Youngkyun Baek

Describes design and after‑school implementation of a project‑based integrated STEM+CT curriculum. Surveys and feedback show students’ and teachers’ generally positive reactions while identifying practical challenges. Presents lessons for integrating CT and supporting teacher professional development.

Proposes and tests a model in which problem‑solving dispositions, intrinsic motivation, and enjoyment predict computational thinking (CT) in 4th–5th graders during collaborative robotics. Significant relations among perceived competence, enjoyment, and motivation were found; problem solving significantly predicted CT skills, informing robotics‑based CT instruction.

Compares gender‑balanced sixth‑grade groups in cooperative vs. collaborative digital game‑based learning contexts. Collaboration led to significantly higher gaming achievement; academic outcomes varied by gender and grouping condition. Findings suggest matching grouping strategy to goals and considering gender dynamics in GBL.

Systematic review of 26 studies on K‑12 use of Minecraft. Synthesizes reported benefits (curricular integration; student engagement and enthusiasm; knowledge/skills acquisition) and challenges (unclear objectives, inflexible curricula, lack of prior gaming skills). Concludes Minecraft holds promise for game‑based teaching with careful integration and learner‑centered design.

Examines an eight‑week, project‑based, STEM‑integrated robotics after‑school program for grades 4–6. Mixed‑methods findings show significant improvement in students’ attitudes toward mathematics and identify perceived learning in three areas: STEM content and connections, engagement/perseverance, and teamwork development. The study outlines opportunities and challenges for designing robotics curricula for upper‑elementary learners.

Explores relationships among learning preferences, motivation (intrinsic/extrinsic), self‑efficacy, coding achievement, and CT skills in second graders engaged in robotics activities. Path analysis indicated intrinsic/extrinsic motivation predicted self‑efficacy; self‑efficacy predicted coding achievement; coding achievement predicted CT skills. Highlights self‑efficacy’s central role in early elementary CT.

Reports an 8‑week after‑school integrated STEM robotics curriculum (grades 4–6). Mixed‑methods results showed significant improvement in attitudes toward mathematics and identified learning themes: STEM content/connection, engagement and perseverance, and teamwork development/challenges. Offers design implications for integrated STEM robotics.

Explores effects of gender composition and role assignment (fixed, rotating, none) on robotics performance, CT skills, and programming motivation among 4th–5th graders working in groups. Group roles affected performance and CT; gender composition did not significantly affect outcomes.

Investigates which collaboration interventions benefit students in robotics projects regarding science process skills, collaborative problem solving, and motivation. Assigned group roles improved motivation and collaborative problem solving; prior experience influenced outcomes. Provides strategies for designing effective collaborative robotics activities.

Tests a model in which learning style, intrinsic motivation, collaboration skills, and game attitude predict enjoyment and achievement in a mobile Minecraft learning game. Intrinsic motivation uniquely predicted enjoyment; enjoyment correlated positively with achievement. Game attitude predicted intrinsic motivation, highlighting the complexity of enjoyment in mobile game‑based learning.

Examines effects of three metacognitive strategies (self‑recording, modeling, thinking aloud) in an MMORPG context on ninth graders’ academic and gaming achievements, with social problem‑solving as a mediating variable. Path analyses showed metacognitive strategies improved both academic and game performance via gains in social problem solving, with verbal strategies (thinking aloud, modeling) outperforming writing‑based self‑recording.

Identifies six factors underlying teachers’ reasons for using technology—external requests/expectations, deriving attention, using basic functions, relieving physical fatigue, class preparation/management, and using enhanced functions—and explores how these vary by teaching experience. Results show experienced teachers more often adopt technology in response to external forces, whereas less‑experienced teachers adopt it more voluntarily.

Investigates factors inhibiting teachers’ classroom use of computer/video games and how gender and experience relate to perceived barriers. Six inhibiting factors emerged (e.g., inflexible curriculum, perceived negative effects, lack of supporting materials, fixed schedules, limited budgets). Female teachers rated logistical barriers as more serious; experienced teachers emphasized curricular inflexibility and negative effects.