Keywords
Arduino
Hands-on Learning in STEM
Professional Development Programs
PRISMA in Systematic Reviews
Robotics Education
How to Cite
Abstract
With the thriving integration of highly sophisticated technologies in education, Arduino has emerged as a powerful tool for enhancing hands-on teaching and learning and enriching teachers' and students' computational and programming skills. Therefore, teachers must attend professional development (PD) programs in Arduino technology to acquire these new learning competencies. This systematic review was conducted to collect, review, and analyze these PD program studies’ designs, effectiveness, and policy recommendations, and these three constructs were the focus of this systematic review. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were used to develop more reliable, valid, and credible data. The selection criteria were based on relevance, target population, outcomes, language, and year of publication. There were 656 (N = 656) articles initially identified from highly reputable journal repositories, and 13 were included after applying the inclusion and exclusion criteria. These 13 articles were verified by two experts with an 81% agreement rate. The results showed that most PD programs were from Turkiye, Germany, Italy, the United States, and China and focused on robotics education in a face-to-face modality. The designs of the PD programs primarily employed mixed methods and qualitative approaches. These studies successfully facilitated deeper learning, enhancing computational thinking, robotics self-efficacy, and content knowledge, and were found to be effective since all reached at least the Learning Level of Kirkpatrick’s Model. Additionally, it was found that the duration of the PD program has a strong correlation with the achievement of target outcomes. On the other hand, most of these PD programs did not conduct needs analysis and so were not vested in the teachers' actual personal and professional needs. Eight articles reported limited generalizability due to high attrition rates, small sample sizes, short durations, and small locales. Future professional development (PD) programs in this field should include needs assessments and follow-ups to support teachers appropriately.
References
[1] F. A. Nannim, N. E. Ibezim, B. C. Oguguo, and E. C. Nwangwu, "Effect of project-based Arduino robot application on trainee teachers’ computational thinking in robotics programming course," Education and Information Technologies, vol. 29, no. 10, pp. 13155–13170, 2024. doi: 10.1007/s10639-023-12380-6. (in English)
[2] N. T. Tsebesebe, K. Mpofu, S. Sivarasu, and P. Mthunzi-Kufa, "Arduino-based devices in healthcare and environmental monitoring," Discover Internet of Things, vol. 5, no. 1, pp. 1–31, 2025. doi: 10.1007/s43926-025-00139-z. (in English)
[3] E. Al-Masri, S. Kabu, and P. Dixith, "Emerging hardware prototyping technologies as tools for learning," IEEE Access, vol. 8, pp. 80207–80217, 2020. doi: 10.1109/ACCESS.2020.2991014. (in English)
[4] U. Sari, H. Çelik, H. M. Pektaş, and S. Yalçın, "Effects of STEM-focused Arduino practical activities on problem-solving and entrepreneurship skills," Australas. J. Educ. Technol., vol. 38, no. 3, pp. 140–154, 2022. doi: 10.14742/ajet.7293. (in English)
[5] S. Bal, A. Sarıkaş, A. Yayla, U. Başpınar, S. Altınay, A. F. Baba, H. Erdal, and H. Korkmaz, “Technical teacher training program for engineering integration in K‐12 education,” Computer Applications in Engineering Education, vol. 2024, p. e22746, 2024, doi: 10.1002/cae.22746. (in English)
[6] A. J. Swart and P. E. Hertzog, “Promoting continuous professional development among academics from a vocational college by using a practical workshop based on Arduino technology,” Advances in Science, Technology and Engineering Systems Journal, vol. 5, no. 2, pp. 452–459, 2020, doi: 10.25046/aj050258. (in English)
[7] C. Tunc and B. Bagceci, “Teachers' views of the implementation of STEM approach in secondary schools and the effects on students,” Pedagogical Research, vol. 6, no. 1, p. em0085, 2021, doi: 10.29333/pr/9295. (in English)
[8] A. Piccione, A. A. Massa, M. L. Ruggiero, M. Serio, M. Rinaudo, D. Marocchi, and T. Marino, “Training teachers on new topics and new tools in Physics education,” in Proc. 26th Int. Conf. Multimedia in Physics Teaching and Learning, J. Phys.: Conf. Ser., vol. 2693, p. 012010, 2024, doi: 10.1088/1742-6596/2693/1/012010. (in English)
[9] L. Knie, B. Standl, and S. Schwarzer, “First experiences of integrating computational thinking into a blended learning in-service training program for STEM teachers,” Comput. Appl. Eng. Educ., vol. 30, pp. 1423–1439, 2022, doi: 10.1002/cae.22529. (in English)
[10] H. K. Kondaveeti, N. K. Kumaravelu, S. D. Vanambathina, S. E. Mathe, and S. Vappangi, "A systematic literature review on prototyping with Arduino: Applications, challenges, advantages, and limitations," Comput. Sci. Rev., vol. 40, p. 100364, 2021. doi: 10.1016/j.cosrev.2021.100364. (in English)
[11] P. A. García-Tudela and J. A. Marín-Marín, "Use of Arduino in primary education: A systematic review," Educ. Sci., vol. 13, no. 2, p. 134, 2023. doi: 10.3390/educsci13020134. (in English)
[12] J. A. Marín-Marín, P. A. García-Tudela, and P. Duo-Terrón, "Computational thinking and programming with Arduino in education: A systematic review for secondary education," Heliyon, vol. 10, no. 8, p. e29177, 2024. doi: 10.1016/j.heliyon.2024.e29177. (in English)
[13] S. M. Kim, Y. Choi, and J. Suh, "Applications of the open-source hardware Arduino platform in the mining industry: A review," Appl. Sci., vol. 10, no. 14, p. 5018, 2020. doi: 10.3390/app10145018. (in English)
[14] D. A. Kolb, Experiential Learning: Experience as the Source of Learning and Development. FT Press, 2014. (in English)
[15] M. R. Heydari, F. Taghva, M. Amini, and S. Delavari, “Using Kirkpatrick’s model to measure the effect of a new teaching and learning methods workshop for health care staff,” BMC Research Notes, vol. 12, pp. 1–5, 2019, doi: 10.1186/s13104-019-4421-y. (in English)
[16] J. H. Shindo, M. M. Mjahidi, and M. D. Waziri, "Data mining algorithms for prediction of student teachers’ performance in ICT: A systematic literature review," Information Technologies and Learning Tools, vol. 96, no. 4, pp. 29–45, Sep. 2023. doi: 10.33407/itlt.v96i4.5246. (in English)
[17] F. A. Pacala, "The use of technology in teaching physics to students with disabilities: A systematic review," Information Technologies and Learning Tools, vol. 104, no. 6, pp. 53–66, 2024. doi: 10.33407/itlt.v104i6.5756. (in English)
[18] J. Belur, L. Tompson, A. Thornton, and M. Simon, "Interrater reliability in systematic review methodology: Exploring variation in coder decision-making," Sociol. Methods Res., vol. 50, no. 2, pp. 837–865, 2021. doi: 10.1177/0049124118799372. (in English)
[19] A. Gaur and M. Kumar, “A systematic approach to conducting review studies: An assessment of content analysis in 25 years of IB research,” J. World Bus., vol. 53, no. 2, pp. 280–289, 2018. [Online]. Available: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3069837. (in English)
[20] G. Guven and N. K. Cakir, “Investigation of the opinions of teachers who received in-service training for Arduino-assisted robotic coding applications,” Educ. Policy Anal. Strategy. Res., vol. 15, no. 1, pp. 253–274, 2020. doi: 10.29329/epasr.2020.236.14. (in English)
[21] F. Mumcu, N. A. Uslu, and B. Yıldız, “Teacher development in integrated STEM education: Design of lesson plans through the lens of computational thinking,” Educ. Inf. Technol., vol. 28, pp. 3443–3474, 2023. doi: 10.1007/s10639-022-11342-8. (in English)
[22] I. Martins and M. Baptista, “Teacher professional development in integrated STEAM education: A study on its contribution to the development of the PCK of physics teachers,” Educ. Sci., vol. 14, no. 2, p. 164, 2024. doi: 10.3390/educsci14020164. (in English)
[23] R. Marengo, B. F. Ferreira, M. R. Cabral, and R. R. Magalhães, “Training teachers in robotics for science and technology dissemination: A Brazilian case study,” Theoretical and Applied Engineering, vol. 3, no. 2, pp. 11–18, 2019. https://doi.org/10.31422/taae.v3i2.12. (in English)
[24] J. Sun, H. Ma, Y. Zeng, D. Han, and Y. Jin, “Promoting the AI teaching competency of K-12 computer science teachers: A TPACK-based professional development approach,” Education and Information Technologies, vol. 28, pp. 1509–1533, 2023. doi: 10.1007/s10639-022-11256-5. (in English)
[25] B. E. Gravel and C. Puckett, “What shapes implementation of a school-based makerspace? Teachers as multilevel actors in STEM reforms,” International Journal of STEM Education, vol. 10, no. 7, 2023. doi: 10.1186/s40594-023-00395-x. (in English)
[26] T. S. Love and S. R. Bartholomew, “Examining changes in teachers’ beliefs toward integrating computational thinking to teach literacy and math concepts in grades K-2,” Journal for STEM Education Research, vol. 5, pp. 380–401, 2022. doi: 10.1007/s41979-022-00077-3. (in English)
[27] A. Mallik, D. Liu, and V. Kapila, “Analyzing the outcomes of a robotics workshop on the self-efficacy, familiarity, and content knowledge of participants and examining their designs for end-of-year robotics contests,” Education and Information Technologies, vol. 28, pp. 7225–7264, 2023. doi: 10.1007/s10639-022-11400-1. (in English)
[28] R. Narula and J. H. Dunning, "Industrial development, globalization and multinational enterprises: New realities for developing countries," Oxford Dev. Stud., vol. 28, no. 2, pp. 141–167, 2000. doi: 10.1080/713688313. (in English)
[29] F. E. Tonga, S. Eryiğit, F. A. Yalçın, and F. T. Erden, "Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China," Prof. Dev. Educ., vol. 48, no. 1, pp. 88–104, 2022. doi: 10.1080/19415257.2019.1689521. (in English)
[30] Vansteelandt, S. E. Mol, R. Vanderlinde, M. K. Lerkkanen, and H. Van Keer, "In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program," Teach. Teacher Educ., vol. 96, p. 103154, 2020. doi: 10.1016/j.tate.2020.103154. (in English)
[31] P. Parviainen, K. Eklund, M. Koivula, T. Liinamaa, and N. Rutanen, "Enhancing teachers’ pedagogical awareness of teaching early mathematical skills–A mixed methods study of tailored professional development program," Early Educ. Dev., vol. 35, no. 5, pp. 1104–1125, 2024. doi: 10.1080/10409289.2024.2336661. (in English)
[32] M. Koç, M. Demirbilek, and E. Y. Ince, "A needs assessment for academicians' professional development," Educ. Sci., vol. 40, no. 177, pp. 297-311, 2015. doi: 10.15390/EB.2015.2545. (in English)
[33] S. Sava, Needs Analysis and Programme Planning in Adult Education. Study Guides in Adult Education. Leverkusen Opladen, Germany: Verlag Barbara Budrich, 2012, p. 163. doi: 10.3224/86649481. Available: http://library.oapen.org/handle/20.500.12657/29456. (in English)
[34] UNESCO, UNESCO's ICT Competency Framework for Teachers, 2023. [Online]. Available: https://www.unesco.org/en/digital-competencies-skills/ict-cft.
[35] L. Ingvarson, M. Meiers, and A. Beavis, “Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes & efficacy,” Educ. Policy Anal. Arch., vol. 13, no. 10, pp. 1–28, 2005. doi: 10.14507/epaa.v13n10.2005. (in English)
[36] L. Darling-Hammond, Effective teacher professional development. Palo Alto, CA: Learning Policy Institute, 2017. (in English)
[37] S. Yoon, T. Duncan, S. W. Y. Lee, B. Scarloss, and K. L. Shapley, Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers. REL 2007-No. 033., Regional Educational Laboratory Southwest (NJ1), 2007. [Online]. Available: https://files.eric.ed.gov/fulltext/ED498548.pdf. (in English)
[38] Ahern and R. Le Brocque, "Methodological issues in the effects of attrition: Simple solutions for social scientists," Field Methods, vol. 17, no. 1, pp. 53–69, 2005. [Online]. doi: https://doi.org/10.1177/1525822X04271006. (in English)
[39] M. Mitchell, C. Fahmy, K. J. Clark, and D. C. Pyrooz, "Non-random study attrition: Assessing correction techniques and the magnitude of bias in a longitudinal study of reentry from prison," Journal of Quantitative Criminology, vol. 38, no. 3, pp. 755–790, 2022. [Online]. doi: https://doi.org/10.1007/s10940-021-09516-7. (in English)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2025 Frank Angelo Pacala, Anvar Turaev, Ulug’bek Sharipovich, Akmal Addumuminov