Robotics as a Tool to Support Adolescents’ Interest, Self-Efficacy, and Expectations in STEM: Gender Differences

Robotics is a useful tool for learning programming, a key skill in STEM education. However, robotics is often perceived as a masculine activity for boys. This study investigated the impact of a robotics intervention on adolescents’ interest, self-efficacy, and expectations in STEM, with a focus on gender differences. Using a between-subjects randomized controlled design, 109 adolescents aged 11 to 16 years (40 boys, 69 girls) were randomly assigned to an intervention or a control condition. In the intervention condition, they participated in a robotics activity involving programming, while in the control condition, they engaged in a storytelling activity. Participants completed a questionnaire following the activity, with the entire procedure lasting approximately 45 min. Separate multivariate analyses of covariance were conducted for interest, self-efficacy, and expectations, with age included as a covariate. The robotics intervention was associated with higher interest in robotics and programming for boys and was associated with higher expectations of mathematics use for both boys and girls. No significant differences were observed for girls’ interest between conditions. Additionally, boys demonstrated higher self-efficacy in robotics and programming than girls. These findings have implications for designing gender-inclusive STEM interventions and addressing gender stereotypes in STEM education. Adolescence is a critical stage for shaping career interests, and interventions may support STEM motivation and diverse career expectations.