In the present study, we investigate the effect on student performance of using a project-based learning approach combined with a robotic application. From the current intervention, we expect positive results from combining Project-Based Learning with focused activities and physical programming through BBC Micro: bit in implementing the specific design and producing solutions to future problems. From the processing of the data, a slight improvement was observed in the performance of 5th-grade students at a conceptual level. In addition, it emerged that in a similar approach, children’s prior knowledge should be considered, and a combination of physical programming tools should be tested to increase performance improvement.

The increasing use of educational robotics prompted our study. The aim is to examine the attitudes of primary school teachers regarding its use in the classroom. Identifying the gap in the literature with the questionnaire developed and answered by 156 teachers at Greek primary schools. We focused on their views on the contribution of robotics in improving the learning process, the development of skills, and opportunities to enhance their involvement with robotic activities. As the results show, teachers are optimistic about its use, recognizing that it facilitates learning, is valuable and practical for teaching. They also recognize its contribution to developing technological, mathematical, social, and language skills. As educational robotics is a problematic field for most teachers to learn and apply, training is emerging.

This paper is a brief review of the literature on the use of educational robotics in primary school. The purpose is to explore the application of robotics and, more specifically, the advantages robotics offers to students, the challenges that arise from its application, and what is its place in the curricula. Educational robotics is an innovative and useful tool. It positively affects critical thinking, computational thinking, problem-solving, algorithmic thinking, creativity, and collaboration. The literature reveals that difficulties arise either at the technical level or due to teachers’ lack of relevant knowledge or the lack of relevant provisions for their effective integration into primary school curricula.