Educational robotics for inclusive language learning: theoretical implications and a pilot study with Ozobot

In this paper, we present a lesson plan that exploits educational robots (i.e., Ozobot) in an English as a Foreign Language (EFL) class. This lesson plan has been tested into a broader project aimed at introducing several innovative technological tools (VR, AI, tablet apps…) to create a more positive, inclusive, and engaging language learning environment (Cersosimo & Pennazio, 2022). 30 children aged 8 to 12 participated in the research, and 8 of them were SEN students diagnosed with dyslexia, learning difficulties, or mild intellectual disabilities. The second lesson of the project was dedicated to educational robotics. We used the Ozobots, small robots that assume the color of the line they are passing over, and whose movements can be programmed with segments of colors. Participants were asked to create in groups an “emotional rollercoaster”, i.e., a path on paper in which the Ozobot assumed different emotions through colors and movements (e.g., a robot running fast with a red light on may be interpreted as “angry”). This activity was focused on English vocabulary to express feelings. In the final part of the lesson, each group showed its path to other teams, which had to guess the three emotions expressed by the Ozobot using the newly learned English words. Data collected through two exploratory questionnaires revealed that the activity with Ozobot was one of the most highly appreciated by children if compared to other technological tools, because it created a positive learning atmosphere by mediating the group activity with something physical and easy to use. Participants were also asked to express how they were feeling during the lesson through emoticons, and their answers indicated that positive emotions were associated with the activity. These preliminary results give us the possibility to conclude that using robotics in inclusive language learning education may contribute to creating a positive learning environment, which promotes motivation, self-confidence, and co-construction of knowledge. Even if actual language learning gains were not the aim of this study, the premises look promising for more deeply investigating inclusive language learning through educational robotics.