Effectiveness of a Challenge-based Learning (CBL) Robotics Environment on High School Students’ Conceptual Understanding and Lived Experiences

Abstract

This study examined the effectiveness of a challenge-based learning (CBL) robotics environment on students’ conceptual understanding and experiences. Using a mixed-methods, pre-experimental, one-group, pretest-posttest case-study design, this study involved 22 senior high school students, a pretest and posttest, engineering notebooks, and a feedback questionnaire. Results showed a significant improvement in conceptual knowledge of students [t(13) = -2.97, p = 0.011, Cohen’s d = -0.793], but their procedural knowledge diverged from their declarative knowledge, which the conceptual test did not fully capture. A hermeneutic phenomenological analysis revealed tensions between hands-on hardware and programming, differing pacing needs among novice and experienced learners, and a desire for both autonomy and structure. CBL is effective for teaching robotics, but educators should shift from decontextualised multiple-choice testing and adopt a dual-track assessment model. Implications for the design of innovative STEM learning environments are discussed, including transferable principles for open, distance, and blended learning contexts.