Helping students learn through robotics

I have spent several months teaching children in robotics clubs, after-school programmes and school workshops. I’m a STEM (Science, Technology, Engineering and Mathematics) Robotics Instructor and a undergraduate student at Middlesex University.

Whether at RoboThink Edutainment, a coding, engineering and robotics programme, in community-based STEM clubs or during classroom engineering sessions, I repeatedly noticed students were clearly learning, creating and problem-solving at an impressive level but very little of that learning was being captured.

Traditional assessment tools simply don’t match the pace, creativity and complexity of robotics activities. Most of the time, instructors rely on quick notes, memory or simple checklists. These methods don’t fully reflect how students develop critical skills such as problem-solving, teamwork, design thinking, iterative building, creativity and persistence. Parents also rarely see the depth of what their children achieve, and students themselves often cannot track their progress over time.

This gap between hands-on learning and limited documentation inspired the EdTech project I am developing today.

Why I started this project

My goal was to create a digital tool that allows robotics instructors to record student progress in a meaningful, structured and unobtrusive way. While teaching robotics, I realised that so many powerful learning moments go unnoticed.

These include a student discovering why their code failed, a shy learner gaining confidence after completing a challenge and a child rebuilding a robot three times until it finally works.

These moments are evidence of growth in engineering thinking, resilience, creativity and collaboration but often disappear the moment the session ends.

So I wanted to build a solution that respects the unique nature of robotics learning and gives instructors a simple way to capture it.

Building a smarter way to track learning

The platform I am developing is designed specifically for STEM clubs, especially robotics and science-based environments. Instead of focusing on grades or rigid assessment frameworks, it captures behavioural, practical and cognitive (mental activity) learning indicators, such as how students approach problem-solving, their teamwork and communication, creativity in coding and engineering, and persistence and resilience when troubleshooting.

The system builds a learning profile for each student over time. This helps instructors understand where learners excel and what skills they are developing. Students can also reflect on their growth, recognise improvements and set personal learning goals.

Parents, teachers and school leaders gain clearer insights into the long-term benefits of robotics and STEM activities — beyond what can be seen in a single session.

Middlesex University has played a major role in shaping this idea, giving me the academic framework and research foundation to build something scalable and meaningful.

Why this project matters for STEM education

Across the UK and globally, robotics and STEM clubs are increasingly vital for preparing young people for a world shaped by automation, AI and digital innovation. But many schools lack tools to demonstrate the real impact of these programmes.

A structured and flexible tracking system can provide transparency, motivate students and highlight the importance of learning environments. This is especially important for widening participation in STEM. Many young students do not initially see themselves as ‘engineers’” but by displaying their progress over time, they begin to recognise their potential — and their confidence grows.

Lessons from my work at RoboThink

My work as a STEM Robotics Instructor at RoboThink Edutainment has strongly shaped this project. Each week, I witness how robotics unlocks creativity, curiosity and confidence in young learners. With the organisation’s permission, I document learning by taking photos during sessions — capturing robot designs, teamwork moments and significant breakthroughs.

These images show learning that cannot be measured through written tests alone. They reveal the engineering process, the excitement, the struggles and the breakthroughs. Seeing this gap between experience and documentation made me even more determined to create an EdTech solution that bridges it.

Looking ahead

As I refine the platform, I aim to collaborate with more schools, STEM instructors and education researchers. Future additions may include AI-generated activity summaries, personalised learning recommendations and exportable student portfolios.

My goal is simple: to make the learning journey in STEM clubs clearer, more measurable and more meaningful for every student.

Hands-on robotics has the power to inspire the next generation of engineers, inventors and innovators — and with the right tools, we can capture that journey in a way that supports both learning and long-term development.

About the author

Kelvin Udoh is a Information Technology & Business Information Systems BSc student at Middlesex University.