Motivation undoubtedly plays a crucial role in shaping the learning experiences of school-aged children. It is a key factor in engagement and significantly impacts knowledge retention and the development of critical thinking skills. Numerous studies have shown that highly motivated students are more likely to excel academically and pursue lifelong learning (Ryan & Deci, 2000). In the 21st century, where rapid technological advancements and global challenges constantly demand innovative problem-solving skills, fostering motivation in young learners has become imperative. In school-aged children, education, particularly in STEAM, is pivotal in preparing children for future careers and societal contributions. This century, which presents new and complex challenges such as automation, artificial intelligence, and digital transformation, requires an innovative approach to education. Therefore, traditional teaching methods must continuously evolve to incorporate interdisciplinary and hands-on learning experiences that encourage critical thinking and problem-solving (Darling-Hammond et al., 2020). Thus, STEAM education represents a significant paradigm shift from conventional rote learning to a more interactive and project-based approach, which fosters creativity, collaboration, and innovation (Herro et al., 2017). This study employs a mixed-methods approach, combining qualitative and quantitative research methods. Quantitative data were collected through self-developed questionnaires for fifth-grade students and analyzed with statistical methods, including chi-square tests, means, standard deviations, and correlation matrices in SPSS. Qualitative data were gathered from in-depth teacher interviews and analyzed using thematic analysis. The results conclude that teachers and students are more interested in STEAM subjects and robotics. These areas help foster creativity, problem-solving skills, and hands-on learning. Students became more engaged and motivated during interactive activities, and teachers noticed better participation and teamwork in class. Furthermore, students become more engaged and motivated when robotics is part of STEAM education. Hands-on, project-based activities help them build creativity, problem-solving, and critical thinking skills. Adding STEAM and robotics to lessons and curriculum helps students develop technical and critical thinking skills. This way, learning feels more relevant and better prepares students for a technology-driven future.

References:
[1] Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.
[2] Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied developmental science, 24(2), 97-140.
[3] Herro, D., & Quigley, C. (2017). Exploring teachers’ perceptions of STEAM teaching through professional development: implications for teacher educators. Professional Development in Education, 43(3), 416-438.
[4] Bequette, J. W., & Bequette, M. B. (2012). A place for art and design education in the STEM conversation. Art education, 65(2), 40-47.
Yakman, G. (2008, February). STEAM education: An overview of creating a model of integrative education.

Keywords: STEAM, Robotics, primary, school-aged children.