At the International Conference on Engineering Education (ICEED) 2025, held in Kuching, Sarawak, the work on “Constructivist Scaffolding in Arduino Robotics Programming for Novice Learners” was presented. This study builds upon our ongoing efforts at the UMPSA STEM Lab to design effective teaching strategies that help learners take their first steps into robotics and programming. 
For many novice learners, programming a robot can be intimidating. Not only do they have to understand the logic of coding, but they also need to connect it with physical hardware like sensors, motors, and controllers. Without proper guidance, this can quickly become overwhelming.
This is where constructivist scaffolding comes in. Inspired by Vygotsky’s Zone of Proximal Development (ZPD), scaffolding ensures that learners are supported at the right level: starting with more guidance and gradually moving towards independence. Combined with Kolb’s experiential learning cycle—learning by doing, reflecting, conceptualizing, and applying—this approach helps learners grow both skills and confidence.
The Four-Tiered Scaffolding Model
The Arduino robotics module was designed with four progressive stages of support:
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Workout Programming – Learners begin with full example codes and step-by-step guidance.
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Debugging Malfunction – Learners fix pre-written codes with intentional bugs, strengthening problem-solving.
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Semi-Completed Programming – Learners receive partially written codes, requiring them to fill in the gaps.
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New Programming – Learners are given only the problem statement and circuit schematic, coding solutions independently.
This tiered approach ensures a smooth transition from guided learning to independent problem-solving.
The work involves 182 novice learners from both pre-university and foundation programs. impact were measure with:
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Pre- and post-tests to assess knowledge gains.
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Surveys to capture learner confidence and attitudes.
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Interviews and observations to understand their real experiences.
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The results shows that –
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Learners showed significant knowledge gains (12–14% improvement in test scores).
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Participants reported feeling more confident and engaged with programming.
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Each stage of scaffolding had its own impact:
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Workout Programming gave learners a “safe starting point.”
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Debugging was frustrating but rewarding.
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Semi-completed Programming encouraged prediction and deeper thinking.
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New Programming challenged learners but left them feeling accomplished.
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Reliability of the survey instruments was high (Cronbach’s Alpha = 0.838), supports the findings.
Why It Matters for Engineering Education
This study highlights the value of scaffolding in robotics education. By carefully structuring learning tasks, educators can help students build confidence step by step, while still encouraging autonomy and creativity. For institutions looking to prepare students for the challenges of engineering, this approach offers a practical and research-backed model.
We are deeply grateful to the Ministry of Education Malaysia, Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA), British Council, Cardiff Met University, and the dedicated UMPSA STEM Lab mentors for their support in this project.