Abstract
ABSTRACT The study surveys existing scholarly knowledge related to the use of educational robotics (ER) to support the teaching and learning of physics. Physics has specific teaching and learning challenges, including the need for innovation, learner motivation, and perceptions of the discipline. Research findings indicate that ER use has a positive impact on physics tuition, learning, and problem-solving ability. Improvement in learning is at least as effective as traditional methods and may occur in a shorter time. The use of ER as a mindtool enables learners to build visual and functional representations of a conceptualisation of physics phenomena. The use of ER leads to more active and collaborative learning in classrooms. Many studies report improved learner motivation. The development of meta-competencies related to scientific thinking (critical, creative and systems), improved collaboration and communication skills, improved technology use, and better learner autonomy have all been observed. The use of ER for extracurricular activities in physics requires careful consideration of all aspects related to the context of the activity, with knowledgeable tutors and mentors contributing to better outcomes.
Published Version
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