View in EDS PDF Full Text

Educational robotics may enhance students' conceptual knowledge, applied skills, and learning attitude in STEM education: A meta-analysis.

Saved in:
Bibliographic Details
Title: Educational robotics may enhance students' conceptual knowledge, applied skills, and learning attitude in STEM education: A meta-analysis.
Authors: Bai, Shurui1 tstbai@eduhk.hk, Tian, Peiyao2 ptian@connect.hku.hk
Source: Educational Technology & Society. Oct2025, Vol. 28 Issue 4, p274-303. 30p.
Subject Terms: *STEM education, *Concept learning, *Teaching methods, *Student engagement, *Life skills, Robot design & construction
Abstract: This meta-analysis of educational robotics synthesizes existing empirical evidence to clarify its impact on students' conceptual knowledge, applied skills, and learning attitude in science, technology, engineering, and mathematics subjects. Unlike previous meta-analyses, it encompasses all educational levels and programming and social robotics, analyzing various moderators like robot type and teaching strategy. All empirical peer-reviewed studies published from the database inception to 31 March 2024 are included, comprising 28 primary publications reporting 79 independent interventions. In summary, robotic-supported STEM education has a significant medium-sized effect on students' conceptual knowledge (Hedges' g = 0.636, p < .001, 95% CI: 0.385-0.888), applied skills (Hedges' g = 0.663, p < .001, 95% CI: 0.335-0.991), and learning attitude (Hedges' g = 0.422, p < .001, 95% CI: 0.227-0.616) compared with non-robotic-supported STEM education, per a random-effects model. We recommend three instructional strategies and robotic design based on moderator analyses. First, problem-based learning involving real-life challenges may help enhance knowledge mastery and problem-solving skills. Second, long-term, team-based programming robotics activities are recommended to foster a positive learning attitude. Third, educational robots should be user-friendly, ageappropriate, and capable of providing cognitive and emotional support. [ABSTRACT FROM AUTHOR]
Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:This meta-analysis of educational robotics synthesizes existing empirical evidence to clarify its impact on students' conceptual knowledge, applied skills, and learning attitude in science, technology, engineering, and mathematics subjects. Unlike previous meta-analyses, it encompasses all educational levels and programming and social robotics, analyzing various moderators like robot type and teaching strategy. All empirical peer-reviewed studies published from the database inception to 31 March 2024 are included, comprising 28 primary publications reporting 79 independent interventions. In summary, robotic-supported STEM education has a significant medium-sized effect on students' conceptual knowledge (Hedges' g = 0.636, p < .001, 95% CI: 0.385-0.888), applied skills (Hedges' g = 0.663, p < .001, 95% CI: 0.335-0.991), and learning attitude (Hedges' g = 0.422, p < .001, 95% CI: 0.227-0.616) compared with non-robotic-supported STEM education, per a random-effects model. We recommend three instructional strategies and robotic design based on moderator analyses. First, problem-based learning involving real-life challenges may help enhance knowledge mastery and problem-solving skills. Second, long-term, team-based programming robotics activities are recommended to foster a positive learning attitude. Third, educational robots should be user-friendly, ageappropriate, and capable of providing cognitive and emotional support. [ABSTRACT FROM AUTHOR]
ISSN:11763647
DOI:10.30191/ETS.202510_28(4).SP06