While the role of computational thinking (CT) has been widely reported in technology applications and further integrated into interdisciplinary learning, the integration of pedagogy-supported interdisciplinary activities for the empowerment of girls’ learning must not solely emphasise CT problem-solving skills. Rather, it must scaffold them with interactive learning that supports their characteristics while catering to gender equality. In this study, a gender-balanced interdisciplinary activity, integrating CT with Mandarin learning (ML), was designed for an elementary school in the Mandarin as a Second Language learning context using Social Robots (SRs). It sought to verify the results of the proposed method along with focused activities and interaction in an SR-integrated activity on the CT abilities and target-language learning of young learners. A total of 46 Grade 5 students, 26 boys and 20 girls, participated in the experiment. The study used a quasi-experimental method by examining the result of pre- and post-tests on language acquisition, programming self-efficacy, the educational robot attitude, and learning perceptions in the activity. The results indicated that there were no gender differences in terms of ML, self-efficacy in programming, or attitudes toward using SRs in the SR-integrated interdisciplinary activities. However, the boys and girls had different perceptions of learning. Suggestions for conducting SR-integrated interdisciplinary learning are given, along with pedagogical implications for the further promotion of women in technology.
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