With predictions of robotics and efficient machine learning as the building blocks of the Fourth Industrial Revolution, countries need to adopt a long-term strategy to deal with potential challenges of automation and education must provide students with a grounding in certain skills, such as computational thinking, and an understanding of robotics, which are likely to be required in many future roles. The use of humanoid robots has been a widespread practice for years to help children construct logical reasoning and computational thinking. Children can acquire new knowledge and develop cognitive, conceptual, language, and collaborative skills through interacting with robots (Benvenuti, M. & Mazzoni, E., 2020; Toh, L. P. E., Causo, A., Tzuo, P. W., Chen, I. M., & Yeo, S. H., 2016). Humanoid robots can spark their interest in coding as they are able to make the robot function (Keane, T., Chalmers, C., Boden, M., & Williams, M., 2019).

However, there is a lack of empirical research involving the use of robots in school learning environments and there is a need for more effective analysis of the potential of robotics as a teaching tool for schools (Benitti, F. B. V., 2012). A recent review of the literature (Anwar, S., Bascou, N. A., Menekse, M., & Kardgar, A., 2019) observed that the majority of the existing studies lacked an experimental or quasi-experimental design. Recently emphasis has been put on the importance of conducting these interventions with effective robotic pedagogies and underlying theoretical foundations that are required for educational modules in STEM education to make robot-based pedagogies more efficient (Anwar, S. et al., 2019).

Further to this, it has been argued that educational robotics allows for an integrated, multidisciplinary approach and it is essential to provide a more holistic portrayal of the research on educational robots(Anwar, S. et al., 2019). 

In response, this paper contributes to the field by presenting a study with Grade 6 students (n. 20) using a multidisciplinary framework. The multidisciplinary nature of the framework acknowledges that the use of humanoid robots in school learning environments must be holistic, rather than focusing on just the technical, or the pedagogical for example. The multidisciplinary framework proposes that the introduction and evaluation of technology in the classroom should be explored from the following four perspectives: pedagogical, technological/human robot interaction, psycho-social development and a consideration of the ethical implications of using humanoid robots. The framework is grounded in experiential learning theory (ELT) which defines learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience" (Kolb, 1984, p.41). The ELT model allows for a diversity of learning styles in students. This paper focusses on the pedagogical aspect of the framework and has the following research questions; Firstly, to what extent is programming a humanoid robot engaging when the robot helped visualize the coding, instructions, and outcome of the process? Secondly, what are the student´s perceptions of the experimental learning approach used?

The study involved participants (K6 students and more specifically 10-13 years old) who learned to program a humanoid robot (NAO by Softbank robotics) using the AskNao Blockly software suite. The programming activity required the participants to write programming instructions using blocks to make NAO move in particular paths, produce different speech, change eye color and also use the NAO head sensor. We collected data using a pre-questionnaire, post-questionnaire, interview, and observations. Both the teaching and task sessions were recorded for observation purposes. Preparation: Researchers worked with the Grade 6 teachers to prepare the content of the one-day workshop, including discussion surrounding the learning needs of the students. Ethical consent was gained from the relevant body to conduct the research. Informed consent was gained from the parents/guardians of the students and the students themselves. Data/analysis: Quantitative analysis using inferential statistics was used to analyse the pre and post-test data. Qualitative thematic analysis was used to analyse the interview and observation data.

Preliminary findings suggest that provided that there is an active and critical engagement in human-robot interaction, humanoid robots have the potential to improve the spatial programming skills by making abstract concepts playful, tangible, concrete, and thereby understandable. Students perceived the experiential learning approach to be beneficial to their learning.

Anwar, S., Bascou, N. A., Menekse, M., & Kardgar, A. (2019). A systematic review of studies on educational robotics. Journal of Pre-College Engineering Education Research (J-PEER), 9(2), 2. Chicago Benitti, F. B. V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers & Education, 58(3), 978-988. Benvenuti, M., & Mazzoni, E. (2020). Enhancing wayfinding in pre‐school children through robot and socio‐cognitive conflict. British Journal of Educational Technology, 51(2), 436-458. Keane, T., Chalmers, C., Boden, M., & Williams, M. (2019). Humanoid robots: Learning a programming language to learn a traditional language. Technology, Pedagogy and Education, 28(5), 533-546. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press. Toh, L. P. E., Causo, A., Tzuo, P. W., Chen, I. M., & Yeo, S. H. (2016). A review on the use of robots in education and young children. Journal of Educational Technology & Society, 19(2), 148-163.