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ROBOTOUCH is an educational robotic learning tool developed to support students with Special Educational Needs (SEN) in understanding Science, Technology, Engineering and Mathematics (STEM) concepts through hands-on, interactive and inclusive learning experiences. The project aims to address the challenges of providing accessible, engaging and practical STEM education that accommodates the diverse learning needs of SEN students. Traditional programming activities often rely on computers, tablets and visual coding interfaces, which may create barriers for students who benefit from concrete, tactile and structured learning experiences. Therefore, ROBOTOUCH was designed to provide an alternative approach that introduces basic programming concepts through physical interaction with a robot.

The main objective of ROBOTOUCH is to help SEN students develop foundational programming knowledge, logical thinking, sequencing, problem-solving and practical learning skills. By combining educational robotics with tactile interaction, the project encourages students to learn through direct experience rather than relying entirely on screen-based activities. Students can use physical buttons to enter movement commands, allowing them to observe how their instructions affect the robot's actions. This approach provides a concrete connection between a command and its corresponding outcome, helping students explore the relationship between instructions, sequences and movement in an accessible learning environment.

ROBOTOUCH incorporates an Arduino Nano microcontroller as its main control unit, together with a motor driver, motors, wheels, push buttons, an indicator light, a power switch, a battery and a supporting chassis. These components work together to receive input, process commands and control the robot's movement. The physical buttons serve as the primary interface through which students interact with the system. The robot is designed to execute movement commands in a sequence, introducing students to essential programming principles such as giving instructions, arranging commands in the correct order and understanding cause-and-effect relationships. Its screen-free operation also allows students to participate in basic programming activities without requiring a computer or an internet connection during normal operation.

The development of ROBOTOUCH focuses on simplicity, accessibility, affordability and practical classroom use. Its physical interface is intended to make interaction more straightforward for students who may find conventional screen-based programming activities challenging. Teachers can incorporate the robot into guided learning activities in which students practise giving directional commands, predicting movement, observing outcomes and correcting mistakes. For example, students may be asked to arrange a series of commands to guide the robot towards a target. Through this activity, they can practise sequencing, planning and problem-solving while developing an understanding of how programmed instructions influence the behaviour of a machine. Such activities can also encourage curiosity, active participation and confidence when exploring technology.

To evaluate the educational potential of ROBOTOUCH, preliminary testing was conducted with three SEN students. At the beginning of the intervention, the students demonstrated difficulty executing sequential robotic programming tasks, with an initial baseline accuracy of 0% according to the project's recorded assessment. A Model-Lead-Test intervention was then used to provide structured learning support. This approach involved demonstrating the task, guiding students through the learning process and allowing them to practise the activity with increasing independence. The intervention was adapted to support the students as they became more familiar with the robot, its physical controls and the sequence of commands required to complete each task.

The recorded results indicated that Student A achieved mastery after three sessions, Student B after four sessions and Student C after five sessions. Furthermore, a two-week follow-up assessment recorded an average accuracy of 92%. These findings suggest that the students improved their ability to perform the targeted sequential programming tasks following the structured intervention. The results also indicate the potential value of combining physical robotic interaction with guided instruction and repeated practice. However, because the preliminary evaluation involved only three students, the findings should be interpreted cautiously. Further testing involving a larger and more diverse group of learners would be needed to determine whether similar outcomes could be achieved in other educational settings.

Beyond the recorded assessment results, ROBOTOUCH provides opportunities for active participation and experiential learning. Instead of learning programming concepts solely through explanations or visual representations, students can interact directly with the robot and observe the consequences of their commands. This immediate feedback may help teachers explain abstract concepts in a more concrete and understandable way. The robot can also support collaborative activities in which students take turns entering commands, predicting movement and discussing the results. Such activities may encourage communication, cooperation, persistence and engagement, although these outcomes would require additional assessment to establish their impact.

ROBOTOUCH is particularly relevant to inclusive education because it aims to provide an alternative learning approach that can be adapted to different student abilities and learning paces. Teachers may adjust the complexity of tasks, the number of commands, the level of guidance and the time allocated for practice according to individual learning needs. Parents may also use similar activities to support learning at home, subject to appropriate supervision and the availability of the robot. By offering a practical and interactive introduction to programming, ROBOTOUCH has the potential to connect classroom learning with everyday exploration of technology.

The project is closely aligned with Sustainable Development Goal 4 (Quality Education), which promotes inclusive and equitable quality education and lifelong learning opportunities for all. ROBOTOUCH supports this aim by exploring an accessible method of introducing STEM concepts to SEN students. It also relates to Sustainable Development Goal 10 (Reduced Inequalities), as the project seeks to reduce barriers that may prevent students with diverse learning needs from participating in technology-based educational activities. In addition, the use of an Arduino-based robotic system demonstrates a practical application of technological innovation in education, creating a potential connection with Sustainable Development Goal 9 (Industry, Innovation and Infrastructure).

Despite its potential, ROBOTOUCH requires further development and evaluation. Future improvements could include expanding the range of programmable actions, refining the button interface, improving the durability of the chassis, strengthening safety features and developing structured learning modules for different levels of difficulty. Additional research could examine students' task accuracy, learning retention, independence, engagement and ability to transfer programming skills to new activities. Feedback from teachers, parents and students could also help identify improvements in usability, accessibility and classroom integration. These developments would help determine the robot's suitability for broader educational use.

In conclusion, ROBOTOUCH demonstrates the potential of an affordable, screen-free and tactile educational robot to support introductory programming and inclusive STEM learning for students with Special Educational Needs. By combining physical controls, sequential commands, guided instruction and hands-on activities, the project offers an alternative way for students to explore basic programming concepts. Preliminary testing showed improvements in the targeted learning tasks among the three participating students, with a recorded average accuracy of 92% at the two-week follow-up. Although further research is necessary to confirm the effectiveness of the approach across a wider population, ROBOTOUCH represents a promising educational innovation that aims to make STEM learning more accessible, engaging and meaningful for students with diverse learning needs.