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CertifiedEducation quality


Bell Education Group
Robotics and electronics
Mabot is a modular educational robot that is controlled with Mabot Go, Mabot Star and Mabot IDE apps.

Mabot is an educational robot that was developed for children above 3 years of age. It has been designed as a plug-and-play toy that is ready for playing immediately. With its spherical structure and appealing colors in yellow and white, this learning robot aims at arousing interest and enthusiasm. Containing a variety of sensors, such as infrared sensors, color sensors, touch sensors as well as electronic modules, Mabot presents itself as a coherent overall system that invites children to use the modular components to put together their own robots. It allows creating different types of robots and thus increases the kids' learning interest. For school use, Mabot offers curriculum material and an assessment framework that can be used when working with the robot.

Age groups 
Middle school
High School
Mobile Android
Mobile iOS
Not required
Offline play 
Playable offline
Educational Quality
Learning Goals

The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.

Working with the robot is highly interactive and the learners need to actively engage with the content to solve the problems proposed in the Mabot curriculum, or when creating robots freely on their own. The UI in the programming app guides understanding of the concepts well.
Mabot curriculum gives clear guidance for the projects, and the students can follow the instructions to learn. Learning also requires utilizing learned in open-ended problem-solving. In each lesson, there is a reflection and assessment part, and the clear questions guide the assessment. Mabot GO and Mabot ID both have a clear purpose, and they are used in a meaningful way in the curriculum.
The curriculum provides a clear, linear, progression path to follow. The clear structure provides accurately predictable learning outcomes. However, the teacher can easily adapt it, depending on the students' knowledge baseline and interests. The challenges have different levels and the expanded options give good tips about what else to include to the program. The Mabot Go and Mabot IDE apps allow free exploration of the programming options and are designed to suit young learners.
In a classroom setting, working with the robot allows face-to-face collaboration and a chance to learn from other student's work.

The following are the high educational quality aspects in this product.

Mabot promotes versatile and creative ways of learning STEM skills.
The robot, the apps and the curriculum material give the teacher all the support they need for creating engaging and effective lessons.
The product represents high technological and visual quality that is suitable for the target group.

The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.

Subject based learning goals

Construct solutions to problems using student-created components, such as procedures, modules and/or objects.
Create programs that include sequences, events, loops, and conditionals.
Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development.
Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
Systematically test and refine programs using a range of test cases.
Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
Develop programs with sequences and simple loops, to express ideas or address a problem.
Using correct terminology, describe steps taken and choices made during the iterative process of program development.
Model the way programs store and manipulate data by using numbers or other symbols to represent information.
Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.
Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
Give attribution when using the ideas and creations of others while developing programs.
Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.
Use lists to simplify solutions, generalizing computational problems instead of repeatedly using simple variables.
Evaluate and refine computational artifacts to make them more usable and accessible.
Document design decisions using text, graphics, presentations, and/or demonstrations in the development of complex programs.
Keep login information private, and log off of devices appropriately.
Work respectfully and responsibly with others online.
Use and adapt classic algorithms to solve computational problems.
Create interactive data visualizations using software tools to help others better understand real-world phenomena.
Represent data using multiple encoding schemes.
Organize and present collected data visually to highlight relationships and support a claim.
Use data to highlight or propose cause-and-effect relationships, predict outcomes, or communicate an idea.
Store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data.
Collect and present the same data in various visual formats.
Systematically identify and fix problems with computing devices and their components.
Model how computer hardware and software work together as a system to accomplish tasks.
Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.
Use version control systems, integrated development environments (IDEs), and collaborative tools and practices (code documentation) in a group software project.
Design and develop computational artifacts working in team roles using collaborative tools.
Describe basic hardware and software problems using accurate terminology.
Use appropriate terminology in identifying and describing the function of common physical components of computing systems (hardware).
Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.

Soft skills learning goals

Practicing strategic thinking
Developing problem solving skills
Learning to find solutions in social conflicts
Practicing to notice causal connections
Practicing to create questions and make justifiable arguments based on observations
Practicing to plan and execute studies, make observations and measurements
Learning to face failures and disappointments
Supporting the growth of environmental awareness
Encouraging the growth of positive self-image
Learning to build information on top of previously learned
Encouraging to build new information and visions
Learning to combine information to find new innovations
Practicing to notice links between subjects learned
Learning to face respectfully people and follow the good manners
Learning to understand people, surroundings and phenomenons around us
Practicing to work with others
Practicing to argument clearly own opinions and reasonings
Learning to listen other people’s opinions
Learning decision-making, influencing and accountability
Practicing communication through different channels
Learning to understand the meaning of rules, contracts and trust
Practicing to express own thoughts and feelings
Practicing to give, get and reflect feedback
Enabling the growth of positive self-image
Encouraging positive attitude towards working life
Practicing time management
Learning to plan and organize work processes
Practicing decision making
Practicing versatile ways of working
Connecting subjects learned at school to skills needed at working life
Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
Practicing logical reasoning to understand and interpret information in different forms
Experiencing and exploring sounds and music from different sources
Using technology as a part of explorative and creative process
Understanding and interpreting of matrices and diagrams
Learning to acquire, modify and produce information in different forms
Practising to understand visual concepts and shapes and observe their qualities
Practicing to use information independently and interactively
Practicing to find, evaluate and share information
Building common knowledge of technological solutions and their meaning in everyday life
Using technology resources for problem solving
Understanding technological system operations through making
Using technological resources for finding and applying information
Understanding and practicing safe and responsible uses of technology
Practicing logical reasoning, algorithms and programming through making
Using technology for interaction and collaboration
Using technology for interaction and collaboration (also internationally)
Using technology as a part of explorative process
Practicing memorizing skills
Practicing fine motor skills
Practicing categorization and classification
Practicing to observe spoken and written language
Practising visual recognition
Learning to notice causal connections
Practicing persistent working
Practicing to find ways of working that are best for oneself
Practicing to take responsibility of one's own learning
Practicing to evaluate one's own learning
Learning to find the joy of learning and new challenges
Creating requirements for creative thinking
Practicing creative thinking
Practicing to improvise
Encouraging students to be innovative and express new ideas
Practicing to use imagination and to be innovative
Practicing to use imagination and to be innovative
Practicing to use arts as a way to express
Learning to understand and interpret diverse types of texts
Practicing to set one's own learning goals
Learning to recognise and evaluate arguments and their reasonings
Practicing to look things from different perspectives

The Finnish Educational Quality Certificate

Our Quality Evaluation Method is an academically sound approach to evaluating a product’s pedagogical design from the viewpoint of educational psychology.

The method has been developed with university researchers and all evaluators are carefully selected Finnish teachers with a master's degree in education.

More about the evaluation