Student satisfaction and self-efficacy in a cooperative robotics course

Eric Zhi Feng Liu, Chun Hung Lin, Chiung Sui Chang

Research output: Contribution to journalArticlepeer-review

52 Scopus citations


In this study, LEGO robotics and cooperative learning were integrated into the design of a course. In the course, preservice teachers had to complete their assignments by cooperating, solving problems, and conducting team discussions. After the course, questionnaires were used to understand the advantages and disadvantages of the design of the robotics course, student satisfaction with the course, and changes of the preservice teachers' confidence in learning LEGO robotics. The satisfaction questionnaire covered three dimensions: teaching environment, teaching content, and teaching method. Results showed that by the end of the semester, students' satisfaction with the cooperative robotics course had improved. Furthermore, the results showed positive effects on preservice teachers' perceived selfefficacy when learning LEGO robotics.

Original languageEnglish
Pages (from-to)1135-1146
Number of pages12
JournalSocial Behavior and Personality
Issue number8
StatePublished - 2010


  • Cooperative learning
  • Preservice teacher
  • Robotics
  • Satisfaction
  • Self-efficacy


Dive into the research topics of 'Student satisfaction and self-efficacy in a cooperative robotics course'. Together they form a unique fingerprint.

Cite this