Breaking the Barrier: Education Students’ Persistence in Coding and Robotics Activities

The inclusion of coding and robotics in education can promote skill development to prepare students for the future. It remains unclear however why some students persist in their coding and robotics efforts while others fail. The current study explored the key aspects contributing to education students’ persistence and the way they overcome certain challenges when engaging in coding and robotics. Employing a general qualitative approach, data collection involved students’ programs, a reflective report, and a short video regarding their gaming activities. The study involved 20 postgraduate education students, enrolled in distance learning. Sixteen students consented to participate in the research over a period of three weeks. Students had to create their own game using the micro:bit environment, which they submitted as part of their assignment. Data were analyzed manually, and certain themes emerged. The results revealed that participants encountered challenges related to technical aspects and initial frustration. Moreover, students persisted in their efforts by maintaining a positive mind-set, using strategic problem-solving, and setting realistic milestones. The self-directed learning environment played a crucial role in promoting persistence by providing scaffolding to overcome challenges, promoting ownership of learning, encouraging students to find resources, and fostering enjoyment in coding and robotics.