Content area
This study explored drone-based learning in educational contexts using a mixed-method design to identify key learning attributes. After completing researcher-developed drone tasks, 73 learners demonstrated a significantly improved understanding of drone concepts and proficiency in Blockly coding. However, learners perceived self-efficacy as significantly lower than other self-regulated strategies in drone activities. Task-based drone activities, facilitated by group settings, encouraged learners to develop metacognition through collective scaffolding methods, such as peer discussions and team testing. The identified learning attributes provide valuable insights for educators in designing assessments for collaborative drone problem-solving. Additionally, the interplay among effort regulation, problem-solving, and cooperativity observed in this study offers essential references for the future development of distributed expertise systems.
Details
Learning Analytics;
Educational Practices;
Literature Reviews;
Independent Study;
Competence;
Educational Resources;
Influence of Technology;
Group Instruction;
Learning Processes;
International Assessment;
Cooperative Learning;
Interpersonal Competence;
At Risk Students;
Agricultural Skills;
Communities of Practice;
Artificial Intelligence;
Evaluative Thinking;
Educational Assessment;
Course Content;
Lifelong Learning;
Learner Engagement;
Learning Modules;
Educational Trends;
Algorithms
1 Office of Sustainable Development and University Social Responsibility, National Central University, Taiwan
2 Graduate institute of Learning and Instruction, National Central University, Taiwan
3 Graduate Institute of Learning and Instruction, National Central University, Taiwan