View source for Studies and research about impact of FLL

== Introduction ==

Some papers about the impact of FLL, FIRST LEGO League.

== Results ==

== Papers ==

‘More than Robots’: Reviewing the Impact of the FIRST® LEGO® League Challenge Robotics Competition on School Students’ STEM Attitudes, Learning, and Twenty-First Century Skill Development, Michael Graffin, Rachel Sheffield & Rekha Koul  
* A semi-systematic historical review of the research literature focused on the impact on school students’ STEM attitudes, learning, and twenty-first century skill development (26 publications between 2004 and 2022)
*# impacts on students’ motivation, STEM learning, and attitudes (specially on females,minority groups and special needs), 
*# development of twenty-first century skills, and 
*# coaching/pedagogical strategies to support student learning and skill development. 
* The impact is positive for all student groups, especially female participants, but not always statistically significant.
* Long-term impact findings were inconclusive


How Does Participation in FIRST LEGO League Robotics Competition Impact Children’s Problem-Solving Process, Xiyan Chen
* children’s problem-solving processes are firmly embedded in their FLL Challenge experience.

Participants’ Perceptions About Their Learning with FIRST LEGO® League Competition – a Gender Study
* A questionnaire: 84 participants of the Finals of FLL Competition 2018 in Greece.
** enjoy taking part in the competition as are engaged in activities of their preference, 
** the competition as a great opportunity for learning about real word problems and for the acquisition of skills in STEM areas of studies, 
** acquire social, collaborative and communication skills and 
** regarding gender, females tend to be more engaged, enthusiastic, creative, eager to experiment and more likely to adopt collaborative strategies than males.

Learning with FIRST LEGO League, Chalmers Chris, Queensland University of Technology, Australia 
* questionnaires, interviews
* the students were engaged with the FLL challenge and held positive views regarding their experience
* the students involved with improved their learning about real-world applications, problem solving, engagement, communication, and the application of the technology/engineering cycle.

''FIRST''® Longitudinal Study: 2022 Survey Results (108-Month Follow-Up)
* show positive impacts on STEM-related interests and attitudes nine years after they entered the program
* impacts persist into college. 
* etc. . .

== References ==

* ‘More than Robots’: Reviewing the Impact of the FIRST® LEGO® League Challenge Robotics Competition on School Students’ STEM Attitudes, Learning, and Twenty-First Century Skill Development
** Michael Graffin, Rachel Sheffield & Rekha Koul, 2022
** 
** https://link.springer.com/article/10.1007/s41979-022-00078-2

* How Does Participation in FIRST LEGO League Robotics Competition Impact Children’s Problem-Solving Process?
** Robotics in Education (RiE 2018) Conference paper
** Xiyan Chen
** https://link.springer.com/chapter/10.1007/978-3-319-97085-1_16
* Participants’ Perceptions About Their Learning with FIRST LEGO® League Competition – a Gender Study
** Despoina Schina, Mireia Usart & Vanessa Esteve-Gonzalez, 2019
** Robotics in Education (RiE 2019), Conference paper
** https://link.springer.com/chapter/10.1007/978-3-030-26945-6_28



* Learning with FIRST LEGO League
** Society for Information Technology & Teacher Education International Conference, Mar 25, 2013 in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
** Chalmers Chris, Queensland University of Technology, Australia 
** https://www.learntechlib.org/primary/p/48946/
*''FIRST''® Longitudinal Study: 2022 Survey Results (108-Month Follow-Up)  
** https://www.firstinspires.org/sites/default/files/uploads/resource_library/impact/first-longitudinal-study-impact-summary-findings-at-108-months.pdf