Educational robotics with interactive and environmental projects using “micro:bit” and “Nezha” in nine primary schools

This study evaluates the results of dynamic and innovative educational robotics activities in elementary schools, with 704 students in grades 4, 5, and 6 across nine schools in the City of Madrid. In 19 classrooms, students worked on projects using block-based coding and sensor-based educational robotics, developing their understanding of computational concepts and engaging in interdisciplinary and environmental educational tasks. The computational robotics test was used, applying a paired-samples t-test for the first dimension and a Wilcoxon signed-rank test for the second. In the post-test, students demonstrated improved understanding of computational concepts, particularly sequences, loops, sensors, and actuators. They learned how to assemble a robot, and they positively evaluated environmental and science projects. Other curricular areas showed lower scores and no significant improvements. The students felt that working with robotics made them more active and the class more engaging. In short, active implementation of dynamic, interdisciplinary, and environmental activities in elementary education is recommended. Manipulation, coding, and creativity in projects foster active learning of the content with enthusiasm and commitment.