Front. Psychol. Frontiers in Psychology Front. Psychol. 1664-1078 Frontiers Media S.A. 10.3389/fpsyg.2023.1229357 Psychology Correction Corrigendum: Effects of a pair programming educational robot-based approach on students' interdisciplinary learning of computational thinking and language learning Hsu Ting-Chia 1 † Chang Ching 1 * † Wu Long-Kai 2 Looi Chee-Kit 3 † 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

Edited by: Douglas F. Kauffman, Medical University of the Americas – Nevis, United States

Reviewed by: Jodi Asbell-Clarke, TERC, United States; Hui Chun Chu, Soochow University, Taiwan

 *Correspondence: Ching Chang chingtw2006@gmail.com

†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

 28 06 2023 2023 14 1229357 26 05 2023 20 06 2023 Copyright © 2023 Hsu, Chang, Wu and Looi. 2023 Hsu, Chang, Wu and Looi

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 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 Interdisciplinary activities educational robots pair programming language learning trial-and-error loops section-at-acceptance Educational Psychology

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.

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