changhua, Taiwan (e-mail: firstname.lastname@example.org, email@example.com, firstname.lastname@example.org, email@example.com).
Cite: Tsai-Ku Liao, Chin-Wen Liao, Chia-Ling Shih, and Chang-Fu Lin, "An Experimental Study of Integrating LEGO Robots Instruction into the “Engine Principles and Practice” Curriculum at Automobile Departments in Vocational Schools," International Journal of Information and Education Technology vol. 6, no. 10, pp. 777-781, 2016.