Manuscript received November 9, 2023; revised November 20, 2023; accepted December 5, 2023; published April 7, 2024
Abstract—In the current era of technological development, robotic technology is widely used in educational institutions, especially in vocational high schools. Thus, the purpose of this meta-analysis is to experimentally test how effective robotic technology is when used in the overall learning process to improve the learning ability of vocational school students. The methodology of this study is a meta-analysis using a random effects hedging model with the number of studies used is 56 studies and taken from Google Scholar, ScienceDirect, and Proquest databases from 2014 to 2023. The effect size data analysis technique was used to find the impact on each study, and the JASP application was used to conduct meta-analyses on all studies. The study’s conclusions showed that there was no publication bias and that, at a 95% confidence level, the average effect size of incorporating robotic technology into the learning process was 0.993 (high category). According to this study, introducing robotic technology into the classroom significantly affects students’ learning outcomes. The findings indicate that the utilization of robotic technology in vocational schools can serve as an effective pedagogical instrument, fostering the development of computational thinking, creativity, innovation, communication, and teamwork skills among students. Proficiency in these skills is vital for students to acquire in light of the technological progressions in the 21st century.
Keywords—robotic technology, learning outcomes, vocational students, meta analysis, effectiveness
Cite: Sukardi, Herlin Setyawan, Risfendra, Usmeldi, and Doni Tri Putra Yanto, "Effectiveness of Robotic Technology in Vocational Education: A Meta-Analysis," International Journal of Information and Education Technology vol. 14, no. 4, pp. 521-532, 2024.