Learning through e-Projects Based on (Problem Solving/ Performance) to Develop Programming Skills for Virtual Robot and Creative Productivity among STEM students with intellectual curiosity (Epistemic / Perceptual)

The current research aimed to develop the programming skills of the virtual robot and the creative productivity of the STEM distinguished program students - the research sample - at the Faculty of Education - Minia University, through the designing and developing of the learning environment in e-projects based on the interaction between learning in e-projects based on (problem solving/ performance) and curiosity for students (cognitive / perceptual) through the Canvas LMS system, Where it includes many interactive tools, learning resources, evaluation methods, feedback, and e-projects in all their forms, ndicating the specific interaction type of each group, through which tasks and learning activities are implemented in e-projects to produce a creative virtual robot. The general model of instructional design (ADDIE) was used in the general stages at the discretion of the researcher to design a proposed instructional model by adding detailed steps that align with the current research. Also, a list of design standards for the eproject learning environment was developed. The research followed an experimental and quasi-experimental design approach with four groups. The research sample was divided into four experimental groups, each consisting of (74) learners. The measurement tools included: an achievement test for the cognitive aspect of virtual robot programming skills, an assessment card for virtual robots, a scale for evaluating creative output, and a test for creative productivity skills. The results of the research revealed the development of virtual robot programming skills and creative productivity for the entire research sample. Project-based learning in e-projects based on problem solving outperformed both the achievement test and the creative product assessment scale and the creative productivity test. On the other hand, performance-based project-based learning excelled in the assessment card of the virtual robot. While project-based e-learning outperforms performance-based evaluation in a virtual robot assessment, students with cognitive curiosity excel in both the achievement test and the creative productivity test, while students with perceptual curiosity excel in the assessment card of a virtual robot project and the assessment scale of creative output. The research recommended the need to develop learning environments through e-projects to keep up with the developments of the Fourth Industrial Revolution and the fourth generation of Education4, especially in the fields of robotics, artificial intelligence, and the Internet of Things. It emphasized the importance of employing the STEM approach in developing programming skills for virtual educational robots, and the necessity of focusing on learning outcomes related to the skills required for future professions and creative productivity. This is to enable learners to acquire future skills productively in the future knowledge economy.