Project-Based Learning Focused on Cross-Generational Challenges Georg Jäggle 1 , Munir Merdan 2(&) , Gottfried Koppensteiner 3 , Christoph Brein 3 , Bernhard Wallisch 4 , Peter Marakovits 5 , Markus Brunn 5 , Willfried Lepuschitz 2 , and Markus Vincze 1 1 Institute of Automation and Control, Vienna University of Technology, Vienna, Austria {jaeggle,vincze}@acin.tuwien.ac.at 2 Practical Robotics Institute Austria, Vienna, Austria {merdan,lepuschitz}@pria.at 3 HTL Technologische Gewerbemuseum, Vienna, Austria {gkoppensteiner,cbrein}@tgm.ac.at 4 HTL Donaustadt, Vienna, Austria wall@htl-donaustadt.at 5 HTL Ottakring, Vienna, Austria {peter.marakovits,markus.brunn}@htl-ottakring.ac.at Abstract. The combination of project-based learning and educational robotics to solve real-world challenges can have an impact on the development of stu- dents’ self-ef ficacy, communication and collaboration skills. This paper presents a cross-generational project, which engages high school students in the devel- opment of different practical solutions for specific users’ problems and needs. The students take over the role of co-researchers within the frame of different out-of-school activities and are challenged to identify and solve complex problems. We present the project implementation process that integrates anal- ysis, development and test phases. Also, the evaluation of the impact of the project regarding the involved students is reported in this work. Keywords: Project-based learning Á Educational robotics Á Real-world challenges Á Participative research Á Technical high school 1 Introduction In order to deal with the challenges of the 21st century, pupils and students (future workers) need to be able to think critically and solve problems [1]. Since technology is developing so fast, we do not know what knowledge and skills will be required from them in their future careers [2]. Project-based learning (PBL) is considered an approach for teaching in which students offer the solution for real-world problems or challenges through an extended inquiry process [3]. PBL engages students to research in solving authentic problems by creating objects collaboratively. It can be described as a student- centred teaching method that occurs over a specific time, during which students select, plan, investigate and produce a product, presentation or performance that answers a real-world question or responds to an authentic challenge [4]. The characteristics of © Springer Nature Switzerland AG 2020 M. Merdan et al. (Eds.): RiE 2019, AISC 1023, pp. 145–155, 2020. https://doi.org/10.1007/978-3-030-26945-6_14