The number one reason why girls love Robiis is quite simple: because it is fun! As it turns out, controlling a Robiis robot is quite exciting! And it is even more fun when the Robii is an adorable creature, part of an evolving game with a background story about equality and empowerment.
The second reason is because playing Robiis could contribute to a higher level of motivation and confidence with science, technology, engineering and math (STEM). Over the last 3 years, Play Works Studio conducted several studies which indicated that it is possible to engage girls in STEM with Robiis.
In this post, we are sharing the results of research we conducted in collaboration with the Technology Access Foundation at Boze Elementary in Tacoma Washington in 2015. This research was part of a grant funded by the Department of Education.
Classroom study with first grade students: Programming with Robiis makes a difference for girls
Design type: Causal Design / Three Week Study
Study Questions:Can a three-week intervention with Robiis' curriculum:
- Improve children’s efficacy and motivation with robots, programming and STEM?
- Reduce the STEM-gender gap?
55 students total across 3 first-grade classes, comprising 30 boys and 25 girls.
An authentic educational setting (Boze Elementary), with their usual classmates and teacher present, an additional instructor, in a dedicated classroom for this study.
Self-reported student perceptions, as ordinal values:
- Entertainment value of robots (“How fun are robots to play with?”)
- Self-efficacy with robots (“Are you good at programming robots?”)
- Perception of Girls’ efficacy with robots (“How good are GIRLS at programming robots?”)
- Perception of Boys’ efficacy with robots (“How good are BOYS at programming robots?”)
Sample pre and post-assessment sheet
Summary of Conclusions:
A three-week intervention using the Robiis’ curriculum in an authentic educational setting:
- Significantly improved children’s self-efficacy with robots, especially among girls.
- Significantly improved the perception of girl’s efficacy with robots, while having no significant effect on the perception of boy’s efficacy with robots.
- Significantly reduced the gap in perceived efficacy with robots between girls and boys, an indicator of a reduction of the STEM-gender gap.
- Did not significantly change children’s sentiment that robots are fun.
Children play a Story Game with Robiis
Children learn to program with Robiis
Children play a Math Game with Robiis
If you would like a copy of the full research paper, with a description of the methods, results (including the detailed analyses), discussion, conclusion and references, please send us a note at firstname.lastname@example.org