Dual roles of educational robotics in management education : pedagogical means and learning outcomes

Abstract

This conceptual paper explores the pedagogical implications of educational robotics (ER) in management education. Premised on Vygotsky’s social constructivism, this paper conceptualizes ER as a stimulus for serving dual roles, as a pedagogical means and as a learning outcome, by presenting a number of justifications and viable approaches. This paper suggests that ER presents a number of opportunities for facilitating learner-centred, experiential, and collaborative pedagogical approaches to address different learning needs and knowledge levels. Based on a critical analysis of current literature with examples of ER in different fields, ER could be conceptualized as a tool to be integrated into a holistic pedagogical strategy to equip management students with management knowledge and skills, technical competences, and transferable skills for their benefits of learning facilitation.