Trends and research foci of robotics-based STEM education: a systematic review from diverse angles based on the technology-based learning model

Abstract

Fostering students’ competence in applying interdisciplinary knowledge to solve problems has been recognized as an important and challenging issue globally. This is why STEM (Science, Technology, Engineering, Mathematics) education has been emphasized at all levels in schools. Meanwhile, the use of robotics has played an important role in STEM learning design. The purpose of this study was to fill a gap in the current review of research on Robotics-based STEM (R-STEM) education by systematically reviewing existing research in this area. This systematic review examined the role of robotics and research trends in STEM education. A total of 39 articles published between 2012 and 2021 were analyzed. The review indicated that R-STEM education studies were mostly conducted in the United States and mainly in K-12 schools. Learner and teacher perceptions were the most popular research focus in these studies which applied robots. LEGO was the most used tool to accomplish the learning objectives. In terms of application, Technology (programming) was the predominant robotics-based STEM discipline in the R-STEM studies. Moreover, project-based learning (PBL) was the most frequently employed learning strategy in robotics-related STEM research. In addition, STEM learning and transferable skills were the most popular educational goals when applying robotics. Based on the findings, several implications and recommendations to researchers and practitioners are proposed.

Investigating perceptions of primary and preschool educators regarding incorporation of educational robotics into STEM education

“…The utilization of educational robotics not only enhances students' comprehension of physics and mathematics but also positively impacts academic performance (Ouyang & Xu, 2024;Wang et al, 2023). In essence, robotics emerges as an engaging activity that captures students' interest, aiding their understanding of STEM fields through practical exercises, problem-solving, and the integration of prior knowledge with new insights (Darmawansah et al, 2023;Hughes et al, 2022).…”

“…Educational robotics, a key component of STEM education, brings an experiential and hands-on dimension to learning (Darmawansah et al, 2023;Rakhmanina et al, 2022). Teachers' perspectives on the integration of robotics into their classrooms provide a nuanced understanding of the impact on student engagement and comprehension (Kennedy & Odell, 2014).…”

“…The fifth domain is presented in this particular research. It is important to emphasize that educational robotics constitutes a significant auxiliary tool for the successful implementation of STEM education (Darmawansah et al, 2023). Therefore, this specific research tool simultaneously examines both the knowledge and attitudes related to STEM.…”

A low-cost wireless extension for object detection and data logging for educational robotics using the ESP-NOW protocol

“…Many middle and high schools in the United States have adopted engineering courses that have a robotic component ( Harrell et al, 2004 ; Darmawansah et al, 2023 ). In addition, participation in Robotics in middle school and high school has been shown to encourage students to pursue ( Hendricks, Alemdar & Ogletree, 2012 ; Sullivan & Bers, 2019 ) and prepare students for Karim, Lemaignan & Mondada (2015) careers in STEM.…”

Interactive Digital Notice Boards for Universities in Ghana

“…As stated by Darmawansah, Hwang, Chen, & Liang (2023), the implementation of digital technologies in education has become an essential trend, and the use of IDNBs is an innovative solution that can enhance communication and engagement in higher education institutions." This study aims to contribute to this trend by exploring the effectiveness of IDNBs in a higher education setting.…”