This article is a correction to:
Effects of a Pair Programming Educational Robot-Based Approach on Students’ Interdisciplinary Learning of Computational Thinking and Language Learning
Ting-Chia Hsu
Ching Chang
Long-Kai Wu
Chee-Kit Looi- 1Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei City, Taiwan
- 2Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, China
- 3National Institute of Education, Nanyang Technological University, Singapore, Singapore
A corrigendum on
Effects of a pair programming educational robot-based approach on students' interdisciplinary learning of computational thinking and language learning
Hsu, T.-C., Chang, C., Wu, L.-K., and Looi, C.-K. (2022). Front. Psychol. 13:888215. doi: 10.3389/fpsyg.2022.888215
In the published article, there was an error in one of the p-values stated in the Results section.
A correction has been made to Results, Learning Anxiety, Paragraph 2. The corrected paragraph is shown below.
Table 5 presents that the five subscales of learning anxiety in the post-questionnaire differed significantly between the two groups (Wilks' lambda = 0.408, F = 7.26, p < 0.001, Eta = 0.59). The Bonferroni method was then used to analyse the confidence intervals. The results of the post hoc comparison indicated that the EFL group showed lower learning anxiety than the CSL group for the dimensions of speech anxiety, communication apprehension, and fear of being negatively evaluated by other students.
The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Publisher's note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
Keywords: Interdisciplinary activities, educational robots, pair programming, language learning, trial-and-error loops
Citation: Hsu T-C, Chang C, Wu L-K and Looi C-K (2023) Corrigendum: Effects of a pair programming educational robot-based approach on students' interdisciplinary learning of computational thinking and language learning. Front. Psychol. 14:1229357. doi: 10.3389/fpsyg.2023.1229357
Received: 26 May 2023; Accepted: 20 June 2023;
Published: 28 June 2023.
Edited by:
Douglas F. Kauffman, Medical University of the Americas – Nevis, United StatesCopyright © 2023 Hsu, Chang, Wu and Looi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Ching Chang, Y2hpbmd0dzIwMDYmI3gwMDA0MDtnbWFpbC5jb20=
†ORCID: Ting-Chia Hsu orcid.org/0000-0001-6504-9540
Ching Chang orcid.org/0000-0001-8032-247X
Chee-Kit Looi orcid.org/0000-0001-9905-2713