A meta-thematic analysis of robotic and coding education

With the technological developments in recent years, it is seen that intensive applications are made in robotics and programming education. In this context, the content of these trainings and the distribution of the themes they use are a matter of curiosity. For this purpose, meta-thematic analysis of national and international studies in the field of robotics and coding education is required. Within the scope of the research, Google Scholar, Dergipark, YökTez, ProQuest, ERIC, Science Direct and Web of Science databases were examined and 1203 studies published in Turkish and English between 2012-2022 were reached. In this study, perception of impact was studied using Prisma Flowchart, selection was made in line with behavioral criteria, and 58 studies were used for meta-analysis. According to the research, when the meta-thematic analysis results of robotics and coding education were evaluated, it was concluded that robotics and coding education contributed to the cognitive dimension of facilitating the individual's understanding and learning of information, strengthening mental skills and improving problem-solving skills. In the affective dimension, it has been revealed that education has interactive components such as fun and satisfaction with experiences, continuous collaborative learning is maintained for social purposes, and individual options are appropriately protected. On the other hand, in addition to the positive contributions of robotics and coding education, it has been revealed that some problems such as infrastructure structure, lack of materials and exceeding teacher competence have been encountered. As a result, it is stated that learning environments for robotics and coding education should be made suitable and the lack of trained trainers in this field should be reduced. Keywords: Robot, Robotics, Robotic Coding, meta-thematic analysis, document analysis