Abstract
This study examines the pedagogical effectiveness of electronic training stands in teaching the Robotics course in Kazakhstani universities. A quasi-experimental pre-test/post-test design was employed, with control (N = 95) and experimental (N = 94) groups across three teacher-training institutions. Baseline equivalence in motivation, cognitive knowledge, and practical skills was confirmed through pre-test assessment. During one semester, the experimental group used the locally developed kurastyrgysh.kz platform, which integrates Arduino/Robot Operating System (ROS)-based simulations and interactive virtual laboratory modules. The findings demonstrate substantially greater improvements in student motivation, practical competence, and cognitive understanding in the experimental group compared to traditional instruction. Students reported increased engagement, confidence, and willingness to perform independent tasks, while quantitative results indicated consistent gains across all components. These outcomes support the growing international evidence that virtual and hybrid laboratory environments strengthen learning in engineering and Science, Technology, Engineering, and Mathematics (STEM) education, particularly in resource-constrained settings.