Exploring STEAM disciplines with robotics in the Future Classroom Lab in Primary Education - A Quantitative Study

Oct 15, 2026

The study explores how STEAM learning can be strengthened through robotics within Future Classroom Lab (FCL) spaces in Primary Education, focusing on students’ engagement with mathematical knowledge. A quantitative descriptive design was used with pre-test and post-test questionnaires, mean and standard deviation, and Wilcoxon’s W test, complemented by an educational robotics experience. The sample included 12 students aged 11–12. Results indicate positive perceptions of learning mathematics through STEAM projects, a stronger preference for using FCL spaces after the experience, and increased interest in STEAM professions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

Introduction

STEAM in education

Future Classroom Lab

Exploring STEAM disciplines with robotics in the Future Classroom Lab in Primary Education Pablo Dúo Terrón 1 , 1 Universidad de Granada, España, [pabloduo@ugr.es](pabloduo@ugr.es) , [https://orcid.org/0000-0002-8961-7351](https://orcid.org/0000-0002-8961-7351) ABSTRACT The objective of the study was to explore STEAM disciplines through robotics within the Future Classroom Lab (FCL) spaces, which challenge the learning of mathematical knowledge in Primary Education. The method used was quantitative and descriptive, based on data obtained from the mean and standard deviation through pre-test and post-test questionnaires, using Wilcoxon's W test to analyse data, together with an educational experience with robots. The sample consisted of students (n=12) aged 11-12 years. The results and conclusions of the study showed that students have a positive perception of learning mathematical knowledge through STEAM projects. Moreover, after the experience, students prefer to use FCL spaces to work on STEAM projects rather than the traditional classroom. Finally, after the experience with robots, students increased their interest in STEAM professions. KEYWORDS: STEAM, robotics, mathematics, Future Classroom Lab, Primary Education. 1 INTRODUCTION The changes that classrooms have been undergoing over the last decade due to the irruption of technology, especially after the Covid-19 pandemic (Descalzo & Rodríguez, 2023; Valero et al. , 2022), although they may be beneficial, must be subject to a pedagogical analysis prior to their introduction that allows us to decide whether they really serve an educational purpose (Martín & Sánchez, 2023) . This educational innovation and digitisation requires studies with practical educational experiences in creative spaces such as the Future Classroom Lab (FCL) that include technologies and the perception of students, which represents an unprecedented challenge for training young people to access the increasingly digitised and globalised labour market in the future (Dúo-Terrón et al. , 2022) . 1.1 STEAM in education Currently, with the increasing influence of the digital society and economy, there is a growing demand for professionals who utilize robotics (Soto et al. , 2023) . This demand emerges as machines progressively replace human labor, generating a need for professionals such as programmers, systems engineers, biotechnologists, laboratory technicians, and project leaders. Notably, technology fosters motivation and engagement among students as they design and develop sustainable cities through robotics, envisioning the future (Ferrada & Díaz, 2023) . Therefore, it is essential that students acquire skills in fields related to robotics and programming from an early age. In turn, it is important to integrate art and creativity in the development of skills, both in mathematics and social skills, providing an effective method for knowledge retention (Conradty & Bogner, 2020) . Technology motivates and engages students by allowing them to design and create forward-looking projects. However, the lack of qualified people in STEM (Science, Technology, Engineering and Mathematics) fields has led to the emergence of the STEAM movement in education from an early age, which seeks to integrate the “A” of art (Marín-Marín et al. , 2021) as a solution to promote creative and collaborative skills in educational spaces of creation. Education plays a fundamental role as preparation for the future of students, regardless of gender, equipping young people with relevant skills to face social, economic, political, environmental and cultural challenges (Bernate & Vargas, 2020) . This educational approach should be adapted to promote a comprehensive education that combines elements of STEAM, thus preparing students for success in their professional and personal lives in an increasingly digitized world (Amaya et al. , 2023) . The integration of robotics in elementary education provides students

FAQs

What was the study’s main objective?

To explore STEAM disciplines through robotics in Future Classroom Lab spaces and examine effects on learning mathematical knowledge in Primary Education.

How was the study conducted?

It used a quantitative descriptive approach with pre-test and post-test questionnaires, analyzing mean and standard deviation and applying Wilcoxon’s W test, supported by an educational robotics experience.

What were the key findings for students?

Students showed a positive perception of learning mathematics through STEAM projects, preferred working in FCL spaces after the experience, and increased their interest in STEAM professions.

Oct 15, 2026

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