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The popularity of applications involving physiological sensing (e.g., brain and muscle activity) and robotics has continued to grow in recent years. However, empirical studies evaluating ways to expose K-12 students to physiological computing are limited. To address this gap, we present PhysioBots, an educational tool designed to introduce K-12 students to physiological computing and robotics. We evaluated PhysioBots with 27 high school students between the ages of 15 and 17 to compare the use of physiological (e.g., self-induced changes in brain or muscle activity) and conventional control (e.g., keyboard) of a robot during a STEM education activity. Our preliminary results suggest that PhysioBots may improve students’ self-efficacy and programming confidence. Observations from open-ended survey questions also indicate that PhysioBots may support students in exploring ways to gamify emotional state manipulation. We discuss these findings and offer insights for future STEM education work involving physiological sensing and robotics.