An Educational Robotics Lab to Investigate Cognitive Strategies and to Foster Learning in an Arts and Humanities Course Degree

Lorella Gabriele, Davide Marocco, Francesca Bertacchini, Pietro Pantano, Eleonora Bilotta


The research aimed at presenting learning results on an Educational Robotics Lab carried out with university students that attended an Arts and Humanities Course Degree. In particular, cognitive abilities put into action by learners in using a Robotics Serious Game have been investigated and data has been collected by administering a pre and a post-test on motivation and using Project Based Learning (PBL) methodology. Significant results have been acquired on: (1) students’ motivation in relation to their performance; (2) team work strategy, analyzing the PBL; and (3) learning results. Findings showed that “intrinsic motivation” of the participating students, gathered with a specific questionnaire, was high since the beginning of the Lab experience, corroborating the hypothesis that these cognitive activities are able to stimulate curiosity, interest, enjoyment and to foster the learning also in humanities careers.


Educational Robotics, Cognitive processes in teaching/learning; Educational tech-nologies; Constructivist approach

Full Text:


International Journal of Online Engineering (iJOE).ISSN: 1861-2121
Creative Commons License
Web of Science ESCI logo Engineering Information logo INSPEC logo DBLP logo ELSEVIER Scopus logo EBSCO logo Ulrich's logoGoogle Scholar logo Microsoft® Academic Search