From notes to neural networks: Exploring associations between robotics-mediated motivation and EFL students’ cognitive and critical thinking skills

Abstract

This study investigates the extent to which engagement with robotics is associated with cognitive and critical thinking skills among English as a foreign language (EFL) students in technology-enhanced learning environments. Grounded in constructivist learning theory, the research explores potential relationships between robotics-based activities and the development of higher-order thinking in language learners. Data were collected through a structured online questionnaire from 415 valid responses out of 420 distributed, using a convenience sampling method across 12 provinces in China. Validated instruments were employed to assess students’ motivation in computer science within a robotics-integrated curriculum. Structural equation modeling (SEM) analysis revealed a significant positive association between robotics engagement and both cognitive and critical thinking skills. Regression results indicated that robotics engagement showed a statistically significant association with these outcomes. The findings of this correlational and SEM-based study suggest that participation in robotics-based activities supports the development of analytical reasoning, problem-solving, and reflective thinking. The study contributes to the literature on educational technology by highlighting the pedagogical value of robotics in EFL contexts and advocating for its integration into language learning curricula to foster intellectual and cognitive growth.