Dissertation

A multi-case study of student interactions with educational robots and impact on Science, Technology, Engineering, and Math (STEM) learning and attitudes

The demand for STEM-trained workers continues to increase not only in the United States, but globally.  Reports have indicated that the United States is not doing a good job encouraging students to pursue STEM-oriented degrees.  In particular, it has become increasingly important to emphasize STEM connections at an early level in order to encourage student career exploration as they continue their education.  Educational robots represent a unique alternative to traditional methods, especially at the elementary level.  Considering that the use of educational robots has largely been ignored at this level, the purpose of this study was to describe the interactive process and outcomes using educational robots to facilitate elementary school students’ understanding of STEM concepts.

A multi-case approach was used for the design as it is in line with the underlying conceptual framework for the study.  Independent T-tests were used to determine students’ interaction with educational robots, impact of STEM understanding, as well as their impact regarding the understanding of STEM attitudes.  The study was conducted as an extracurricular program involving fourth grade students at a rural elementary school in Florida.  The sample size consisted of twenty randomly selected participants assigned to either the group working with robots, or the groups without the robots, for a total of ten participants in each group. The associated activity used in this study was selected due to the high level of STEM integration.

Data results indicated high levels of interactivity within both groups.  The group working with the robot demonstrated a significant difference in the level of substantive talk? Considering the understanding of STEM concepts, both groups demonstrated a high level regarding depth of knowledge and understanding.  There were significant gains within groups regarding pre- and post-test STEM scores.  When considering participants’ attitudes towards STEM, the study suggested a practical significance in math attitudes for the group working with the robots.  This study is significant as it yielded valuable information concerning the use of educational robots in the elementary environment.  In particular, this study supports the idea that STEM concepts can be promoted and STEM attitudes can be improved by using authentic instructional strategies.  This study also supported the use of authentic assessment strategies for this type of activity.  Overall, both groups were actively involved and engaged. The group working with the robot demonstrated a slightly higher depth of knowledge, substantive conversation, and a slight boost in efficacy in math, science, and engineering and technology attitudes.

The results of the study align with the underlying conceptual framework as well as the use of authentic assessment.  This study also aligns to the movement to promote STEM education at an elementary level.  In addition, the type of activity associated with this study can potentially help students make sense of career oriented experiences, thus promoting career awareness by employing an interdisciplinary approach.