Comparing LEGO Spike and mBot Robot: Preliminary Data on Math and Science Enjoyment and Self-Efficacy among Lower Secondary School Students
Keywords:
Educational robotics; Self-efficacy; Math; Science; STEM; emotions; mediation pathwayAbstract
Although Educational robotics (ER) has been increasingly adopted in STEM education to foster both cognitive and motivational outcomes, limited research has compared the effects of different robotics kits on students’ self-efficacy. Additionally, little is known about the possible mediating role of positive emotions in this process. This quasi-experimental study has preliminarily investigated whether two ER kits, namely mBot and LEGO Spike Prime, could be associated with different levels of students’ self-efficacy in STEM. Also, this study has exploredwhether enjoyment in math and science lessons could mediate these relationships. Sixty-six junior secondary school Italian students participated in robotics-based activities integrated in regular school lessons for 10 hours altogether, using LEGO Spike prime or mBot kit. Students filled in an online questionnaire before and after their participation, measuring self-efficacy and enjoyment via two items each. No statistically significant pre-post change was observed. Mediation analyses with 95%CI percentile bootstrap (5000 resamples) showed that students using LEGO Spike Prime reported higher enjoyment in science lessons post-intervention, which in turn predicted greater self-efficacy in science homework post-intervention (partially standardized regression coefficient = .21, BootSE = .11; 95% BootCI [.019 to .458]). In contrast, participation in mBot activities was directly associated with higher self-efficacy in math homework, without a mediating role of enjoyment. These preliminary findings provide some provisional indications about the relevance of choosing one robotic kit as opposed to another during ER activities, in order to maximize subject- specific self-efficacy. Also, results underscore the importance of considering both cognitive and affective (i.e., emotions) dimensions of learning when implementing ER activities in school settings.
https://doi.org/10.26803/ijlter.25.9.15
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Copyright (c) 2026 Monica Pivetti, Davide Clemente, Claudia Russo, Virginia Dusi, Luciano Romano
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