This article by Guimeráns-Sánchez, Alonso-Ferreiro, Zabalza-Cerdeiriña, and Monreal-Guerrero presents a systematic review (2006–2021) on the educational use of e-textiles as a resource for developing STEAM competencies in students aged 6 to 13.
Following the PRISMA guidelines, the authors analyze 35 studies selected after screening 483 records from Scopus, ERIC, WoS, and ACM. The review clearly delineates what has been researched, where, and with which tools, revealing a field that has been expanding since 2013, with a strong presence of conference-based experiences and a predominance of qualitative research designs, particularly case studies.
The results point to a fairly consistent technological and pedagogical pattern: most initiatives employ kits with programmable boards, among which LilyPad stands out by a wide margin, often accompanied by block-based programming languages in many of the experiences.
In terms of learning outcomes, the studies report evidence of improvements in computing, circuitry, and computational thinking, as well as benefits derived from the “visible” and creative nature of sewn electronics, which combines design, craftsmanship, and problem-solving. Methodologically, guided interventions (step-by-step instructions, templates, tutorials) are prevalent, although active approaches (design-based learning and discovery learning) and mixed models, beginning with instruction and progressing toward personally meaningful creation, also emerge.
As a cross-cutting contribution, the review highlights the potential of e-textiles to promote equity and inclusion in STEAM. The studies describe experiences that help reduce gender stereotypes and broaden the participation of minority groups, in a field largely led by female authorship. However, certain limitations are also evident: research is concentrated in a small number of countries, with a clear dominance of the United States, and many initiatives take place in non-formal contexts (clubs, workshops, extracurricular activities). This leaves room for further research on their sustained integration into regular classrooms and on the necessary teacher training.
Overall, the article concludes that e-textiles represent a promising pathway toward truly integrated STEAM education, both technical and creative, while calling for more research in formal educational settings with an explicit focus on gender and equity.
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How to Cite: Guimeráns-Sánchez, P., Alonso-Ferreiro, A., Zabalza-Cerdeiriña, M.-A., & Monreal-Guerrero, I. M. (2024). E-textiles for STEAM education in primary and middle school: a systematic review. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 417–448. https://doi.org/10.5944/ried.27.1.37645
