Intervention Outcome Study
Research Design for Studying the Effects of Robotics-Based Storytelling on Inclusion and Socio-emotional Competence
This study investigates the impact of a robotics-based storytelling intervention on children’s sense of belonging, inclusion, and technical interest in 2nd to 4th grade (8–9 years old). The research combines quantitative and qualitative methods.
This research design enables a comprehensive analysis of the intervention’s effectiveness from both the children’s and teachers’ perspectives. The long-term follow-up further allows for an assessment of sustained effects on inclusion and socio-emotional competence.
Quantitative Study with Students
Participating classes are randomly assigned to either an experimental group or a control group. While the control group continues with regular classes, the experimental group takes part in a six-week intervention, consisting of six 45-minute sessions (one per week). The intervention integrates robot interaction and storytelling.
Evaluation Phases and Focus Areas
Pre-Test (before the intervention)
- Sense of belonging
- Sense of inclusion
- Technical interest
Post-Test (immediately after the intervention)
- Sense of belonging
- Sense of inclusion
- Technical interest
- Satisfaction with the intervention (only for the experimental group)
Follow-Up (9 months after the intervention)
- Sense of belonging
- Sense of inclusion
- Technical interest
- Perceived usefulness of the program and its materials (experimental group)
- Development of children’s socioemotional competence and its relation to inclusion
Qualitative Study with Teachers
Alongside the quantitative study, semi-structured interviews with teachers are conducted to assess the school context and their perspectives on the intervention.
Focus Areas
Mapping the Initial Context:
- Marginalized groups of children
- The main academic needs of these children
- Issues related to inclusion
- Children’s socio-emotional competence and its relation to inclusion
Outcome Evaluation (after the intervention, only in the experimental group)
- Impact of the intervention on children
- Impact of the intervention on teachers
- Suggestions for improving the intervention
- The relationship between socioemotional competence and inclusion
