VEX Robotics Competitions: Gender Differences in Student Attitudes and Experiences

Abstract

Aim/Purpose: Educational robotics competitions are a popular way to increase students’ interest in science and engineering during their K-12 years. However, female students are typically underrepresented in these competitions. The goal of this study is to determine differences in the experiences of male and female robotics competition students in order to better support female students and increase their representation in competition leagues. Background: VEX Robotics Competitions are one of the fastest-growing educational robotics competitions available to middle school and high school students around the world. Despite growing numbers of participants, VEX programs have a notice-able lack of female participants. In order to create a more diverse and representative program, it is important to investigate why fewer female students participate in the competitions and what can be done to better support female students. Methodology: Qualitative and quantitative data were collected from VEX mentors and students through online surveys. A total sample of N=675 VEX mentors and students participated (n=47 students and n=628 mentors). The surveys asked scaled, multiple choice, and free response questions. Through these surveys, the following research questions are answered: 1) What (if any) are the differences between male and female student experiences with VEX? 2) What (if any) are the differences in male and female students’ confidence in their technical ability? and 3) What (if any) are the differences in male and female students’ performance on VEX related robotics team tasks? Contribution: This study contributes to the growing body of work on engaging female students, and other underrepresented students, in STEM fields such as programming, engineering, and robotics. Findings: Results demonstrate the male students outnumber female students and male mentors also outnumber female mentors in this sample. Male students are significantly more confident in their general technical ability and their ability to put things together (p<.05) and students of both genders generally wished to have more female students on their teams. Results also indicate that mentors generally perceive their female students as requiring more help and that they are less engaged with construction tasks as compared to male students. Recommendations for Practitioners: VEX mentors should focus on enhancing female students’ confidence with the construction and building aspects of robotics and ensuring they get the same experience with these tasks as male students. They should consider providing supplemental hands-on training sessions, within or outside of regular team sessions, for students who wish to build confidence and experience in these areas. Recommendation for Researchers: Researchers should continue to explore the experiences of female students in robotics competitions, including differences based on grade level, mentor gender, and more. Researchers should additionally look at female students who are not a part of robotics teams (or who have left a robotics team) to understand why these teams do not appeal to them. Impact on Society: Women are still underrepresented in engineering and computer science professions. In order to bridge this gap, it is critical to find effective ways to reach girls in their K-12 years to build their confidence and interest in these fields before they reach college. This study points out critical areas where robotics competition teams should focus on building female students’ confidence. Future Research: The findings in this paper present research from year 1 of a multi-year longitudinal study. Future research will continue to track the mentors and students in this study in order to gain information on retention and change over time.

The Nuts and Bolts of Robotics in K-12 Classrooms: A Literature Synthesis

“…Despite lack of success in FLL competition, math transfer tests showed improvements as well as increases in mathematics interest from students [11]. Research on VEX companions yielded similar results [14,15]. In the context of European educational systems, ER and VEX robotics competition serve as good supplements for STEM learning activities [14].…”

“…This rapid growth is partly due to the increasing demand for a STEM educated workforce. Robotics competitions are believed to foster interest in STEM which can lead students to pursue related professions [15]. This competitive setting fosters a rigorous environment for students to learn various STEM concepts through designing and building robots [11] as well as an opportunity to practice problem-solving and decision-making skills [12].…”

“…In the context of European educational systems, ER and VEX robotics competition serve as good supplements for STEM learning activities [14]. However, investigation into VEX robotics competitions revealed a significant gender disparity in its participants [15]. While both male and female students have equal STEM capabilities, Sullivan and Umaschi Bers [15] suggest that the competitive environment is an opportunity to boost female students' confidence and technical expertise to further their development in STEM.…”

“…However, investigation into VEX robotics competitions revealed a significant gender disparity in its participants [15]. While both male and female students have equal STEM capabilities, Sullivan and Umaschi Bers [15] suggest that the competitive environment is an opportunity to boost female students' confidence and technical expertise to further their development in STEM. In contrast, other researchers suggest that the effects of a competitive setting are not entirely beneficial [15].…”

“…While both male and female students have equal STEM capabilities, Sullivan and Umaschi Bers [15] suggest that the competitive environment is an opportunity to boost female students' confidence and technical expertise to further their development in STEM. In contrast, other researchers suggest that the effects of a competitive setting are not entirely beneficial [15]. Fear of failure and competition anxiety may negatively impact students' motivation to explore further STEM knowledge [15].…”