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Engineering design education is an effective instructional approach for enhancing students’ motivation, interest, and creativity while introducing them to the engineering design process (EDP). However, there is limited knowledge on how to integrate the EDP into robotics education, particularly AI-robotics, and how students experience AI-enabled robotics project-based learning grounded in an EDP. This pre-/posttest embedded mixed-methods study adds to the scarce body of literature on interdisciplinary education in engineering design, robotics, and AI. This project developed, implemented, and evaluated a project-based engineering design AI-robotics curriculum that introduced novice Computer Science (CS) high school students to robotics, machine learning, and AI. Students’ collaborative robotics projects were grounded in an EDP to introduce the students to engineering practices and promote engagement and interest through design-based, hands-on learning. An analysis of quantitative and qualitative data revealed an improvement in students’ CS attitudes, collaboration, and social interactions after participating in the curriculum. Recommendations for designing AI-robotics projects grounded in an EDP are discussed.
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Teaching Collaborative Robotics: Design and Evaluation of Design-Based Learning Curriculum for High School STEM Education
Abstract As the demand for assistive technologies in healthcare grows, there is a unique opportunity to engage underrepresented students in STEM education. This paper presents the design and evaluation of a co-robotics curriculum that integrates robotics, computer science, and assistive technology to inspire high school students, particularly from underrepresented backgrounds, to pursue STEM careers. The curriculum focuses on building and programming a robotic arm (the “Neupulator”) controlled by bio-signals, including electromyography and accelerometers, to simulate human–robot interaction for enhancing quality of life. Utilizing the 6E instructional model, the curriculum was implemented across multiple phases in schools, with iterative improvements informed by qualitative data from teacher interviews, classroom observations, and professional development sessions. Key findings highlight the curriculum’s success in engaging students through hands-on activities, while other challenges like hardware complexity and delicate electronics were identified and addressed to optimize learning experiences. The study contributes to the growing field of collaborative robotics education by offering an accessible, low-cost curriculum that aligns robotics education with real-world applications, with the potential to foster interest in STEM fields like biomedical engineering and robotics. Future work will assess the curriculum's long-term impact on student motivation, self-efficacy, and career aspirations.
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- Award ID(s):
- 2133028
- PAR ID:
- 10684527
- Publisher / Repository:
- Journal of Formative Design in Learning
- Date Published:
- Journal Name:
- Journal of Formative Design in Learning
- Volume:
- 9
- Issue:
- 1
- ISSN:
- 2509-8039
- Page Range / eLocation ID:
- 77 to 91
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript
- Journal Article:
- https://doi.org/10.1007/s41686-025-00102-9
