This study explores how a game-based robotic activity, inspired by escape games and designed for children aged 8-11, can foster engagement and flow in STEM education. Conducted with Thymio robots and Visual Programming Language (VPL), the activity combined storytelling, collaboration, and hands-on problem-solving. A total of 59 children participated in the experience and completed a validated questionnaire assessing their perceived flow. Results showed high levels of engagement with no significant gender differences, suggesting the inclusive potential of narrative driven robotics activities. A comparison with a previous dataset involving older participants highlighted the role of age and prior exposure to technology in achieving optimal flow. These findings highlight the value of early immersive experiences in promoting motivation and reducing gender gaps in STEM education.
Engaging Children in Educational Robotics Through Escape Games
Vitanza A.;Gigliotta O.;Tuci E.
2025
Abstract
This study explores how a game-based robotic activity, inspired by escape games and designed for children aged 8-11, can foster engagement and flow in STEM education. Conducted with Thymio robots and Visual Programming Language (VPL), the activity combined storytelling, collaboration, and hands-on problem-solving. A total of 59 children participated in the experience and completed a validated questionnaire assessing their perceived flow. Results showed high levels of engagement with no significant gender differences, suggesting the inclusive potential of narrative driven robotics activities. A comparison with a previous dataset involving older participants highlighted the role of age and prior exposure to technology in achieving optimal flow. These findings highlight the value of early immersive experiences in promoting motivation and reducing gender gaps in STEM education.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
