Hsin-Yin Huang^1,, Ju-Ling Shih²

This study introduces an interdisciplinary course for STEM-based robotic game <Frontier Guards> integrating with the design thinking (DT) model and evaluates the effectiveness of students’ DT and STEM abilities. Students learned to design, assemble, test, and remodify their robotics by using the concept of DT, as well as learned to collaborate with team members. A room-size floor map was used to build the game scenario depicting an aboriginal region in Taiwan with terrains and obstacles on the routes for reliving a short piece of Tayal history. Students were assigned to role-play the two parties of frontier guards and learn the history, assess the confrontational situations, design and construct robotics, and iterate during the game sessions. Thirteen 6th-grade students were divided into two parties to design defensive fortifications and fighting vehicles that can be remotely controlled by using block programming for attacking, defending, and snatching the opponent’s objects and winning the game, as were fourteen 5th graders. This study investigated how DT facilitated the achievement of instructional goals by using learning sheets, DT and STEM questionnaires, and interviews. Discussions and reflections during the creation process and the strategic decisions in the game were observed to analyze students’ improvements in problem-solving skills. The result of the study can be proved that using the interdisciplinary robotic game with DT can enhance students' learning motivation, engagement, DT skills, and STEM performances, as well as problem-solving skills.

design thinking, STEM, game-based learning, robotics, interdisciplinary course