Pedagogical Uses of Thymio II: How Do Teachers Perceive Educational Robots in Formal Education?

Chevalier, Morgane; Riedo, Fanny; Mondada, Francesco

doi:10.1109/mra.2016.2535080

Cited by 62 publications

(49 citation statements)

References 13 publications

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“…Thymio can be programmed with Aseba open-source programming environment using a VPL or a scripting language. Users may also program Thymio with Blockly, which offers a combination of a VPL and a TPL [141], [142].…”

Section: B 'Basic Code' Roboticsmentioning

confidence: 99%

Educational Robotics: Platforms, Competitions and Expected Learning Outcomes

et al. 2020

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Section: B 'Basic Code' Roboticsmentioning

confidence: 99%

Educational Robotics: Platforms, Competitions and Expected Learning Outcomes

et al. 2020

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“…Ademais, investigações sobre o uso da placa Arduino para a realização de práticas e experimentos envolvendo o oscilador amortecido e transferência radiativa de calor (SOUZA et al, 2011). Nesse contexto de discussão, a Robótica Educacional (RE), que consiste no uso de robôs tendo em vista da proposição e do suporte ao processo de ensino e aprendizagem, tem assumido papel representativo e se revela de forma recorrente em pesquisas nos últimos anos (BENITTI, 2012;CHIN;HONG;CHEN, 2014;CRUZ-MARTIN et al, 2012;KIM et al, 2015;CHEVALIER;RIEDO;MONDADA, 2016).…”

Section: Introductionunclassified

A Robótica Educacional Como Ferramenta Para O Ensino De Cinemática

Teixeira

Mota

Alexandria

et al. 2021

Rev. Elet. Deb. Educ. Cient. Tecnol.

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A Robótica Educacional (RE), que consiste no uso de robôs tendo em vista da proposição e do suporte ao processo de ensino e aprendizagem, tem assumido papel importante e se apresenta de forma recorrente em pesquisas nos últimos anos. Outrossim, num âmbito particular, a (RE) se apresenta como ferramenta também aplicável para o Ensino de Física, uma vez que nesse tipo de abordagem, os dados são adquiridos pelos próprios alunos, o que torna o estudo relativamente mais próximo dos estudantes. Neste trabalho, desenvolveu-se um conjunto de oficinas de RE para o ensino de Cinemática. Para a realização das oficinas foram utilizados Kits LEGO® MINDSTORMS®. Resultados mostram que dos 50% dos alunos que disseram não gostar de Física, 92,31% afirmaram que se sentiriam mais motivados para estudar Física com Robótica Educacional, além disso, 78,57% dos alunos respondeu que se sentiu mais interessado em ir para a escola por conta das oficinas de Física usando a Robótica Educacional, acrescente-se ainda o fato de que 96,43% dos alunos considerou que o uso de robôs melhorou a aprendizagem. Deste modo, os resultados mostram que a abordagem adotada contribuiu positivamente para o ensino de Cinemática, bem como na motivação para o estudo de física e participação ativa nas aulas.

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“…Research in ER has produced robotic platforms to be used for education purposes and with education constraints in mind (i.e., cheap, robust, easy-to-use), which has led to the rise of successful robots such as LEGO Mindstorm [19] and Thymio [15]. Commercial ER platforms have also been marketed towards classroom use [1]. In general, when introducing technologies into classrooms, it is not enough to only consider the usability at the individual or group level but one must also consider the dynamics of the classroom as a whole [3].…”

Section: Introductionmentioning

confidence: 99%

“…Within ER, the majority of the research that has taken a teacher focus has not addressed teacher support tools. Rather, the research has addressed teacher needs through teacher training [1], educational materials [1], or having enough hardware/software equipment [1,10]. However, a greater possibility of technical failures and difficulties of controlling the technology may be the main reasons behind teachers' challenges with robotic activities [16].…”

Section: Introductionmentioning

confidence: 99%

What Teachers Need for Orchestrating Robotic Classrooms

Shahmoradi

Kothiyal

Olsen

et al. 2020

Addressing Global Challenges and Quality Education

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Educational Robots are gaining popularity in classrooms but can increase the load on teachers compared to the use of more traditional technologies. Providing support to teachers can make teachers confident in including robots in their teaching routines. In order to support teachers in managing robotic activities in the classroom, it is important to first understand the challenges they face when engaging with these activities. To investigate these challenges, we observed three teachers managing robotic activities across fifteen standard school sessions, followed by retrospective interviews. In these sessions, students performed group activities on assembling and programming different robotic platforms. The results highlight a) how managing the additional technical complexity of the robotic activity is challenging for teachers b) teachers interventions focus on supporting students make connections between their programs and their robot behaviour in the real-world. Building on our results, we discuss how orchestration tools may be designed to help alleviate teachers challenges and support teachers interventions in robotic classrooms.

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Pedagogical Uses of Thymio II: How Do Teachers Perceive Educational Robots in Formal Education?

Cited by 62 publications

References 13 publications

Educational Robotics: Platforms, Competitions and Expected Learning Outcomes

Educational Robotics: Platforms, Competitions and Expected Learning Outcomes

A Robótica Educacional Como Ferramenta Para O Ensino De Cinemática

What Teachers Need for Orchestrating Robotic Classrooms

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