Using Robots to Raise Interest in Technology Among Underrepresented Groups

Cannon, Kelly; LaPoint, M.A.; Bird, Nathaniel; Panciera, Katherine; Veeraraghavan, Harini; Papanikolopoulos, N.; Gini, Maria

doi:10.1109/mra.2007.380640

Cited by 13 publications

(6 citation statements)

References 8 publications

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“…A s a tool to engage children in science, technology, engineering, and mathematics (STEM) fields, robotics provide a platform in which students can work on open-ended, real-world problems drawing from a wide range of expertise. Robotics have been usedto expose and engage students from all levels in STEM areas, especially those from underrepresented groups, by presenting concepts within familiar and relevant contexts that are both authentic and motivating (Cannon et. al., 2007;Robinson, 2005;Ruiz-del-Solar & Aviles, 2004).Collaborative models are often used in STEM education because they can lead to higher levels of achievement and persistence and more positive attitudes, all of which are crucial for student success (Springer, Stanne, & Donovan, 1999).…”

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confidence: 99%

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Collaborative Robotics Projects for Adolescents with Autism Spectrum Disorders

Yuen

Mason

Gómez-Pau

2014

J Spec Educ Technol

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This study examines the levels of social interaction of students with high-functioning autism spectrum disorders during collaborative robotics projects. An alternating treatments design was used to observe the duration of social interaction of two middle school children with autism spectrum disorders across robotics and nonrobotics instruction as well as structured versus nonstructured activities. Results show that both participants with autism spectrum disorders engaged in higher levels of social interaction during robotics instruction when compared with nonrobotics instruction sessions. However, one participant displayed significantly higher levels of social interaction during nonstructured activities, indicating that the instructional setting may serve as a conditioned punisher for the student's social interactions.

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confidence: 99%

“…to expose and engage students from all levels in STEM areas, especially those from underrepresented groups, by presenting concepts within familiar and relevant contexts that are both authentic and motivating (Cannon et. al., 2007;Robinson, 2005;Ruiz-del-Solar & Aviles, 2004).…”

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confidence: 99%

Collaborative Robotics Projects for Adolescents with Autism Spectrum Disorders

Yuen

Mason

Gómez-Pau

2014

J Spec Educ Technol

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“…Moreover, researchers speak to the value of inclusive settings, which includes children with varying abilities and language levels, for promoting young children's STEM development (Moomaw/Davis 2010). To alleviate the STEM crisis while providing opportunities for underrepresented populations, several researchers recommend the implementation of educational robotics programs and provide strategies to augment the experience (Cannon et al 2007;Ludi 2012; Rosen/Stillwell/Usselman 2012). According to Eguchi (2012), "educational robotics is the term widely used to describe the use of robotics as a learning tool" (p. 3).…”

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confidence: 99%

La Clase Mágica as a Community Based Expansive Learning Approach to STEM Education

Schuetze¹,

Claeys²,

Flores³

et al. 2015

IJREE

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As an alternative to experimental design, using a social design experiment methodology, we analyzed the Academy for Teacher Excellence's La Clase Mágica's (LCM) Robotics Clubs, a university-school collaborative partnership. Given the scarcity of minority representation in the STEM fields (science, technology, engineering, and mathematics), we established robotics clubs to provide young learners, ages 5-14, with STEM opportunities to engage in playful informal learning that promotes creativity, mathematical, and scientific skills along with other forms of literacy. In this manuscript, we describe the learning process that occurs within the robotics clubs established at seven schools who serve large numbers of underserved-underrepresented populations. Multiple data sources include meeting notes, interviews, field notes, and focus groups. The use of multiple data sources, peer-review, and triangulation of the data assisted in establishing trustworthiness. We found that this community based expansive learning approach contributes to the mutual learning benefits of the different participants, learners (protégés) and undergraduate students (mentors).

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“…Fostering an interest in STEM education and careers among youth with disabilities is salient because they are highly employable fields (Cannon, LaPoint, & Bird, 2007). Given that people with disabilities have much lower employment rates than people without disabilities, STEM-related disciplines offer them a viable opportunity for stable, future employment (Cannon et al, 2007; National Science Foundation, 2017; Yuen, Mason, & Gomez, 2014). For example, research highlights that graduates with STEM majors report better employment outcomes and higher earnings than non-STEM graduates (Noonan, 2017).…”

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confidence: 99%

“…Although improving the representation of diverse groups, such as people with disabilities, in STEM fields is a priority for governments and educational institutions (Beckstead & Gellatly, 2006; Government of Canada, 2018), many universities encounter challenges with attracting and retaining underrepresented groups. Therefore, more efforts are needed to introduce youth with disabilities to such fields early on (Cannon et al, 2007).…”

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confidence: 99%

Exploring Skills Gained Through a Robotics Program for Youth With Disabilities

Lindsay

2019

OTJR: Occupational Therapy Journal of Research

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Children with disabilities often have fewer opportunities to engage in science, technology, engineering, and math programs that can enhance their educational and career opportunities. This study explored the quality, experience, and skills learned in a group-based robotics program for youth with disabilities. Survey responses of 23 youth (16 males, 7 females), aged 9 to 14 with a disability, were analyzed using descriptive statistics and thematic analysis. Our results showed that youth with disabilities who participated in a robotics program rated the quality of their experience, perceived impact of the program, and skills gained highly across most items. Children enjoyed participating in the program and especially building the robots and making friends. Clinicians should consider engaging children with disabilities in robotics programs to enhance their participation and skill development.

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Using Robots to Raise Interest in Technology Among Underrepresented Groups

Cited by 13 publications

References 8 publications

Collaborative Robotics Projects for Adolescents with Autism Spectrum Disorders

Collaborative Robotics Projects for Adolescents with Autism Spectrum Disorders

La Clase Mágica as a Community Based Expansive Learning Approach to STEM Education

Exploring Skills Gained Through a Robotics Program for Youth With Disabilities

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