Collaborative Robotics, More Than Just Working in Groups

Taylor, Kellie; Baek, Youngkyun

doi:10.1177/0735633117731382

Cited by 38 publications

(22 citation statements)

References 25 publications

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“…This study is aligned with the findings from a study conducted by Zhang, Xu, Yang, Lai, and Wong (2018) who show that using robots as a simulation game increases students' interest in Science and Technology. Similar findings were reported by a study conducted by Taylor and Baek (2018). Researchers think that robot games are of interest to students because the shapes of the robots come in a variety of colors and movements.…”

Section: Discussionsupporting

confidence: 86%

Students’ Perceptions about the Use of Minimalist Robotic Games in Geography Education

Bikar¹,

Sharif²

2020

Review of International Geographical Education Online

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Recent trends show the number of students studying geography in upper secondary school is declining. Among the reasons identified is that geography is perceived as a very tedious and difficult subject to study. With the rapid development of technology in the twenty-first century, the use of multi-media tools and technologies in education have given a new dimension to the process of teaching and learning. One of the most widely used technological tool is robots. Therefore, this study was conducted to evaluate the perceptions of high school students who are using minimalist robotic games for teaching and learning activities in Geography. Qualitative research methods were used to collect the research data. In total there are 15 groups of students participating in the Science Technology Engineering and Mathematics (STEM) Education Carnival; each group consists of three to six members who have created a minimalist robot game for the subject of Science, Mathematics and Social Sciences. However, there are only two groups of students consisting of two male and four female students who created games for Geography. Therefore, a purposive sampling method was used to select students from these two groups. Six students who participated in the development of a minimalist robotic game for Geography in the STEM education carnival were selected and interviewed. Semi-structured interviews were conducted at the end of the carnival. The data analysis of the interview shows five out of six students had a very positive perception of using minimalist robotics in Geography education. In addition, this study also showed that the use of minimalist robotics in the teaching and learning of Geography also changed the interest and attitudes of students towards learning Geography. The application of minimalist robotics also enhances students' intrinsic motivation to study Geography. implications of this study suggest that minimalist robotics games are an alternative technology teacher can integrate into teaching and learning activities for Geography in schools to enhance students' interest in learning about this subject.

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Section: Discussionsupporting

confidence: 86%

Students’ Perceptions about the Use of Minimalist Robotic Games in Geography Education

Bikar¹,

Sharif²

2020

Review of International Geographical Education Online

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“…A strong relationship between motivation and robotics activities has been reported in the literature. The use of robotics improves students' motivation in STEM education (Kim et al, 2015;Taylor & Baek, 2018), programming courses (Çınar, 2019;McGill, 2012), foreign language education (Hong et al, 2016) and science education (Chin et al, 2014;Koç & Böyük, 2013;Sáez-López et al, 2019;Park, 2015). On the contrary, some research results did not demonstrate any motivational effects from using robots in the classroom (McWhorter & O'Connor, 2009).…”

Section: Discussionmentioning

confidence: 99%

Implementing teacher-centered robotics activities in science lessons: The effect on motivation, satisfaction and science skills

Coşkunserçe

2021

JPR

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In studies on the use of robotic in science education, students are generally expected to design and program robots in specially designed robotic laboratories and during extracurricular activities. Although researchers claim that the student-centered approach and active student participation is more effective, teachers generally have to apply traditional teaching strategies in the field of science education due to the high number of students, a lack of materials, insufficient time and lack of professional teaching skills. Robotics activities can be performed in a traditional classroom environment and within a teacher-centered lesson structure. The aim of this study was to investigate the effect of teacher-centered robotics activities performed in science lessons on students' motivation, to determine their satisfaction with the activities and to collect their opinions about the activities. A parallel mixed-methods design was used for data collection. The results of the study indicated that teacher-centered robotics activities increased the motivation of students to participate in science lessons. Moreover, when the interviews with the students were examined, all of them commented that engaging in robotics activities improved their science skills. In addition, the majority of students were satisfied with the robotics activities and had positive feelings about them, believing that they helped them to learn and were enjoyable and interesting.

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“…Alemi et al (2017) found that learners' motivations were stimulated with the increase in active interactions with robots. They could gain a positive influence when using robots to collaborate, and robots could also help educators make use of scientific, strategic, and purposeful robot design programs to improve learners' attitudes toward the robot experience (Taylor & Baek, 2018). Educational robots are considered to be an effective medium to improve self-efficacy, cultivate learners' understanding of scientific concepts, and promote the development of CT (Jaipal-Jamani & Angeli, 2017).…”

Section: Educational Robots In Ct and Language Learningmentioning

confidence: 99%

Simultaneously Improving Computational Thinking and Foreign Language Learning: Interdisciplinary Media With Plugged and Unplugged Approaches

Hsu

Liang

2021

Journal of Educational Computing Research

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This study proposed plugged and unplugged approaches for young students to simultaneously improve their interdisciplinary learning performance in English and Computational Thinking (CT). The plugged approach involved adopting educational robots to enhance CT and to provide English vocabulary and sentence practice via a board game. The unplugged version of the educational board game involved using a conventional board game without a computer, although it was designed for practicing CT as well as some foreign language vocabulary and conversational sentences. The results show that both approaches were helpful for simultaneously improving the students’ English proficiency of the target vocabulary and sentences, and their CT competence. The students’ foreign language learning anxiety during the English conversation in the plugged game was significantly lower than that of the students playing the unplugged game. On one hand, the cooperation tendency of the CT scale improved significantly for the students playing the unplugged game. On the other hand, the critical thinking of the CT scale improved significantly for those using the plugged approach. This research provides an innovation development and evaluation for plugged and unplugged approaches.

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Collaborative Robotics, More Than Just Working in Groups

Cited by 38 publications

References 25 publications

Students’ Perceptions about the Use of Minimalist Robotic Games in Geography Education

Students’ Perceptions about the Use of Minimalist Robotic Games in Geography Education

Implementing teacher-centered robotics activities in science lessons: The effect on motivation, satisfaction and science skills

Simultaneously Improving Computational Thinking and Foreign Language Learning: Interdisciplinary Media With Plugged and Unplugged Approaches

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