Teaching Collaborative Robotics: Design and Evaluation of Design-Based Learning Curriculum for High School STEM Education

Abstract As the demand for assistive technologies in healthcare grows, there is a unique opportunity to engage underrepresented students in STEM education. This paper presents the design and evaluation of a co-robotics curriculum that integrates robotics, computer science, and assistive technology to inspire high school students, particularly from underrepresented backgrounds, to pursue STEM careers. The curriculum focuses on building and programming a robotic arm (the “Neupulator”) controlled by bio-signals, including electromyography and accelerometers, to simulate human–robot interaction for enhancing quality of life. Utilizing the 6E instructional model, the curriculum was implemented across multiple phases in schools, with iterative improvements informed by qualitative data from teacher interviews, classroom observations, and professional development sessions. Key findings highlight the curriculum’s success in engaging students through hands-on activities, while other challenges like hardware complexity and delicate electronics were identified and addressed to optimize learning experiences. The study contributes to the growing field of collaborative robotics education by offering an accessible, low-cost curriculum that aligns robotics education with real-world applications, with the potential to foster interest in STEM fields like biomedical engineering and robotics. Future work will assess the curriculum's long-term impact on student motivation, self-efficacy, and career aspirations.