Educational robotics has a moderate-to-large effect on students' STEM learning performance¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i2medium
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 Across 14 effect sizes from 12 studies (N = 1082), educational robotics had a mean effect of g = 0.665 on STEM learning performance. → Fan Ouyang and Weiqi Xu 2024
Evidence¶
Fan Ouyang and Weiqi Xu 2024¶
Fan Ouyang and Weiqi Xu. (2024). The effects of educational robotics in STEM education: a multilevel meta-analysis. International Journal of STEM Education. https://doi.org/10.1186/s40594-024-00469-4
q3 · i2 · quant-synthesis · r2
Multilevel meta-analysis of the learning-performance outcome (academic achievement, task performance, conceptual knowledge gains) from 14 effect sizes in 12 studies. The mean effect was g = 0.665, p < 0.01, described as "a moderate-to-large effect".
"The multilevel modeling analysis found a mean effect size of 0.665 (SE = 0.18; p < 0.01; 95% CI was 0.275–1.054), which indicated that educational robotics had a moderate-to-large effect on improving students' learning performances in STEM education"
Discussion¶
Related Claims¶
- Educational robotics has a moderate effect on students' STEM learning attitudes — related
- Educational robotics has a moderate positive overall effect on K-16 students' STEM learning compared to non-robotics instruction — possibly the same claim (merge candidate)
- Interventions longer than one month showed the largest effect size for robot-assisted STEM learning, though duration was not a significant moderator overall — related
- Educational robotics shows no significant effect on students' computational thinking in STEM education — related
- Discipline significantly moderates the effects of educational robotics on STEM learning, with larger effects in technology and cross-disciplinary contexts than in science and mathematics — related
- Educational level, instructor support, instructional strategy, interactive type, intervention duration, robotic type, and control group condition were not significant moderators of robotics effects — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
educational-robotics-effect-learning-performance |
title |
Educational robotics has a moderate-to-large effect on students' STEM learning performance |
description |
Educational robotics has a moderate-to-large effect on students' STEM learning performance |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — fan-ouyang-and-weiqi-xu-2024 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.