Educational robotics in schools: exploring the potential for training attentional control and executive functions

In the field of educational robotics (ER), researchers worldwide have dedicated substantial efforts to uncover its educational potential. Despite extensive research and training initiatives, a noticeable gap persists between these academic endeavors and the practical integration of ER into school settings. This study addresses this disparity by examining students' executive functioning, evaluated through a tablet-based assessment battery and teacher reports, along with their perceptions following participation in a workshop with a robot. Utilizing a quasi-experimental research design spanning two distinct phases-pre-intervention and post-intervention-we collaboratively designed and conducted a 12-h workshop with two classes from a regular primary school in Locarno, in consultation with their teachers. Our results shed light on the nuanced impact of ER interventions on students' executive functions, offering valuable insights for bridging the gap between research and practical implementation of ER in schools.