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By focusing on an English language arts course as the context for CS integration, this exploratory study examined the impact of a robotics-based intervention integrated into a high school language arts class on rural students\u2019 CS self-efficacy. A convergent mixed methods design was applied to collect and analyze qualitative and qualitative data separately. Quantitative results confirmed that the integrated robotics-based intervention significantly improved rural students\u2019 CS self-efficacy. Qualitative findings provided insights on how embodied learning and mastery experience facilitated by the robotics-based intervention fostered rural students\u2019 CS self-efficacy. 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