A Study on the Impact of Learning Beliefs and Attitudes Toward Robotics Programming on Computational Thinking, Creativity, and Collaborative Learning Ability

Abstract

With the increasing importance of programming and computational thinking (CT) in education, robotics programming has become a key tool in cultivating students' logical thinking and problem-solving abilities. However, students' learning motivation and beliefs may influence their learning attitudes and outcomes. This study, based on the Expectancy-Value Theory (EVT), explores how learning beliefs (utility value, interest value, achievement value, and self-efficacy) affect attitudes toward robotics programming, and further analyzes how these attitudes influence students' computational thinking, creativity, and collaborative learning abilities. The study employs a questionnaire survey and practical assessment, with regression analysis conducted using SPSS 2.