The Impact of Educational Robotics on Student STEM Learning, Attitudes, and Workplace Skills

Empirical Research Base For Educational Robotics

Robots have been recognized as having the potential to transform and enhance the learning process in education (Chambers & Carbonaro, 2003; Jonassen, 2000). Through hands-on experimentation such technologies can help students translate abstract mathematics and science concepts into concrete real-world applications. Research supports the use of educational robotics to increase academic achievement in specific STEM concept areas closely aligned with formal education topics and coursework (Barker & Ansorge, 2007; Nourbakhsh et al., 2005; Rogers & Portsmore, 2004; Williams, Ma, Prejean, & Ford, 2007). Robotics also encourage student problem solving (Barnes, 2002; Mauch, 2001; Robinson, 2005; Rogers & Portsmore, 2004), and promote cooperative learning (Beer, Hillel, Chiel, & Drushel, 1999; Nourbakhsh et al., 2005). Some studies also underscore robotics’ potential to engage females and underserved youth in STEM learning; for example, female students are more likely to appreciate learning with robots than with traditional STEM teaching techniques (Nourbakhsh et al., 2005; Rogers & Portsmore, 2004).