Between the Social and the Technical: Negotiation of Human-Centered Robotics Design in a Middle School Classroom

Gomoll, Andrea S.; Šabanović, Selma; Tolar, Erin; Hmelo‐Silver, Cindy E.; Francisco, Matthew R.; Lawlor, Orion Sky

doi:10.1007/s12369-017-0454-3

Cited by 17 publications

(12 citation statements)

References 19 publications

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“…Regarding the first issue, we have a total of 210 authors. The most relevant ones (the authors with more than one paper in the selected group) were Eguchi [36,37] and Gomoll et al [48,49]. On the basis of the top 10 authors by Scopus and Google Scholar H‐index, the results can be found in Table 3.…”

Section: Data Results and Data Analysismentioning

confidence: 99%

“…Taking this into account, it is normal that several of the papers were more focused on the methodology followed and the associated benefits. Of these, several are related to PrBL [24,30,31,38,61,64,65,81,85,87,90,109,111,112], PBL [49,73,76,93], or ChBL [20,21,26]. In addition, some studies state that this type of methodological innovation requires training [11,74,104], and specific curricular changes [49,73,76,93], so it is necessary to adapt the learning pathways judging from an institutional point of view. Benefits related to the acquisition of specific competencies: As this study explores STEAM Education, it is normal to find studies related to the competencies commonly associated with STEAM Education, such as computational thinking, problem‐solving, critical thinking, programming, computing and design skills, interdisciplinary skills, computers science autonomy, autonomous learning, negotiating skills, and social abilities.…”

Section: Research Outcomes and Discussionmentioning

confidence: 99%

“…Of these, several are related to PrBL [24,30,31,38,61,64,65,81,85,87,90,109,111,112], PBL [49,73,76,93], or ChBL [20,21,26]. In addition, some studies state that this type of methodological innovation requires training [11,74,104], and specific curricular changes [49,73,76,93], so it is necessary to adapt the learning pathways judging from an institutional point of view. Benefits related to the acquisition of specific competencies: As this study explores STEAM Education, it is normal to find studies related to the competencies commonly associated with STEAM Education, such as computational thinking, problem‐solving, critical thinking, programming, computing and design skills, interdisciplinary skills, computers science autonomy, autonomous learning, negotiating skills, and social abilities. Some examples of this type of papers are References [14,16,20,22,30,31,42,57,58,63,64,66,70,84,92,96,97,102] Benefits related to access to new contexts: One of the most relevant benefits of the changes in technology and methodology in STEAM Education is the possibility of carrying out activities in contexts, which previously were really complex.…”

Section: Research Outcomes and Discussionmentioning

confidence: 99%

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Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Conde-González

Rodríguez‐Sedano

Fernández‐Llamas

et al. 2020

Comp Applic In Engineering

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Nowadays, companies are demanding better‐prepared professionals to succeed in a digital society, and the acquisition of Science, Technology, Engineering, Arts, and Mathematics (STEAM)‐related competencies is a key issue. One of the main problems in this sense is how to integrate STEAM into the current educational curricula. This is not something related to a subject or educational trend but rather to new methodological approaches that can engage students. In this sense, such active methodologies that apply mechatronics and robotics could be an interesting path to pursue. Given this context, the first necessary task in evaluating the potential of this approach is to understand the landscape of the application of robotics and mechatronics in STEAM Education and how active methodologies are applied in this sense. To carry out this analysis in a systematic and replicable manner, it is necessary to follow a methodology. In this case, the researchers employ a systematic mapping review. This paper presents this process and its main findings. Fifty‐four studies have been selected out of 242 total studies analyzed. From these, beyond obtaining a clear vision of the STEAM landscape regarding project topics, we can also conclude that robotics and physical devices have been applied successfully with collaborative methodologies in STEAM Education. Regarding conclusions, this paper shows that robotics and mechatronics applied with active methodologies is to be a good means to engage students in STEAM disciplines and thus aid the acquisition of what is commonly known as “21st‐century skills.”

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Section: Data Results and Data Analysismentioning

confidence: 99%

Section: Research Outcomes and Discussionmentioning

confidence: 99%

Section: Research Outcomes and Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Conde-González

Rodríguez‐Sedano

Fernández‐Llamas

et al. 2020

Comp Applic In Engineering

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“…A few years ago, robot teachers were mere science fiction; however, at present, a number of schools have come to include some form of robot education. This varies from educational programs such as Science, Technology, Engineering, and Mathematics (STEM), in which young children learn to build and program robots (see, e.g., [2,3]), to humanoids that teach children mathematics or language (see, e.g., [4,5]). Multiple studies have shown that robots can be beneficial for learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Robot Tutoring of Multiplication: Over One-Third Learning Gain for Most, Learning Loss for Some

et al. 2021

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In the design of educational robots, it appears to be undecided as to whether robots should show social behaviors and look human-like or whether such cues are insignificant for learning. We conducted an experiment with different designs of social robots built from the same materials, which is unique in robotics research. The robots rehearsed multiplication tables with primary school children in Hong Kong, which is a user group not easily or often accessed. The results show that affective bonding tendencies may occur but did not significantly contribute to the learning progress of these children, which was perhaps due to the short interaction period. Nonetheless, 5 min of robot tutoring improved their scores by about 30%, while performance dropped only for a few challenged children. We discuss topics, such as teaching language skills, which may be fostered by human likeness in appearance and behaviors; however, for Science, Technology, Engineering, and Mathematics (STEM)-related subjects, the social aspects of robots hardly seem to matter.

show abstract

“…Whereas a few years ago, robot teachers were mere science fiction, today a number of schools include some form of robot education. This varies from educational programs such as Science, Technology, Engineering, and Mathematics (STEM) in which young children learn to build and program robots (e.g., Gomoll, Šabanović, Tolar, Hmelo-Silver, Francisco, & Lawlor, 2017;STEMex, 2019) to humanoids that teach children mathematics or language (e.g., Chang, Lee, Chao, Wang, & Chen, 2010;Nuse, 2017). Multiple studies show that robots can be beneficial for learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Robot Tutoring Multiplications: Over One-Third Learning Gain for Most, Learning Loss for Some

Hoorn¹,

Huang²,

Konijn³

et al. 2020

Preprint

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In the design of educational robots, it seems undecided whether robots should show social behaviors and look human-like or that such cues are indifferent to learning. We conducted an experiment with different designs of social robots, rehearsing the multiplication tables with primary school children in Hong Kong. Results show that affective bonding tendencies may occur but did not significantly contribute to the learning progress of these children, perhaps due to the short interaction period. Nonetheless, 5 minutes of robot tutoring improved their scores with about 30% and only for a few challenged children, performance dropped. We discuss that topics such as teaching language skills may be fostered by human likeness in appearance and behaviors but that for STEM-related subjects, the social aspects of robots hardly matter.

show abstract

Between the Social and the Technical: Negotiation of Human-Centered Robotics Design in a Middle School Classroom

Cited by 17 publications

References 19 publications

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Robot Tutoring of Multiplication: Over One-Third Learning Gain for Most, Learning Loss for Some

Robot Tutoring Multiplications: Over One-Third Learning Gain for Most, Learning Loss for Some

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