About the Project
Many children and young people find traditional, classroom-based approaches to science, technology, engineering and mathematics (STEM) difficult to engage with. A "one size fits all" approach can particularly disadvantage children whose interests, learning styles or experiences do not fit conventional teaching methods. This PhD project will explore how playful, hands-on robotics can offer young people different ways to learn about STEM, improve their attainment, build confidence and develop…
practical skills.
The researcher will work with secondary school children aged 11 to 16 in Nottinghamshire, exploring how accessible robotics kits can support STEM learning beyond traditional teaching. Working closely with Makers of Imaginary Worlds, a Nottingham-based creative organisation experienced in developing interactive, hands-on experiences and creative workshops for children, the project will use co-design approaches, in which young people help shape the activities, to understand what makes robotics engaging, accessible and meaningful for different groups of young people.
The research will develop and evaluate activities using accessible robotics toolkits, including the Soma Skins toolkit, which allows children to experiment with physical interaction, robotics and wearable technologies. The aim is to develop and test approaches that let children learn through making, experimenting, play and collaboration, rather than relying solely on conventional classroom instruction. A second, closely connected strand of the project will look at the safety of soft robotic wearable devices when used by children. Existing safety guidance for wearable robotics does not adequately address children's specific needs, so the research will explore how safe operating limits for these technologies can be understood and assessed, supporting the responsible development of future educational robotics kits.
The project will produce evidence and practical guidance on using robotics to support more inclusive STEM education, alongside recommendations for the safe use of wearable soft robotics with secondary school children. It aims to benefit local secondary schools, community organisations and young people by offering alternative, engaging routes into STEM learning, particularly for young people for whom conventional approaches do not work.
This project has been co-created with and is supported by researchers from the University of Nottingham and Nottingham Trent University, and partners at Makers of Imaginary Worlds. The successful candidate for this project will be enrolled at the University of Nottingham.
Project Aims and Objectives
The project objectives are:
- Co-design and evaluate robotics-based learning activities with small groups (e.g. 5-10 participants) of secondary school children and community partners, using the Soma Skins toolkit to identify approaches that promote engagement, confidence and STEM skills during three workshops. Questionnaires together with video and audio recording will be used to gather feedback.
- Investigate the safety requirements of soft robotic wearable devices for children, identifying safe operating limits and gaps in existing robotics safety standards and, using the sensors available in the Soma Skins toolkit, implement safe interactions to be tested with secondary school children during all workshops.
- Evaluate the identified set of safe and effective activities on a last workshop with 30 participants. The results will be described in peer-reviewed journal papers and practical guidance for educators and community organisations on the inclusive and safe use of robotics and wearable technologies in STEM learning.
What is Collaboratory?
Collaboratory is a research programme, led by Universities for Nottingham and the Leicester Universities Partnership, that places community knowledge and experience at the heart of research. This eight-year initiative is pioneering a new approach to collaboration, working closely with local communities and community-focused organisations to develop and deliver research that addresses the needs and priorities of local communities.
Supervisors
- Lead Academic Supervisor: Dr Maria Elena Giannaccini (UoN) - MariaElena.Giannaccini@nottingham.ac.uk
- Academic Co-Supervisor(s): Theo Hughes-Riley (NTU), - theo.hughes-riley@ntu.ac.uk
- Community Supervisor: Rachel Ramchurn (Makers of Imaginary Worlds) - Rachel@makersofimaginaryworlds.co.uk
References
- Ouyang, F. & Xu, W. (2024). The effects of educational robotics in STEM education: a multilevel meta-analysis. International Journal of STEM Education, 11, 7. A useful overview of the evidence for educational robotics and its effects on STEM learning, including factors that influence its effectiveness.
- Trapero-González, J. et al. (2024). Didactic impact of educational robotics on the development of STEM competence in primary education: a systematic review and meta-analysis. Frontiers in Education. Provides an accessible overview of how educational robotics can support STEM learning in primary education. Open access.
- Díaz-Boladeras, M., Claver i Díaz, A. & García-Sánchez, M. (2025). Robots for inclusive classrooms: a scoping review. Universal Access in the Information Society, 24, 127–151. Particularly relevant to this project, examining how robotics can support children with diverse learning needs and the challenges of implementing robotics inclusively. Open access.
- Torres da Silva, M. G. et al. (2025). Educational robotics as a pedagogical resource for K-12 students with learning difficulties. Scientific Reports, 15, 35923. Introduces the potential of robotics as a learning approach for children experiencing learning difficulties. Open access.
- Pivetti, M. et al. (2020). Educational Robotics for children with neurodevelopmental disorders: A systematic review. Heliyon, 6(10), e05160. Useful background on the use of robotics with children with neurodevelopmental differences, including engagement, communication and learning. Open access.
- Nanou, A. et al. (2023) The Participation of Students with Autism in Educational Robotics: A Scoping Review. Social Sciences, 12(12), 675. Explores the opportunities and challenges associated with involving autistic students in educational robotics. Open access.
- Yeung, R.C.Y., et al. (2026). From building robots to cultivating robotics literacy? A systematic review of educational robotics research and its future directions. Computers & Education, p.105659. Open access.
- Laschi, C. et al. (2016). Soft robotics: Technologies and systems pushing the boundaries of robot abilities. Science robotics, 1(1), p.eaah3690. Open access.
- Rus, D. et al., (2015). Design, fabrication and control of soft robots. Nature, 521(7553), pp.467-475. Open access.