Exploring the educational potential of robotics in schools: A systematic review

Abstract

This study reviews recently published scientific literature on the use of robotics in schools, in order to: (a) identify the potential contribution of the incorporation of robotics as educational tool in schools, (b) present a synthesis of the available empirical evidence on the educational effectiveness of robotics as an educational tool in schools, and (c) define future research perspectives concerning educational robotics. After systematically searching online bibliographic databases, ten relevant articles were located and included in the study. For each article, we analyze the purpose of the study, the content to be taught with the aid of robotics, the type of robot used, the research method used, and the sample characteristics (sample size, age range of students and/or level of education) and the results observed. The articles reviewed suggest that educational robotics usually acts as an element that enhances learning, however, this is not always the case, as there are studies that have reported situations in which there was no improvement in learning. The outcomes of the literature review are discussed in terms of their implications for future research, and can provide useful guidance for educators, practitioners and researchers in the area.

Introduction

Popular interest in robotics has increased astonishingly in the last few years. Robotics is seen by many as offering major new benefits in education at all levels (Johnson, 2003). The commercial educational robotics market is also growing. Research by the Japan Robotics Association (JPA), the United Nations Economic Commission (UNEC), and the International Federation of Robotics (IFR), indicates that the market growth for personal robots, including those used for entertainment and educational purposes, has been tremendous and this trend may continue over the coming decades (Kara, 2004).

Educational theorists such as Papert (1993) believe that robotics activities have tremendous potential to improve classroom teaching. However, Williams, Ma, Prejean, Lai, and Ford (2007) affirm that there is limited empirical evidence to prove the impact of robotics on the k-12 curriculum. Educators have started to generate ideas and develop activities to incorporate robotics into the teaching of various subjects, including math, science, and engineering. However, without research evidence to support their direct impact on students’ academic performance, robotics activities may be just a “fashion” (challenge presented by Johnson, 2003). Researchers highlight that most of the literature on the use of robotics in education is descriptive in nature, based on reports of teachers achieving positive outcomes with individual initiatives (Caci et al., 2003, Petre and Price, 2004, Williams et al., 2007).

Another aspect observed in the literature is that until now, most of the applications of robotic technology in education have mainly focused on supporting the teaching of subjects that are closely related to the Robotics field, such as robot programming, robot construction, or mechatronics. Moreover, most of the applications have used the robot as an end or a passive tool in the learning activity, where the robot has been constructed or programmed (Mitnik, Nussbaum, & Soto, 2008). Rusk, Resnick, Berg, and Pezalla-Granlund (2008) agree that the way robotics is currently introduced in educational settings is unnecessarily narrow. Exploring a wider range of possible applications has the potential to engage young people with a wider range of interests. Young people who are not interested in traditional approaches to robotics become motivated when robotics activities are introduced as a way to tell a story (for example, creating a mechanical puppet show), or in connection with other disciplines and interest areas, such as music and art (Resnick, 1991, Rusk et al., 2008).

Different students are attracted to different types of robotics activities (Resnick, 1991). Students interested in cars are likely to be motivated to create motorized vehicles, while students with interests in art or music are likely to be more motivated to create interactive sculptures. Rusk et al. (2008) examine strategies for introducing students to robotics technologies and concepts, and argues for the importance of providing multiple pathways into robotics, to ensure that there are entry points to engage young people with diverse interests and learning styles.

It seems that educational robots is a relevant tool for improving learning. However, this assertion needs to be further supported through the application of experiences and above all, through empirical evidence.

The central question that this study attempts to answer is whether educational robotics, used as a teaching tool in areas other than the teaching of subjects that are closely related to the field of Robotics itself, can improve students’ performance in elementary, middle and high schools. The aim of the study is to carry out a literature review on the use of educational robotics, in order to:

• identify the potential benefits of incorporating robotics as an educational tool in different areas of knowledge,

• present a synthesis of the empirical evidence available thus far on the educational effectiveness of robotics,

• define future research perspectives concerning the educational use of robotics based on the literature reviewed.