Effects of LEGO Mindstorms on convergent and divergent problem-solving and spatial abilities in fifth and sixth grade students

In this quasi-experimental study, 142 fifth and sixth grade students at a suburban elementary school in Northwest Washington State participated in a week-long, 10-hour project using the LEGO Mindstorms Robotics Invention System (RIS). Partners constructed and programmed one robot from visually-based LEGO instructions and a second of their own creation and then shared them at a culminating event. The study is built upon on the constructionist philosophy of Seymour Papert (1980; 1990; 1993; 1999) and an investigation of problem-solving and LEGO robotics by Debra and David Palumbo (1993). A modified switching-replications design provided 3 complete replications within the study and allowed all participants to receive the treatment. Pre and posttests were given. Convergent problem-solving and spatial ability were measured by the Ravens Progressive Matrices (RPM) and divergent problem-solving ability was measured by the Fluency and Flexibility Measure (FFM). The FFM was constructed by the researcher. The development process, piloting, and implementation of this instrument are reported. Overall, Mindstorms did not have a significant effect on convergent problem-solving and spatial reasoning as measured by the RPM. However, infrequent LEGO's users made greater gains on the RPM during the treatment than frequent users, but frequent LEGO users made notable gains during the comparison condition. The multiplicative interaction effect of Testing, Group, and LEGO Use across replications on the RPM is significant, p<.001 ( p=.264 x p=.620 x p=.001). The FFM provides two scores: Fluency, or the number of responses, and Flexibility, or the number of categories into which those responses fit. The findings for Fluency were strong in two replications, p<.005, and frequent LEGO users scored higher than the comparison group on Fluency for all three replications (p=.384, p=.035, p=.090). There was no clear pattern of gender differences on the RPM or FFM. This study provides tentative signs that using LEGO Mindstorms has a positive effect on divergent problem-solving. Frequent LEGO users also appear advantaged on both convergent and divergent measures. There are indications that fifth graders benefited more from Mindstorms than sixth graders. Additionally, the study uncovered the prospect that prior LEGO use may enhance divergent problem-solving with Mindstorms.