Interactive learning in the digital age: Advancing STEM skills in primary school education through robotics

Abstract

The purpose of the study is to analyze the effects of using robotics as elements of interactive learning on the development of STEM competencies in primary school students. The study is of the quasi-experimental-comparative type, the duration of the intervention (6–8 weeks), the assessment tools (test, questionnaire), and the statistical analysis (t-test). The main instruments: questionnaires, a STEM competency scale adapted for children, a didactic experiment based on observation (with the involvement of two groups of schoolchildren - 26 participants in the control group and 26 participants in the experimental group). The study showed insignificant changes in the level of STEM competencies in the control group, which studied according to the traditional program without the use of robotics: the increase was only 0.6 points (from 11.5 to 12.1), which is not statistically significant (p = 0.11). However, participants in the experimental group, who studied with the use of robotics, showed a statistically significant improvement in STEM competencies - the increase was 4.1 points (from 11.8 to 15.9), (t = 6.74; p < 0.001). This indicated a pedagogical effect and an increase in the practical component of learning. The conclusions noted that there was an increase in the general level of knowledge of students and their practical skills, which was accompanied by an increase in students' self-confidence and desire to solve atypical tasks. Therefore, the study fills the existing empirical gap in assessing the effectiveness of STEM education using robotics in primary education and has the potential to be scaled up in other educational institutions.