ENHANCING TECHNOLOGICAL AWARENESS AMONG SPECIAL NEEDS LEARNERS THROUGH ROBOTICS EDUCATION: PRELIMINARY OVERVIEW

Abstract

This research investigates the efficacy of integrating educational robotics and block-based coding as pedagogical tools to enhance the understanding of computational complexity among special need students (deaf, autism, dyslexia, slow learners). Combining a mixed-methods approach, the study engaged students in hands-on activities involving programmable robots (mBot) and visual coding environments (mBlock Blockly). Qualitative observations and quantitative assessments measured students’ ability to grasp core programming concepts such as sequencing, loops, conditionals, and debugging through tactile, visual, and interactive modalities. Findings indicate that robotics and block coding had significantly making abstract computational concepts easier to understand by providing concrete, multisensory learning experiences. Students demonstrated improved engagement, problem-solving persistence, and conceptual comprehension. The study concludes that robotics and block coding offer a promising, inclusive pathway to making complex technology accessible for diverse learners, advocating for broader integration in student curricula alongside teacher training in kinaesthetic teaching approach.