2026 ASEE Annual Conference & Exposition

This Work in Progress (WIP) study aims to integrate culturally relevant robotics and artificial intelligence (AI)-based learning to improve STEM identity and practical skills while addressing engagement gaps among diverse student populations. While robotics and AI are increasingly adopted in classrooms, current approaches often emphasize technical skills over cultural relevance and real-world application. This creates a disconnect between what students learn and how they connect STEM concepts to their everyday lives, particularly for students from underserved communities. Prior research suggests that when STEM tools reflect students’ identities and lived experiences, learning becomes more meaningful and impactful. Yet, few studies have investigated how culturally responsive robotics might shape early STEM identity and foster real-world application.

The research question this WIP study addresses is: How do culturally relevant robotics and AI chatbots influence elementary-aged students’ ability to connect STEM learning to real-world problem-solving and future career aspirations? The study objectives are: (1) to assess changes in students’ STEM identity, interest, and curiosity after interacting with the Hand-Solo LEGO prosthetic arm and AI chatbot; (2) to evaluate how demographic and socioeconomic factors influence learning outcomes; and (3) to explore how combining storytelling, robotics, and AI can support real-world skill transfer and STEM identification.

Therefore, combining LEGO-based robotics with relatable traffic safety challenges, this WIP seeks to spark elementary-aged students' curiosity and self-identification with STEM. At this developmental stage, children are more vulnerable because they have a limited understanding of traffic rules. Traffic safety education, therefore, provides both a public health priority and a meaningful context for STEM learning. In this study, the LEGO and robotic parts represent the “body” of the system, while the AI chatbot, trained on road safety manuals and rules, serves as the “brain.” The use of LEGO-based robotics and the incorporation of Hand-Solo LEGO prosthetic hands were motivated by children’s natural attraction to LEGO, which provides a playful and familiar entry point into inclusive engineering design. Together, these choices aim to create deeper connections between technical learning and students’ lived experiences.

At this stage, prototypes of the LEGO robot's prosthetic arms have been constructed, and the AI chatbot has begun training on traffic safety materials. Next steps include completing the LEGO “body” and integrating it with hardware and software to enable the AI “brain” to communicate with students. This WIP study highlights the potential of culturally relevant robotics and AI to promote equity in STEM education and to guide future curriculum design and professional development for educators striving to close persistent equity gaps in early STEM pathways.