Focus group analysis of an educational robotics and storytelling experience
DOI:
https://doi.org/10.7346/sird-012025-p204Keywords:
Educational Robotics, Educational Narrative, research, collaborative learning, research experienceAbstract
Anthropomorphic robots are increasingly becoming communities in educational environments, improving language skills and supporting students’ learning and emotional development. Despite their potential, research on how these robots affect learning is still limited. The National Association for Early Childhood Education (NAEYC) has highlighted the need to better understand the use of technology in education.
In a first phase, our study explored a new balance between cognitive and affective aspects in the use of educational robotic technologies, developing in four phases: planning of the intervention with the students of the Liceo Canossa of Reggio Emilia, narration of an illustrated book with playful activities conducted by high school students, guided by our research group, at the primary school of Massenzatico and qualitative evaluation of student involvement using the Interactive Multimedia Whiteboard (IWB) and educational robotics (M bot 2); the last phase, however, is the core of this article, which aims to present the data relating to the focus groups conducted at the end of the research.
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Copyright (c) 2025 Lino Rossi, Enrico Orsenigo, Cecilia Pellizzari , Maria Valentini
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