Educational robotics for playful problem-based learning: Using cultural-historical activity theory as a research lens

Technological advancement requires relevant teaching-learning methods and transformation of traditional teaching approaches to promote skill development for the 21st century and the Fourth Industrial Revolution (4IR) era. It is therefore essential for higher education institutions (HEIs) to prepare students for innovation and future challenges that may arise. In particular, educational robotics (ER) has generated great interest in diverse fields such as science, technology, engineering and mathematics (STEM). Educational robotics is also recognised as essential for developing digital skills, critical thinking and collaborative problem-solving, initiative, autonomy and computational thinking. Therefore, students must take ownership of their learning when they are introduced to ER and work together responsibly. However, it is unclear how ER can promote such abilities in a playful problem-based learning environment (PPBL). This chapter aims to provide insight into the study of ER for PPBL using third-generation cultural-historical activity theory (CHAT) as a research lens. A qualitative methodology was employed, and two cohorts were involved, namely the postgraduate certificate in education (PGCE) information technology (IT) students and fourth-year Bachelor of Education (BEd) IT students. Participants' narrative reflections and video recordings were collected and analysed. The study's outcome provided valuable insight regarding students' experiences and the need for self-directed learning (SDL) skills in a PPBL context.