The Impact of Educational Robotics on the Executive Functions of Preschool Children
Abstract
This quasi-experimental study examines the impact of an educational robotics program on the development of executive functions (EF) in preschool children in Morocco. Throughout the school year, 84 pupils from two schools in Rabat and Salé participated in a progressive program that combined unplugged activities with the exploration of the Bee-Bot robot. Five key dimensions (planning, working memory, cognitive flexibility, problem-solving, and collaboration) were assessed using a 22-indicator grid to measure the children’s progress in these areas. Data collection occurred over a seven-day period. Statistical analysis highlighted significant inter-dimensional correlations (0.533 ≤ r ≤ 0.931, p < 0.001), indicating a strong interdependence between the skills developed and higher mean scores for the early stages of the program (notably spatial planning and getting to grips with the Bee-Bot). Conversely, problem-solving and collaboration, although more demanding, appeared to be closely linked (r = 0.931), suggesting that the consolidation of individual problem-solving skills creates favorable conditions for mutual aid and collective work. These results confirm that the gradual, supervised integration of educational robotics can enhance executive functions in early childhood by engaging working memory, inhibitory control, and cognitive flexibility through structured, interactive activities. This study thus contributes to a better understanding of the potential of educational robotics in a non-Western context and lays the groundwork for future longitudinal and comparative research exploring how cultural and pedagogical factors influence early childhood learning outcomes.
Keywords: Educational robotics; executive functions; preschool education; cognitive development; problem-solving skills.
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