IJIET 2026 Vol.16(5): 1229-1238
doi: 10.18178/ijiet.2026.16.5.2591
doi: 10.18178/ijiet.2026.16.5.2591
The Pedagogical Effect of Using Electronic Stands in Teaching the Discipline “Robotics”
Nurzhan T. Shyndaliyev1, Askhat A. Ramankulov1,*, Ryskul U. Zhakhina2, and Abibulla R. Seitbek2
1. Department of Computer Science, Faculty of Information Technologies, L.N. Gumilyov Eurasian National University, Astana, Kazakhstan
2. Department of Computer Science and Information Technology, Faculty of Physics and Mathematics, K. Zhubanov Aktobe Regional University, Aktobe, Kazakhstan
Email: nurzhan-11@list.ru (N.T.S.); ashat9559@gmail.com (A.A.R.); riscul_75@mail.ru (R.U.Z.); abibulla98.98@mail.ru (A.R.S.)
*Corresponding author
2. Department of Computer Science and Information Technology, Faculty of Physics and Mathematics, K. Zhubanov Aktobe Regional University, Aktobe, Kazakhstan
Email: nurzhan-11@list.ru (N.T.S.); ashat9559@gmail.com (A.A.R.); riscul_75@mail.ru (R.U.Z.); abibulla98.98@mail.ru (A.R.S.)
*Corresponding author
Manuscript received October 13, 2025; revised November 13, 2025; accepted December 17, 2025; published May 13, 2026
Abstract—This study examines the pedagogical effectiveness of electronic training stands in teaching the Robotics course in Kazakhstani universities. A quasi-experimental pre-test/post-test design was employed, with control (N = 95) and experimental (N = 94) groups across three teacher-training institutions. Baseline equivalence in motivation, cognitive knowledge, and practical skills was confirmed through pre-test assessment. During one semester, the experimental group used the locally developed kurastyrgysh.kz platform, which integrates Arduino/Robot Operating System (ROS)-based simulations and interactive virtual laboratory modules. The findings demonstrate substantially greater improvements in student motivation, practical competence, and cognitive understanding in the experimental group compared to traditional instruction. Students reported increased engagement, confidence, and willingness to perform independent tasks, while quantitative results indicated consistent gains across all components. These outcomes support the growing international evidence that virtual and hybrid laboratory environments strengthen learning in engineering and Science, Technology, Engineering, and Mathematics (STEM) education, particularly in resource-constrained settings.
Keywords—educational robotics, Science, Technology, Engineering, and Mathematics (STEM), practical skills development, Arduino/Robot Operating System (ROS) simulations, student motivation, virtual laboratories, electronic stands
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—educational robotics, Science, Technology, Engineering, and Mathematics (STEM), practical skills development, Arduino/Robot Operating System (ROS) simulations, student motivation, virtual laboratories, electronic stands
Cite: Nurzhan T. Shyndaliyev, Askhat A. Ramankulov, Ryskul U. Zhakhina, and Abibulla R. Seitbek, "The Pedagogical Effect of Using Electronic Stands in Teaching the Discipline “Robotics”," International Journal of Information and Education Technology, vol. 16, no. 5, pp. 1229-1238, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).