ROBOTOUCH

About the Project

Abstract 2 — ROBOTOUCH: An Inclusive Educational Robotics Learning Tool for Students with Special Educational Needs ROBOTOUCH is an educational robotic learning tool developed to support students with Special Educational Needs (SEN) in understanding Science, Technology, Engineering and Mathematics (STEM) concepts through hands-on, interactive and inclusive learning experiences. The project addresses the challenge of providing accessible, engaging and practical STEM education that accommodates diverse learning needs. Traditional programming activities often rely on computers, tablets and visual coding interfaces, which may create barriers for students who benefit from concrete, tactile and structured learning experiences. ROBOTOUCH therefore offers an alternative way to introduce basic programming through physical interaction with a robot. The main objective of ROBOTOUCH is to help SEN students develop programming knowledge, logical thinking, sequencing and problem-solving skills. By combining educational robotics with tactile interaction, the project encourages students to learn through direct experience rather than relying entirely on screen-based activities. Students use physical buttons to enter movement commands and observe how their instructions affect the robot's actions. This creates a connection between commands and outcomes, helping students explore instructions, sequences and movement in an accessible learning environment. ROBOTOUCH incorporates an Arduino Nano microcontroller as its main control unit, together with a motor driver, motors, wheels, push buttons, an indicator light, a power switch, a battery and a supporting chassis. These components work together to receive input, process commands and control the robot's movement. The physical buttons serve as the interface through which students interact with the system. By executing movement commands in sequence, the robot introduces essential programming principles, including giving instructions, arranging commands in the correct order and understanding cause-and-effect relationships. Its screen-free operation also allows students to participate in basic programming activities without requiring a computer or internet connection. The development of ROBOTOUCH focuses on simplicity, accessibility, affordability and classroom use. Its physical interface is intended to make interaction more straightforward for students who may find conventional screen-based programming challenging. Teachers can incorporate the robot into guided activities in which students practise giving directional commands, predicting movement, observing outcomes and correcting mistakes. For example, students may arrange a series of commands to guide the robot towards a target. Through this activity, they practise sequencing, planning and problem-solving while learning how programmed instructions influence a machine's behaviour. To evaluate ROBOTOUCH, preliminary testing was conducted with three SEN students. At the beginning of the intervention, the students had difficulty executing sequential robotic programming tasks, with an initial baseline accuracy of 0% according to the project's recorded assessment. A Model-Lead-Test intervention was then used to provide structured support. This approach involved demonstrating the task, guiding students through the learning process and allowing them to practise with increasing independence. The intervention supported students as they became more familiar with the robot, its physical controls and the command sequences needed to complete each task. The recorded results indicated that Student A achieved mastery after three sessions, Student B after four sessions and Student C after five sessions. A two-week follow-up assessment recorded an average accuracy of 92%. These findings suggest that the students improved their performance on the targeted sequential programming tasks following the structured intervention. They also indicate the potential value of combining physical robotic interaction with guided instruction and repeated practice. However, the evaluation involved only three students, so the findings should be interpreted cautiously. Further testing with a larger and more diverse group of learners would be needed to determine whether similar outcomes could be achieved in other educational settings. ROBOTOUCH provides opportunities for active participation and experiential learning. Rather than learning programming concepts solely through explanations or visual representations, students can interact directly with the robot and observe the consequences of their commands. This immediate feedback may help teachers explain abstract concepts in a concrete and understandable way. Such activities may encourage communication, cooperation, persistence and engagement, although further assessment would be required to establish their impact. ROBOTOUCH is relevant to inclusive education because its learning activities can be adapted to different abilities and learning paces. Teachers may adjust task complexity, the number of commands, the level of guidance and practice time according to individual needs. By offering a practical introduction to programming, ROBOTOUCH has the potential to connect classroom learning with everyday exploration of technology. The project aligns with Sustainable Development Goal 4 (Quality Education), which promotes inclusive and equitable quality education and lifelong learning opportunities for all. ROBOTOUCH supports this aim by exploring an accessible method of introducing STEM concepts to SEN students. It also relates to Sustainable Development Goal 10 (Reduced Inequalities), as it seeks to reduce barriers that may prevent students with diverse learning needs from participating in technology-based educational activities. In addition, its Arduino-based design demonstrates a practical application of technological innovation in education, creating a potential connection with Sustainable Development Goal 9 (Industry, Innovation and Infrastructure). Despite its potential, ROBOTOUCH requires further development and evaluation. Future improvements could include expanding programmable actions, refining the button interface, improving chassis durability, strengthening safety features and developing structured learning modules at different difficulty levels. Additional research could examine task accuracy, learning retention, independence, engagement and the transfer of programming skills to new activities. Feedback from teachers, parents and students could identify improvements in usability, accessibility and classroom integration. These developments would help determine the robot's suitability for broader educational use. In conclusion, ROBOTOUCH demonstrates the potential of an affordable, screen-free and tactile educational robot to support introductory programming and inclusive STEM learning for students with Special Educational Needs. By combining physical controls, sequential commands, guided instruction and hands-on activities, the project offers an alternative way to explore basic programming concepts. Preliminary testing showed improvements in the targeted tasks among the three participating students, with a recorded average accuracy of 92% at the two-week follow-up. Although further research is necessary to confirm the approach's effectiveness across a wider population, ROBOTOUCH represents a promising educational innovation that aims to make STEM learning more accessible, engaging and meaningful for students with diverse learning needs.