Promoting STEAM Education with Child-Robot Musical Theater

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

doi:10.1109/hri.2019.8673311

Cited by 12 publications

(6 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…STEAM also allows students to explore STEM concepts through proactive activities that use their whole bodies (e.g., dancing with robots to learn about proportion), so that they can understand complex constructs and their relationships in a more intuitive way than is possible with the passive learning that occurs while sitting at a desk. Obviously, HCI can contribute to this effort by exploring and testing different educational programs for different application domains -programming (Ryokai, Lee, & Breitbart, 2009), robotics (Barnes, FakhrHosseini, Vasey, Park, & Jeon, 2019), math (Brown & Howard, 2013), and language (Kennedy, Baxter, Senft, & Belpaeme, 2016).…”

Section: Creativitymentioning

confidence: 99%

From rituals to magic: Interactive art and HCI of the past, present, and future

Jeon

Fiebrink

Edmonds

et al. 2019

International Journal of Human-Computer Studies

Self Cite

View full text Add to dashboard Cite

The connection between art and technology is much tighter than is commonly recognized. The emergence of aesthetic computing in the early 2000s has brought renewed focus on this relationship. In this article, we articulate how art and Human-Computer Interaction (HCI) are compatible with each other and actually essential to advance each other in this era, by briefly addressing interconnected components in both areas-interaction, creativity, embodiment, affect, and presence. After briefly introducing the history of interactive art, we discuss how art and HCI can contribute to one another by illustrating contemporary examples of art in immersive environments, robotic art, and machine intelligence in art. Then, we identify challenges and opportunities for collaborative efforts between art and HCI. Finally, we reiterate important implications and pose future directions. This article is intended as a catalyst to facilitate discussions on the mutual benefits of working together in the art and HCI communities. It also aims to provide artists and researchers in this domain with suggestions about where to go next.

show abstract

Section: Creativitymentioning

confidence: 99%

From rituals to magic: Interactive art and HCI of the past, present, and future

Jeon

Fiebrink

Edmonds

et al. 2019

International Journal of Human-Computer Studies

Self Cite

View full text Add to dashboard Cite

show abstract

“…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

View full text Add to dashboard Cite

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.

show abstract

“…Este programa es un modelo educativo innovador para crear modelos de clasificación de aprendizaje automático personalizados sin experiencia técnica especializada (Carney et al, 2020) que anima a los estudiantes a conocer las soluciones tecnológicas emergentes. Generar proyecto basados en IA y ML permiten resolver problemas emergentes del mundo real (Sakulkueakulsuk et al, 2018) de manera colaborativa, creativa y mediante un aprendizaje interactivo entre pares y de comprensión (Barnes et al, 2019;Liuy Kromer, 2020).…”

Section: Learningml: Herramienta Digital Educativa Para Aprender Fund...unclassified

Inteligencia Artificial y Machine Learning como recurso educativo desde la perspectiva de docentes en distintas etapas educativas no universitarias

Dúo Terrón,

Moreno Guerrero,

López Belmonte

et al. 2023

RiiTE

View full text Add to dashboard Cite

Artificial Intelligence (AI) is considered the fourth industrial revolution and is bringing about profound changes in 21st century society. Moreover, it has the potential to address major challenges in the field of education such as implementing innovative active methodologies through STEAM projects using AI. The main objective of this research is to identify the impact of machine learning, a subfield of AI, as an educational resource in the teaching-learning process in different non-university educational stages by analysing age, gender and previous experience in AI projects and knowledge from the teachers' point of view. A descriptive and comparative quantitative method was used. The instrument used was based on a 25-item questionnaire with 2 open-ended questions. Teachers (n=92) from the autonomous communities of Asturias, Extremadura and the Autonomous City of Ceuta participated freely and voluntarily in the sample, having attended a training course on AI in order to carry out innovation projects in the classroom. The main results show high average values for all teachers to implement AI-based projects as an educational resource. The results are divided according to gender, age, educational stage and previous experience of the teachers. Teachers between 20-29 years of age, male teachers, teachers belonging to the Early Childhood Education stage and those with previous experience and knowledge in AI have higher scores and ratings. Subsequently, we proceed to the discussion and conclusion of the research. La Inteligencia Artificial (IA) está considerada la cuarta revolución industrial y está provocando profundos cambios en la sociedad del siglo XXI. Además, tiene el potencial de afrontar los mayores retos en el campo de la educación como implantar metodologías activas innovadoras a través de proyectos STEAM utilizando IA. Esta investigación tiene como objetivo principal identificar el impacto que tiene el aprendizaje automático o machine learning, subcampo de la IA, como recurso educativo en el proceso de enseñanza-aprendizaje en diferentes etapas educativas no universitarias analizando la edad, el género y la experiencia previa en proyectos y conocimientos de la IA desde el punto de vista del profesorado. Fue empleado un método cuantitativo de carácter descriptivo y comparativo. El instrumento utilizado está basado en un cuestionario de 25 ítems y 2 preguntas abiertas. En la muestra han participado de manera libre y voluntaria docentes (n=92) pertenecientes a las comunidades autónomas de Asturias, Extremadura y la Ciudad Autónoma de Ceuta, los cuáles han asistido a un curso de formación sobre IA para realizar proyectos de innovación en el aula. Los principales resultados ofrecen unos valores altos de media en todos los docentes para implantar proyectos basados en IA como recurso educativo. Los resultados se dividen en función al sexo, edad, etapa educativa y experiencia previa de los docentes. Presentan mayor puntuación y valoración los docentes entre 20-29 años, los del género masculino, los docentes pertenecientes a la etapa de Educación Infantil y aquellos que tienen experiencia y conocimientos previos en IA. Posteriormente, se procede a la discusión y conclusión de la investigación.

show abstract

Promoting STEAM Education with Child-Robot Musical Theater

Cited by 12 publications

References 1 publication

From rituals to magic: Interactive art and HCI of the past, present, and future

From rituals to magic: Interactive art and HCI of the past, present, and future

Using Robots with Storytelling and Drama Activities in Science Education

Inteligencia Artificial y Machine Learning como recurso educativo desde la perspectiva de docentes en distintas etapas educativas no universitarias

Contact Info

Product

Resources

About