Using Educational Robotics in Chemistry Education: A Systematic Review

Abstract

Although the value of educational robotics (ER) is recognised in science, technology, engineering, and mathematics (STEM) disciplines, limited research has been published that focusses on using ER to support and enhance chemistry education (CE). This article considers the existing body of scholarly knowledge related to the use of ER in CE published in scholarly literature by means of a systematic literature review. To structure the findings conceptually, a Robotics-Education-Chemistry Considerations (RECC) framework was developed and applied. The findings indicate that the use of ER in CE is understudied. ER is largely applied to enhance the operational and content aspects of traditional CE, rather than to exploit the affordances related to modern education theories and practices that using ER potentially offers to CE.