Robotics tips and tricks for inclusion and integration of students

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

“…Several of the papers explored in this mapping focused their research goals on the application of such a technology to achieve STEAM‐related competencies [51,61,78], and especially on the possibility of using such technology, to achieve different competencies in preuniversity education [61,78,79]. They provide different examples of the benefits of low‐cost robots [35,52,76,86,87,93,97], open hardware and software proposals, or other kinds of manufacturing technologies [51]. Benefits related to the methodological application: In the context of STEAM Education, active methodologies have been very popular because of their benefits [46].…”

“…Taking this into account, it is normal that several of the papers were more focused on the methodology followed and the associated benefits. Of these, several are related to PrBL [24,30,31,38,61,64,65,81,85,87,90,109,111,112], PBL [49,73,76,93], or ChBL [20,21,26]. In addition, some studies state that this type of methodological innovation requires training [11,74,104], and specific curricular changes [49,73,76,93], so it is necessary to adapt the learning pathways judging from an institutional point of view. Benefits related to the acquisition of specific competencies: As this study explores STEAM Education, it is normal to find studies related to the competencies commonly associated with STEAM Education, such as computational thinking, problem‐solving, critical thinking, programming, computing and design skills, interdisciplinary skills, computers science autonomy, autonomous learning, negotiating skills, and social abilities.…”

“…Taking this into account, it is normal that several of the papers were more focused on the methodology followed and the associated benefits. Of these, several are related to PrBL [24,30,31,38,61,64,65,81,85,87,90,109,111,112], PBL [49,73,76,93], or ChBL [20, 21,26]. In addition, some studies state that this type of methodological innovation requires training [11,74,104], and specific curricular changes [49,73,76,93], so it is necessary to adapt the learning pathways judging from an institutional point of view.…”

“…In addition, price reduction and the advantages related to the application of PD&R in STEAM Education also facilitate access to STEAM Education in new contexts such as in developing countries such as India [85]. Moreover, this also makes possible access to STEAM Education for minority students [84] and inclusion for several collectives [36,48,87] and for disabled students [105]. Last, but not least, beyond the context or the inclusion of students, PD&R in STEAM Education increases the engagement of collectives traditionally not so attracted with STEAM careers, such as female students [36,70].…”

“…Distribution of selected studies for MQ2, MQ3, MQ4, and MQ5 ,24,31,35-37,48,49,52,56-58,61,63,70,73,76,78,81,84,86,87,93,97,103,109,112] Physical devices [10,14,21,38,42,44,51,65,74,90,92,96,102,107] Both [11,20,22,26,30,64,66,79,85,104,105,111] Section C-Methodology PBL[11,14,42,48,51,52,57,76,79,92,93,105,107,112] PrBL[10,11,22,24,30,31,35,36,38,44,56,58,61,64,65,73,74,78,81,84,85,87,90,102,103,107,109,111,112] 29…”