Robot As Agent in Reducing Risks of Early School Leaving

The project "Robotics-based learning interventions for preventing school failure and early school leaving" (ROBOESL) mainly emphasises using educational robotics as learning agents to lessen the risks of school failure and early school leaving (ESL). The reason that this principle was chosen is that students, who are exposed to these risks, are often disappointed by the educational system and the traditional methods used by the educators, and have lost their learning motivation. It is common practice to use educational robotics while working with students who have expressed an interest in programming, electronics, etc.; however there are only a few studies on the role of robotics in working with students in the ESL risk group, which is why the results summarised in this study are a significant contribution for further understanding this matter. During the project, teachers were prepared to use robots as learning agents to promote the active involvement of students in the learning process by giving them the opportunity to test their acquired knowledge in practice, by constructing the robots and programming their activities. Thus, the educators promoted the students' comprehension of subjects, such as math, physics and programming by using learning agents, while at the same time promoting the development of students' mutual cooperation, peer learning and self-efficacy. This had a positive impact on students assuming responsibility for their learning achievements which resulted in lessening the risks of school failure and ESL.

The aim of this study was to investigate how the robot can be involved in the learning process as a learning agent to reduce school failure and ESL risks. A mix of research tools were used including mainly questionnaires before and after activities for students and teachers who were involved and a structured observation tool to collect data from the activity observation. SPSS was used to analyse data from observations and discussions with teachers, collected using both quantitative and qualitative research methods. Data from student and teacher questionnaires are analysed in the present paper. The findings include descriptive analysis, verification of the data, interpretations, illustrations, and conclusions.