Quantitative subjective assessment of fatigue in static muscle effort

Janssen, C.G.C.; Docter, H. J.

doi:10.1007/bf00422430

Cited by 3 publications

(5 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These research instruments are well-validated and standard. Therefore, the results obtained in our studies should be reliable, replicable, transparent, and transferable [45,46,49].…”

Section: Discussionsupporting

confidence: 56%

“…The second question (R.Q.2) was used to collect the ratings, reflecting the levels of necessity or importance of the prerequisites proposed by the responders. The responders followed the standard brainstorming procedures and a 5-point Likert-type rating scale [10,45]. Appendix A shows further details of the rating method and of the scale.…”

Section: Research Study 1 41 Proceduresmentioning

confidence: 99%

“…However, in this article, as a preliminary effort, we attempted to assess each prerequisite subjectively using a Likert scale after conducting formal observations of robotics-enabled lesson activities in actual classroom settings [11]. The field researchers collaborated with each teacher and assessed a selected number of students (38 randomly selected students) for each prerequisite using a Likert-type rating scheme between 1 and 5 (1 was used to indicate the least qualified and 5 was used to indicate the most qualified for a prerequisite) [45]. The above-mentioned 38 students were selected randomly from grade six students who attended robotics-enabled lessons.…”

Section: Research Study 2 51 Proceduresmentioning

confidence: 99%

See 2 more Smart Citations

Digital K–12 STEM Education through Human–Robot Interaction: Investigation on Prerequisites

Rahman

2024

Digital

View full text Add to dashboard Cite

This article aims to explore, investigate, and determine the prerequisites that learners (students) should possess for participating in and being adequately benefitted from digital (robotics-enabled) K–12 STEM education offered through intuitive human–robot interaction. We selected 23 middle school mathematics and science teachers who received training on how to design, develop, and implement robotics-enabled lessons. The teachers then implemented robotics-enabled lessons in actual classroom settings, and separately responded to a survey based on their training, classroom experiences and observations, and self-brainstorming. We derived a set of prerequisite knowledge, skills, and abilities, including their relative importance for the students by analyzing the survey responses. The results showed that the students should not only possess prerequisite knowledge in the subject matter, but also possess behavioral, social, scientific, cognitive, and intellectual skills and abilities to participate in and receive benefits from robotics-enabled human–robot interactive digital STEM education. Out of the many prerequisites, the computational thinking ability of students was identified as one of the most required prerequisites to participate in robotics-enabled digital STEM education. To validate the derived prerequisites, teachers separately assessed the fulfillment of prerequisites by 38 participating students, and the results showed user acceptance, effectiveness, and suitability of the derived prerequisites set. We also identified a set of limitations of the studies and proposed action plans to enable students to meet the prerequisites. The results presented herein can help determine required instructional efforts and scaffolds before implementing robotics-enabled digital STEM lessons, and thus foster incorporating technology-enhanced (robotics-enabled) digital STEM education into K–12 curricula.

show abstract

“…These research instruments are well-validated and standard. Therefore, the results obtained in our studies should be reliable, replicable, transparent, and transferable [45,46,49].…”

Section: Discussionsupporting

confidence: 56%

Section: Research Study 1 41 Proceduresmentioning

confidence: 99%

Section: Research Study 2 51 Proceduresmentioning

confidence: 99%

See 1 more Smart Citation

Digital K–12 STEM Education through Human–Robot Interaction: Investigation on Prerequisites

Rahman

2024

Digital

View full text Add to dashboard Cite

show abstract

“…To do so, the responders were asked to follow a quantitative subjective assessment method [36] based on a five-point Likert scale, where 1 indicated the least necessary and 5 indicated the most necessary prerequisites.…”

Section: Research Methodmentioning

confidence: 99%

“…For research study 2, four field researchers (including two researchers) observed the implementation of various robotics-based math and science lessons taught by five teachers in the classrooms. The two researchers asked each teacher and two other field researchers to assess selected students following a quantitative subjective assessment method [36] based on a five-point Likert scale against each prerequisite, where 1 indicated the least qualified and 5 indicated the most qualified for a prerequisite. As a preliminary effort, the five teachers and four field researchers assessed 38 randomly selected students.…”

Section: Research Methodmentioning

confidence: 99%

Fundamental: Determining Prerequisites for Middle School Students to Participate in Robotics-based STEM Lessons: A Computational Thinking Approach

Rahman

Chacko

Rajguru

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

His research and teaching interests include robotics, mechatronics, control systems, electro-mechanical design, human factors/ergonomics, engineering psychology, virtual reality, artificial intelligence, computer vision, biomimetics and biomechanics with applications to industrial manipulation and manufacturing, healthcare and rehabilitation, social services, unmanned autonomous vehicle (aerial and ground, indoor and outdoor) systems and STEM education.

show abstract