Students’ attitudes toward physical sciences play a critical role in their engagement and academic success. However, in Morocco, this subject is often perceived as challenging and disconnected from everyday life, leading to significant demotivation among students. This study investigates the impact of integrating educational robotics (ER) compared to digital simulations on students’ motivation in physical sciences. A sample of 90 middle school students was divided into two groups: an experimental group using educational robots and a control group using simulations. The results show that ER has a significantly positive impact on students’ motivation, enhancing their engagement and interest in science. Despite certain limitations, the research highlights the potential of ER to improve teaching practices in physical sciences in Morocco. The implications of these findings are discussed in the context of integrating educational technologies to foster scientific learning and inform educational policies.