Effects of a block-based Arduino robotics course on computational thinking skills and STEM career interests of Vietnamese students

Abstract

With the growing demand for high-tech careers in the 4.0 Industrial Revolution, the 2018 general education curriculum in Vietnam emphasizes career orientation and science, technology, engineering, and mathematics (STEM) education, and integrating robotics into education is crucial for preparing students for future careers. This study examines the impact of a block-based Arduino robotics course on computational thinking (CT) skills and STEM career interests. This study also investigates the perceptions of robotics among Vietnamese upper-secondary students. With a mixed method approach, this study surveyed students’ CT skills and STEM career interests before and after the course, analyzed their products, and interviewed students about the course. Quantitative results indicate significant improvements in all CT areas and STEM career interests. Qualitative data reveal that the course enhanced students’ engagement, allowing them to connect academic concepts with real-world applications, and effectively inspiring their career aspirations in the science and engineering fields. This research supports the value of robotics in STEM education and provides recommendations to enhance course design for better results in CT skills and students’ interest in STEM careers.