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

Anne L. L. TANG*, Vincent Wing Sun TUNG, Tiffany O. CHENG

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

6 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)1271-1283
Number of pages13
JournalEducation and Information Technologies
Issue number2
Early online date23 Oct 2019
Publication statusPublished - Mar 2020
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2019, Springer Science+Business Media, LLC, part of Springer Nature.


  • Educational robotics
  • Higher education
  • Learning outcomes
  • Management education
  • Pedagogy
  • Social constructivism


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