Understanding students behavior during the adoption of modular robotics in learning

Pre-teacher students undergo a set of stages in their training including a preparation course that familiarises them with classroom situation. The provided skills taught in training are intended to devise pre-teacher students for future assignment at schools. This research sheds lights on how students learning behaviour can be charted during the introduction of modular robotics in learning. The Kolb's Theory has been adapted to chart student's responses while learning the Introduction of Modular Robotics. A qualitative inquiry was carried out by a group of pre-service-teacher students who experienced their first-time observation with Lego Mindstorm in their research. They were assigned to design learning module using LEGO robotics. After completing their assignment, the students were, then, interviewed for their own experience and their fellow students' account of the event. The exploration over the interviews is interpolated with Kolb's learning style theory to obtain the understanding of the phenomena. The student's behaviour during implementing LEGO robotics in STEM courses was explained using Kolb's theory. Finally, we found that Kolb's theory on way of learning explains student teachers attitude toward the use of LEGO robotics in STEM Courses. The increased understanding of the use of robotics in STEM learning is evaluated for application in the real classroom environment.