Integrating Robotics in Art Education: Leveraging Constructivist and Experiential Learning Frameworks to Enhance Cognitive Development, Problem‐Solving Skills and Collaboration Among Diverse Learners

Abstract

ABSTRACT As educational paradigms continue to evolve in response to technological advancements, there is growing interest in interdisciplinary approaches that bridge the gap between STEM and the arts. One such emerging area is the integration of robotics into art education, which holds the potential to enrich learning experiences and foster a range of cognitive and social skills. This study investigates the integration of robotics into art education through constructivist and experiential learning frameworks, aiming to enhance cognitive development, problem‐solving abilities and collaboration among students. Employing a random sampling method, the research involved 519 Chinese art students worldwide who completed structured questionnaires. Data analysis was conducted using SPSS (version 27) and structural equation modelling (SEM) to explore complex interactions among variables. The results reveal a significant relationship between the application of constructivist robotics principles and the enhancement of cognitive skills, critical thinking and the development of innovative curricula. The study concludes that incorporating robotics into art education fosters hands‐on learning, thereby improving essential skills necessary for designing innovative, robotics‐based educational programmes. Adherence to these principles by art students, along with improved cognitive and critical thinking abilities, strongly predicts their capacity for innovation in curriculum development, positioning robotics as a valuable tool in educational programme design.