Assessing the Impact of an Adapted Robotics Programme on Interest in Science, Technology, Engineering and Mathematics (STEM) among Children with Disabilities

ABSTRACT

This study assessed the extent to which an adapted robotics programme fostered interest in science, technology, engineering and mathematics (STEM) among children with disabilities. This study included pre- and post-programme surveys. The sample involved 57 children with disabilities who participated in an adapted robotics programme held in a pediatric hospital. There were two main forms of the programme: junior group (aged 6–9) and intermediate group (aged 10–14). Statistical analyses showed that although both groups of children perceived they gained at least some knowledge about computing/robotics from the programme, juniors were significantly more likely to report learning a lot from the programme than intermediates. Further, the junior group showed a significant increased desire to pursue future careers in computing/robotics after the programme. However, the intentions of either group to actually study computing/robotics at school did not significantly increase. A thematic analysis of open-ended survey responses revealed that the intent of both groups of children for participating in the programme along with what they enjoyed the most during the programme was linked to STEM, socialisation and teamwork. Additionally, while the majority of the intermediate group liked everything about the programme, the majority of the junior group reported on some things they disliked.

KEYWORDS:

• Children with disabilities
• computing
• inclusion
• inclusive STEM
• LEGO®
• programming
• robotics
• youth

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Ontario Ministry of Research, Innovation and Science [n/a].