Towards a Definition of Educational Robotics: A Classification of Tools, Experiences and Assessments

Robotics in education (RiE) covers a variety of applications of robots to the world of teaching and learning. Despite all the benefits that robotics can bring to education, a clear definition of the purpose for introducing robotics in education is still missing. Authors aim at facing this issue proposing a classification of RiE experiences, stating the difference between RiE and educational robotics (ER). The need for this classification arises from the wide usage of ER to indicate a diverse range of activities using robots and from the lack of clarity when describing how ER impacts students’ curricula. Moreover, a definition of ER can impact the definition of the policies on the integration of ER into formal and non-formal education; it can also provide a basis for further studies whose aim is to provide clear evidence on the benefits of ER activities; finally, it can enhance the replicability of ER activities. To better characterise ER, authors propose two more classifications: one for the robotic tools used in the ER activities and one for the evaluation of ER activities. Drawing upon the proposed classifications, authors point out some distinctive features of ER comparing them to literature. This general outline aims at creating a starting point to open a debate on the definition of ER.