Child-Robot Theater: Engaging Elementary Students in Informal STEAM Education Using Robots

Barnes, Jaclyn; FakhrHosseini, Shabnam; Vasey, Eric; Park, Chung Hyuk; Jeon, Myounghoon

doi:10.1109/mprv.2019.2940181

Cited by 39 publications

(30 citation statements)

References 17 publications

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“…While elementary school students used a remote control to control their robot actors. Barnes et al [37,38] implemented an afterschool program called Child-Robot Theater to promote STEM education for socioeconomically underprivileged students. This program uses robots such as Pleo Reborn, Robosapien, Nao, Darwin, Romo, Zoomer, and BB-8 robots to make a living theater.…”

Section: Introductionmentioning

confidence: 99%

Using Robots with Storytelling and Drama Activities in Science Education

2021

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Storytelling and drama are well-known teaching tools that can be used throughout the curriculum for the active participation of students in their own learning process. The introduction of robots in storytelling and drama activities provides students with a meaningful, multisensory, hands-on learning experience. This paper explores the potential and challenges of using storytelling and drama activities with robot actors in science teaching. We present the lessons learned from two experiences of storytelling and drama activities with robots in science education. Observations revealed that this approach facilitates the development of science concepts, creates a rich context to foster skills in students, creates a positive classroom environment, and improves the students’ attention and motivation. Finally, it was identified that there is a need to design low-cost expressive actor robots that are easily customizable. Additionally, the need to develop multi-robot programming interfaces that facilitate the creation of scripts for robots and their programming is also shown.

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Section: Introductionmentioning

confidence: 99%

Using Robots with Storytelling and Drama Activities in Science Education

2021

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“…. Thus, the STEAM-oriented organization will develop the child's psychology on all three aspects: perception, attitude, and behavior compared to the normal form of organization [10].…”

Section: Research Articlementioning

confidence: 99%

Organizing Activities for Children in the Orientation of Steam Education

Sau¹

2021

TURCOMAT

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The content of the article analyzes the advantages of STEAM education in the implementation of the kindergarten program in the current period and introduces the plan and results of activities for preschool children according to the STEAM orientation at the school at “May 19” Kindergarten - Thai Nguyen City - Thai Nguyen Province. On the basis of theoretical analysis and current situation, the author proposes a number of recommendations to effectively organize activities for preschool children according to the STEAM orientation in Preschools.

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“…It is necessary to pay attention to the physical characteristics of the design, especially if you want to design an educational robot for children (Barnes et al, 2020;Chu et al, 2019). Because physical properties can strongly influence the way children perceive and use it (Yu & Roque, 2018).…”

Section: Design Featuresmentioning

confidence: 99%

Okulöncesi Eğitimde Kodlama, Robotik ve Bilişimsel Düşünme: Magne-Board'un Gelişimi

Demir¹,

Demir²

2021

European Journal of Science and Technology

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The coding education given within the scope of STEM (Science, Technology, Engineering, and Mathematics) education gives children computational thinking skills. Computational thinking involves a set of problem-solving, algorithmically thinking, analytical thinking and critical thinking skills. When the coding education is given to children by an ER (Educational Robotics), the content of the education becomes more tangible and fun. In addition, ER helps develop motor skills and hand-eye coordination. It supports children's social development by directing them to collaboration and teamwork. In this study, an educational coding robot with magnetic board that makes the coding education suitable for preschool children was designed. This platform has attractive visual design, audible and illuminated warnings. In addition, it is computer-independent, easily portable and can be operated wirelessly. The educational robot was introduced for use by 40 children aged 4-5 years old. The interaction of the children with the robot was observed by 10 people in total, consisting of pre-school teachers and academicians. An evaluation form containing open-ended questions has been created to evaluate whether the prepared educational robot is a useful material for teaching pre-school children. Answers and suggestions from users were recorded and interpreted according to content analysis. It was determined that the educational coding robot with magnetic platform developed according to the obtained data is suitable for the pedagogical properties of the target group. In addition, it is concluded that there is an educational material that can be used for the expected purpose.

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Child-Robot Theater: Engaging Elementary Students in Informal STEAM Education Using Robots

Cited by 39 publications

References 17 publications

Using Robots with Storytelling and Drama Activities in Science Education

Using Robots with Storytelling and Drama Activities in Science Education

Organizing Activities for Children in the Orientation of Steam Education

Okulöncesi Eğitimde Kodlama, Robotik ve Bilişimsel Düşünme: Magne-Board'un Gelişimi

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