The Effect of Integrating an Educational Robot with Hypermedia on Students’ Acquisition of Scientific Concepts: The Case of Fifth-Grade Students

New educational technologies in terms of robots and hypermedia have growing considerations in education. They have been characterized as promising instructional technologies to enhance learning and rapid 21st-century skill acquisition, which has increased the theoretical literature in educational robots (ER) and hypermedia and their practical implementation in the context of education. Despite the educational interest in these technologies, there are limited studies that have examined their effect on primary students’ acquisition of scientific concepts. This study’s novelty is based on integrating ER with hypermedia to improve the acquisition of scientific concepts. The present study aimed to investigate the impact of integrating ER with hypermedia in the acquisition of scientific concepts among fifth-grade students (N = 50) utilizing a quasi-experimental design with a control group (CG) and an experimental group (EG). The EG was taught using ERs and hypermedia, while the CG was taught using traditional instruction. Data were collected through administration of the presently developed scientific concept test as pretest and posttest. The findings revealed a significant development in the acquisition of scientific concepts among these fifth-grade students. These findings support that integrating ERs with hypermedia positively impacts students’ acquisition of scientific concepts. Education ministries in general and science teachers, in particular, can use these results to improve opportunities for students to acquire scientific concepts. © 2021