Evaluating Engagement and Confidence Through a Hands-on MechE kit
Advisor: Ms. Covert
Internship Location: Belle Haven Community Campus 100 Terminal Ave, Menlo Park, CA 94025
Onsite Mentor: Mr. Jon Bryant
Project-based learning has been shown to improve student engagement and confidence in STEM fields, yet many educational robotics platforms rely on pre-assembled components that limit meaningful design, iteration, and problem-solving. This project investigates how a hands-on mechanical engineering robotics kit can support student engagement and confidence by guiding learners through the complete robotics engineering process. A spider-type robot will be designed using 3D-printed mechanical components created in Onshape and powered by a circuit board featuring an ESP32 microcontroller or arduino to simplify wiring while allowing for an advanced level of customizability. Alongside the hardware, a modular curriculum will introduce students to CAD design, 3D printing, electrical engineering, and programming using the Arduino IDE. The kit and curriculum will be tested with middle school students in a controlled setting. Data will be collected through task completion metrics, error frequency, and pre- and post-course surveys to evaluate changes in engagement and self-reported confidence. The project culminates in a research poster, live demonstration, and data visualizations summarizing findings.
Project Blog
Post 1: Blog 0: Getting Started
Hello, and welcome to the first blog post of my senior project.
I have always loved building things, especially robots. What began as simple curiosity quickly turned into a habit of designing, testing, failing, and trying again. Through FIRST robotics and personal projects, I learned that engineering is not about getting everything right the first time. It is about persistence, patience, and learning from mistakes. Those lessons directly shaped this project.
For the past two summers, I have been mentoring students not only on my team but also outside of it, teaching younger students through hands-on robotics programs and community workshops. Watching students move from following instructions to confidently experimenting, troubleshooting, and iterating has reinforced my belief that STEM education should prioritize curiosity and persistence over perfection.
Why This Project Matters
This year, I am developing a hands-on mechanical engineering robotics kit for younger students. Many educational kits rely on pre-assembled parts and strict instructions. While helpful, these kits often limit creativity and problem-solving.
My goal is different. I want students to design, build, wire, and program a robot themselves. I want them to experience engineering as a connected process, not a checklist. By doing so, students can build confidence through real problem-solving instead of following steps.
The Robot and the Curriculum
At the center of this project is a spider-type robot. I designed it using custom 3D-printed mechanical parts and a custom circuit board. Each design choice focuses on low cost, durability, and ease of assembly.
Alongside the hardware, I am creating a modular curriculum. It introduces CAD design, 3D printing, basic electronics, and programming. The curriculum encourages experimentation through open-ended challenges.
Current Progress
So far, I have completed all major mechanical systems for the robot. I have also begun programming and curriculum development. Recently, I passed my project defense and moved into the testing and refinement phase.
Stay tuned as I continue building, testing, and learning along the way!
Week 1: Robot Progress!
Robot Progress!
This week marked an exciting milestone. I got the robot moving for the first time.
After finishing the major mechanical systems, I focused on programming and basic motor control. The motion still needs refinement, but the robot is pretty much ready to be built and programmed by students.
Getting it to move helped me identify small mechanical issues. Some joints needed more room to move. A few printed parts required minor redesigns. I had some slight programming issues as the cheap servo motors could not find the correct zero position after starting and stopping the code. After some refinement, the robot now has the flexibility that I was initially looking for and it looks like it can move reliably now.
Mentor Feedback and Approval
I also presented the robot to my mentor at Build Play Learn Labs. I wanted feedback before moving further into curriculum testing. After walking through the mechanical design and explaining the learning goals, I received approval to continue developing it as part of the program.
Expanding the 3D Printing Curriculum
In addition to hardware progress, I continued building the 3D printing portion of the curriculum. I outlined lessons that introduce students to basic CAD modeling, exporting files, slicer settings, and printer setup.
My goal is to help students understand how a printer works as well as why prints succeed or fail. Instead of treating the printer like a mystery box, I want them to see how design decisions affect the final part. That understanding builds confidence.
Sharing Engineering with the Class
On the side, I gave a short introductory presentation to the class about what engineering is and what I do on my robotics team. I explained that engineering is not just building robots. It is solving problems in a structured and creative way. I shared some basic advice that I will be going through again through this curriculum, things like being curious, not being scared of big projects or failure and how to work with others.
Next week
Although this week was still focused mainly on the engineering, next week my goal is to finish the curriculum and get a demo class started in order to introduce students to 3d printing and hopefully get some parts printed
Week 2: Course Development
One of the biggest milestones was completing the CAD portion of the online course. The CAD section introduces students to the basics of mechanical design using Onshape. Students learn how to move from simple sketches to fully defined parts and assemblies. The goal is to show that CAD is not just about drawing shapes, but about thinking through how parts interact and how a mechanism actually works.
Many of the examples in the course use parts from the spider robot itself. This allows students to see how the same tools they are learning can be applied to a real project. By the end of the section, students will understand the fundamentals of part modeling, assemblies, and basic design thinking.
Alongside the curriculum work, I also finished wrapping up the code for the prototype robot. The robot is now able to move reliably, which is a big step forward for testing. Getting the robot moving allows me to begin evaluating how well the mechanical design performs and what adjustments might be needed before finalizing the hardware.
With the CAD section finished, I also began developing the 3D printing portion of the course. This section will introduce students to the basics of fabrication, including slicer settings such as walls, infill, supports, and material selection. Understanding these settings helps students see how design decisions translate into real physical parts.
To support the 3D printing lessons, I also started preparing 3D printed parts for the Saturday 3D printing class. These parts will allow students to see the printing process firsthand and understand how digital models become real components.
Next week, I plan to continue developing the 3D printing curriculum and begin further testing of the robot’s movement and durability as well as coordinate with my mentor for class times.
Stay tuned!
Week 3: Class Is Almost In Session
This week was focused on preparing for the next major step of the project: bringing the curriculum into a real classroom environment.
One of the biggest milestones was coordinating the first official class, which will take place next Friday. Planning this session required working out logistics, confirming the schedule, and making sure the materials will be ready for students. This class will serve as the first opportunity to test the curriculum with a real group of learners and see how well the lessons translate from planning to practice.
While preparing for the class, I spent a significant amount of time cleaning up the robot’s code. The original prototype code worked well enough to control the robot, but it was written primarily for testing rather than teaching. Since the goal of this project is to help students understand how robotics systems work, the code needs to be clear, organized, and easy to follow.
I focused on restructuring the program so that each section is easier to read and understand. Functions are now separated into logical sections, variables have clearer names, and comments explain what each part of the code is doing. This makes the program easier for students to explore and modify when they begin learning how to program the robot themselves.
Alongside improving the code, I also began writing the programming portion of the course. This section will introduce students to the fundamentals of robotics programming, including how sensors, motors, and microcontrollers interact.
Writing this portion of the curriculum required thinking carefully about how to present complex ideas in a way that remains accessible to younger students. I am focusing on breaking down concepts into small steps and connecting each programming idea directly to something students can observe on the robot.
Stay tuned for more updates next week!
Week 4: More Preperations
This week was all about preparing for the first real implementation of the course.
With the first class scheduled for Saturday, I focused on making sure both the robot and the curriculum were ready for students. One of the biggest tasks was reviewing the full course and revising sections to make them easier to read and understand. While writing the curriculum, it is easy to assume certain knowledge, so this process helped me simplify explanations and make instructions clearer for beginners.
Alongside curriculum revisions, I spent time organizing and printing 3D parts for demonstrations. Having physical examples is important because it helps students connect digital designs to real-world objects. These printed parts will allow me to show how design choices affect strength, movement, and functionality.
I also worked on setting up the classroom structure and outlining the flow of the lesson. The class will follow a progression from introduction, to building, to coding. This structure is designed to help students understand how each part of robotics connects, rather than seeing them as separate topics.
To ensure everything runs smoothly, I tested the robot’s functionality. Reliability is especially important in a teaching environment, where unexpected issues can disrupt the learning experience. Testing helped me identify and fix small problems ahead of time, making the robot more stable for demonstrations.
In addition, I continued to refine the curriculum based on readiness for its first use. This meant making final adjustments to pacing, instructions, and activities so that students can follow along without feeling overwhelmed.
Outside of the senior project work, I also completed 3D prints for the regular class, printing parts that students have designed over the past few weeks. Seeing their designs become real objects has been one of the most rewarding parts of teaching, and it reinforces the importance of hands-on learning.
This week marked the transition from preparation to execution. Next week will be the first real test of the course in action, and I’m excited to see how students engage with the material.
Stay tuned!
Week 5: First Class
This week marked one of the most exciting milestones of the project so far: the first full class session.
On Saturday, I worked with a small group of three students, and the experience was incredibly rewarding. From the start, they were engaged, curious, and willing to take on challenges. After a brief introduction, they moved into building the robot, and what stood out most was how independently they were able to work through the process.
With minimal guidance, they were able to fully assemble the robot on their own. Instead of relying on step-by-step instruction, they explored, asked questions, and figured things out together. There were moments where they paused to troubleshoot or rethink a step, but those moments became opportunities for learning rather than frustration.
Seeing this level of independence reinforced one of the main goals of the project: creating a system where students are not just following instructions, but actually thinking like engineers. The curriculum is designed to encourage problem-solving and iteration, and this session showed that it is already moving in that direction.
Another highlight was how naturally collaboration formed within the group. When one student got stuck, another stepped in to help, and they worked through problems as a team. It created an environment that felt less like a traditional classroom and more like a shared workspace where ideas could be tested and improved together.
This session also gave me valuable feedback on pacing and clarity. While most parts of the build went smoothly, there are still small adjustments I can make to improve instructions and make certain steps more intuitive. These insights will help refine the experience for future sessions.
Overall, this week was a strong first step. I’m excited to build on this momentum in the next session and continue improving the curriculum based on what I learned this week.
Stay tuned!
Week 6: Analysis and Programming prep
This week focused on reflecting on the effectiveness of the curriculum through data and preparing for the next stage of instruction.
I spent time analyzing data from previous LEGO-based classes and comparing it to the results from this week’s session using the new robotics kit. The goal was to better understand how a more hands-on, open-ended approach impacts student engagement and confidence. From initial observations, students in this week’s class showed greater independence during the build process and were more willing to troubleshoot problems on their own rather than immediately asking for help. In contrast, the LEGO-based classes often relied more on step-by-step guidance.
Alongside data analysis, I began preparing for next Saturday’s class, which will focus on programming. This involves organizing lesson materials, refining examples, and ensuring that the robot code is structured in a way that is easy for students to understand and modify. Since programming can be more abstract than building, I am focusing on connecting code directly to the robot’s physical actions so students can clearly see cause and effect.
I am also working on pacing for the lesson to make sure students have enough time to experiment without feeling rushed. The goal is to maintain the same level of independence and curiosity seen in the build session, but now applied to coding. Based off last week, I realized I can make the class more flexible and give students more room to explore and work together.
This week helped connect the project back to its original purpose: not just building a robot, but evaluating how different teaching approaches impact learning. I’m looking forward to seeing how students engage with programming in the next session and how their confidence continues to develop.
Stay Tuned!
Week 7: Reflecting and Expanding Student Work
This week focused on continuing to evaluate the impact of the curriculum while also supporting the work students have created throughout the course.
I spent time analyzing data from the most recent class session, particularly the programming lesson. Similar to the build session, students showed a strong willingness to experiment and troubleshoot on their own. Instead of relying on step-by-step instructions, they explored how changes in the code affected the robot’s movement. This trial-and-error approach led to more meaningful understanding, as students were able to connect abstract programming concepts directly to physical outcomes.
Comparing this data with earlier sessions, I’m beginning to see a consistent pattern: when students are given more ownership over the process, they become more engaged and confident in their decisions. They are more likely to test ideas, make mistakes, and iterate, which aligns closely with the goals of this project.
Alongside data analysis, I also began working on 3D prints for designs that students created on the side during the course. Many students have been developing their own ideas beyond the structured lessons, and this was an opportunity to bring those ideas into the real world. Printing their designs not only validates their creativity but also reinforces the connection between digital design and physical fabrication.
This week emphasized both reflection and growth. By continuing to analyze how students learn and giving them opportunities to see their ideas realized, the project is moving closer to its goal of creating a more engaging and empowering engineering experience. I am so grateful that I had the opportunity to teach this group of students as they all seemed very interested in their work and were able to do most of the exploring on their own. I was able to take more of a mentor role for these sessions instead of a teacher or instructor.
Next week, I plan to continue refining the curriculum to use it for summer classes and more.
Stay tuned!
Week 8: Refinement and Looking Ahead For Summer
This week focused on refining the course based on everything I’ve learned so far and preparing for the final stages of the project.
I spent time reviewing and updating the curriculum based on student feedback and observations. After multiple sessions, it became clear which parts of the lessons were intuitive and which needed clearer explanations. I simplified instructions, adjusted pacing, and made certain steps more flexible so students can explore somewhat independently without getting stuck.
I also noticed that for this type of course it required having a mentor (me) present at all times to guide students. I felt that a course like this was impossible to make fully independent since there are always unclear areas and things to clarify. I took this time to reflect on how I learned most of these skills and how brute-forcing them built bad habits and took much longer. With the right refinements and mentorship, students using this course should be able to pick up the basics of engineering in no time!
I also worked on organizing and documenting student progress and data collected throughout the project. This includes compiling observations, survey responses, and examples of student work. Having everything in one place will make it easier to analyze overall trends in engagement and confidence.
Another major task was beginning preparation for the final presentation and research poster. I started outlining key points to highlight, including the problem this project addresses, how the curriculum was designed, and what the results suggest about hands-on learning.
This week was about stepping back and looking at the project as a whole. With most of the development and testing complete, the focus is now shifting toward presenting the results and reflecting on what this project has achieved.
Stay tuned!
Week 9: Bringing It All Together
This week was focused on finalizing and presenting the work I’ve been building toward over the past several weeks.
One of the main tasks was compiling all of my research, data, and findings into the final research poster. This involved organizing everything from the project’s initial purpose and design process to the results from classroom testing. I worked on clearly presenting how the hands-on robotics kit impacted student engagement and confidence, using both observations and collected data.
I also spent time refining how to visually communicate the project, making sure the poster is easy to follow while still capturing the full scope of the work. This meant simplifying explanations, selecting key examples, and focusing on the most meaningful takeaways from the project.
Alongside the poster, I worked on cleaning up and finalizing the robot code for the presentation. Similar to earlier revisions, the focus was on clarity and readability so that others can easily understand how the system works. This is especially important for demonstrating the educational value of the project, as the code reflects how students interact with the robot.
Finally, I began preparing for the final presentation and demonstration, making sure everything is ready to be shown. This includes testing the robot one last time and ensuring all components work reliably.
This week marked the transition from development to presentation. After weeks of building, testing, and refining, the project is now ready to be shared, and I’m excited to showcase both the process and the impact it has had on students.
Week 10: Final Week
This week marked the conclusion of my senior project and was focused on reflecting on the overall results, practicing the final presentation, and preparing for the symposium demonstration.
One of the biggest tasks this week was summarizing the findings from the project. Looking back at the classroom sessions, student feedback, and collected data, one trend remained consistent: students became more engaged and confident when they were given ownership over the engineering process. Rather than simply following instructions, students were more willing to experiment, troubleshoot, and collaborate when working with a fully hands-on system.
The project also reinforced the importance of learning through iteration. Students were often most engaged when something did not work the first time because it encouraged discussion, testing, and problem-solving. Watching students move from uncertainty to independence over the course of the project was one of the most rewarding parts of the experience.
Alongside reflecting on the results, I spent time practicing the final presentation with my internal advisor in order to stay concise and within the time limit.
I also worked on setting up the robot demonstration for the symposium. I borrowed a student's project from the facility for this demo. This included testing the robot, preparing presentation materials, and making sure everything is reliable for the live demo. Since the project is centered around hands-on learning, having a working demonstration is an important part of showing how the curriculum functions in practice.
This project started as an idea to make engineering education more engaging and accessible, but it ultimately became much more than that. It showed me how powerful hands-on learning can be, not just for teaching technical skills, but for building confidence, curiosity, and creativity and I have high hopes for taking this project into the summer and beyond.
Thank you for following along throughout this journey!