Teacher education workshop paired with robot curriculum improves teachers' relevance and self-efficacy beliefs¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Intervention+ showed significantly larger improvements in relevance and self-efficacy scores than Control; self-efficacy improved significantly only in Intervention+. → Hughes 2026

Evidence¶

Hughes 2026¶

Hughes, A., Gerson, S. A., & van Schaik, J. E. (2026). Teacher-led robot intervention in early primary school classrooms improves pupil and teacher outcomes. Computers & Education, 242: 105510. https://doi.org/10.1016/j.compedu.2025.105510

q3 · i? · causal · r1

Multilevel analysis of teacher beliefs questionnaires from 17 teachers across three timepoints; the printed Intervention+ vs Control interaction was β = 5.35, p = 0.008 for relevance and β = 5.25, p = 0.03 for self-efficacy. The article reports "a significant interaction effect of condition and time on teachers’ self-efficacy scores".

"The model showed a significant interaction effect of condition and time on teachers’ relevance scores (see Table 3). Intervention+ had significantly larger improvements in relevance scores than Control."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

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