دورية أكاديمية
Social Robots in a Project-Based Learning Environment: Adolescent Understanding of Robot-Human Interactions
| العنوان: | Social Robots in a Project-Based Learning Environment: Adolescent Understanding of Robot-Human Interactions |
|---|---|
| اللغة: | English |
| المؤلفون: | Gerald K. LeTendre (ORCID |
| المصدر: | Journal of Computer Assisted Learning. 2024 40(1):192-204. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Robotics, Student Projects, Early Adolescents, Active Learning, Elementary School Students, Middle School Students, Interaction, Educational Technology, Program Effectiveness |
| DOI: | 10.1111/jcal.12872 |
| تدمد: | 0266-4909 1365-2729 |
| مستخلص: | Background: Although human-robotic interaction is a rapidly burgeoning area of study within education, and social robots are being widely tested for use in schools, few studies have focused on early adolescent interactions with robots under actual classroom conditions. Objectives: We introduced an autonomous, social robot ('Pepper') into a project-based learning environment at a public elementary/middle school in order to see how long-term exposure to a robot in a project-based classroom affected student conceptions of robots. Methods: We conducted unstructured classroom observations, focus-group interviews with students, and took videos of students interacting with the robot at key points in the project. We engaged in joint coding and memo writing to summarize key themes. Results: Our results showed the limitations of these social robots as interactive educational technology, but also revealed the complexity of young adolescent beliefs about robots as social actors. Although current technology limits the ability of robots to be widely deployed in public-school classrooms, skillfully designed interventions using social robots have the potential to motivate and engage students. Takeaways: Exposure to the robot stimulated students to discuss robots as social actors, raised issues about gender identification of artificial agents in the classroom, and stimulated discussion on what constitutes a social being. The initial novelty of the humanoid robot enhanced engagement with the longer-term project and also challenged teachers to be more reflective and flexible in planning the project. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1407200 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0266-4909 1365-2729 |
|---|---|
| DOI: | 10.1111/jcal.12872 |