This study compares the effects of object‐oriented and robot programming activities on programming achievement, abstraction, problem solving, and motivation. In the study, two consecutive experimental cases were conducted to examine the consistency of findings. The research sample comprises 81 tenth‐grade students undergoing vocational secondary education. A total of 41 students participated in the first case that spanned 12 weeks, and 40 students participated in the second that spanned 8 weeks. After computational activities, the programming achievement scores significantly increased in all test groups. However, the achievement scores did not differ significantly between the groups. For the comparison groups, there was no statistically significant difference in the pre‐ and posttest scores of the formal and descriptive abstraction in both cases. However, a statistically significant increase was found in the formal (only Case 2) and descriptive abstraction scores of the students in the experimental groups. The abstraction results revealed a significant difference in the descriptive abstraction scores of Case 2 in favour of the experimental group. No statistically significant difference was found in the problem‐solving scores within or between groups. In both cases, the motivation scores of the experimental groups were found to be statistically higher than those of the comparison groups.

中文翻译：

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面向对象和机器人编程活动的比较：编程方式对学生成就，抽象，问题解决和动机的影响

本研究比较了面向对象和机器人编程活动对编程成就，抽象，问题解决和动机的影响。在这项研究中，进行了两个连续的实验案例，以检查结果的一致性。研究样本包括81名接受中等职业教育的10年级学生。共有41名学生参加了为期12周的第一个案例，有40名学生参加了为期8周的第二个案例。在进行了计算活动之后，在所有测试组中的编程成绩得分均显着提高。但是，两组之间的成就分数没有显着差异。对于比较组，在这两种情况下，形式和描述性抽象的测试前和测试后分数均无统计学差异。但是，实验组学生的正式分数（仅案例2）和描述性抽象分数在统计学上有显着提高。抽象结果表明，案例2的描述性抽象评分存在明显差异，有利于实验组。组内或组间的问题解决评分均未发现统计学上的显着差异。在这两种情况下，实验组的动机得分在统计学上均高于对照组。组内或组间的问题解决评分均未发现统计学上的显着差异。在这两种情况下，实验组的动机得分在统计学上均高于对照组。组内或组间的问题解决评分均未发现统计学上的显着差异。在这两种情况下，实验组的动机得分在统计学上均高于对照组。