@misc{36940,
title = {The Impact of an Educational Robot-based Intervention on Second-graders Computational Thinking Skills: The Experimental Evaluation of the Irûmi Program in Paraguay},
author = {Näslund-Hadley, Emma and Hernández Agramonte, Juan Manuel and Zoido, Pablo and Santos Morales, Humberto},
editor = {Kennedy, Steven},
year = {2025},
doi = {10.18235/0013660},
abstract = {In this article, we present the impact evaluation of Irûmi , an educational robot -based intervention  aimed  at  developing  second -grade  students'  computational  thinking (CT)  skills  in  Paraguay.  Our  results  indicate  that  the  program  had  an  effect  of  0.09 standard deviations on the students' CT skills, focusing on abilities such as abstraction, algorithmic  thinking,  and  evaluation.  These  findings  suggest  that with   age - appropriate instructional design, very young children could develop CT skills and, that smart devices and electronic toys can contribute to their development at early ages. Several  mechanisms  may  explain  these  results.  First,  Irûmi  increased  the  likelihood that teachers would use educational technology in the classroom, including devices not  explicitly  provided  by  the  program.  Second,  the  program  contributed  to  the development of teachers CT skills, possibly due to the novelty of the curriculum and methodology  in  the  Paraguayan  context.  Third,  Irûmi  may  have  increased  teachers motivation to  use  technology,  thereby  strengthening  their  positive  attitudes  toward its integration into teaching. Beyond its effects on CT skills, Irûmi generated additional benefits for students. In particular, it increased preferences for science, technology, engi neering,  and  mathematics  (STEM) -related  toys  and  promoted  greater  gender flexibility regarding who can play with them, especially among girls. It also improved boys  and  girls  attitudes  toward  technology. Our  study  contributes  to  the  empirical literature by focusing on a middle -income country, using an experimental design with pre -  and  post -intervention  measures,  working  with  a  large  sample  of  students,  and analyzing the impact on both students and teachers .},
url = {https://doi.org/10.18235/0013660}
}