View metadata

dc.titleThe Impact of an Educational Robot-based Intervention on Second-graders Computational Thinking Skills: The Experimental Evaluation of the Irûmi Program in Paraguay
dc.contributor.authorNäslund-Hadley, Emma
dc.contributor.authorHernández Agramonte, Juan Manuel
dc.contributor.authorZoido, Pablo
dc.contributor.authorSantos Morales, Humberto
dc.contributor.editorKennedy, Steven
dc.contributor.orgunitEducation Division
dc.coverageParaguay
dc.date.available2025-08-22T00:08:00
dc.date.issue2025-08-22T00:08:00
dc.description.abstractIn 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 .
dc.format.extent57
dc.identifier.doihttp://dx.doi.org/10.18235/0013660
dc.identifier.urlhttps://publications.iadb.org/publications/english/document/The-Impact-of-an-Educational-Robot-based-Intervention-on-Second-graders-Computational-Thinking-Skills-The-Experimental-Evaluation-of-the-Irmi-Program-in-Paraguay.pdf
dc.identifier.urlhttps://publications.iadb.org/publications/spanish/document/Impacto-de-una-intervencion-educativa-basada-en-robots-sobre-las-habilidades-de-pensamiento-computacional-de-los-alumnos-de-segundo-grado-Evaluacion-experimental-del-programa-Irûmi-en-Paraguay.pdf
dc.language.isoen
dc.publisherInter-American Development Bank
dc.subjectEducation
dc.subjectTeacher
dc.subjectEducational Research
dc.subjectSkills
dc.subjectScience and Technology
dc.subjectEducational Technology
dc.subjectGender
dc.subjectPreschool Education
dc.subjectChildren
dc.subjectEducational Institution
dc.subjectPreschool and Early Childhood Education
dc.subjectSTEM Education
dc.subjectCurriculum
dc.subjectPopulation Aging
dc.subject.jelcodeC93 - Field Experiments
dc.subject.jelcodeI20 - Education and Research Institutions: General
dc.subject.jelcodeI24 - Education and Inequality
dc.typeWorking Papers
idb.identifier.pubnumberIDB-WP-01671
idb.operationPR-T1182
Return to Publication