Educational Robotics Curriculum: Building Robots, Self-Esteem, Self-Perception, and Social Adequacy for Students With Learning Disabilities

• In Event: Computational Thinking and Robotics

Abstract

The current study examined the application of a novel educational robotics curriculum to enhance self-esteem, self-perception and social adequacy for students with dyslexia and autism spectrum disorder (ASD). The intervention employed various activities and educational robotics packages based on the educational robotics curriculum developed by Frederick University Robotics Academy. Eight elementary students, 6 – 10 years old participated in a 12 hour educational robotics intervention (8 weeks long). The study statistically and qualitatively examined the relationship between the robotics and the development of the aforementioned skills. The results revealed the positive impact and great potential of integrating robotics as a cognitive-learning tool to enhance self-esteem, self-perception and social adequacy for students diagnosed with dyslexia and autism.

Authors

• Nikleia Eteokleous, Frederick University

• Elena Kolani, Robotics Academy, Frederick University