Educational robotics may enhance students’ conceptual knowledge, applied skills, and learning attitude in STEM education: A meta-analysis

This meta-analysis of educational robotics synthesizes existing empirical evidence to clarify its impact on students’ conceptual knowledge, applied skills, and learning attitude in science, technology, engineering, and mathematics subjects. Unlike previous meta-analyses, it encompasses all educational levels and programming and social robotics, analyzing various moderators like robot type and teaching strategy. All empirical peer-reviewed studies published from the database inception to 31 March 2024 are included, comprising 28 primary publications reporting 79 independent interventions. In summary, robotic-supported STEM education has a significant medium-sized effect on students’ conceptual knowledge (Hedges’ g = 0.636, p < .001, 95% CI: 0.385-0.888), applied skills (Hedges’ g = 0.663, p < .001, 95% CI: 0.335-0.991), and learning attitude (Hedges’ g = 0.422, p < .001, 95% CI: 0.227-0.616) compared with non-robotic-supported STEM education, per a random-effects model. We recommend three instructional strategies and robotic design based on moderator analyses. First, problem-based learning involving real-life challenges may help enhance knowledge mastery and problem-solving skills. Second, long-term, team-based programming robotics activities are recommended to foster a positive learning attitude. Third, educational robots should be user-friendly, age-appropriate, and capable of providing cognitive and emotional support.