Dual roles of educational robotics in management education: Pedagogical means and learning outcomes

Tang, Anne L. L.; Tung, Vincent Wing Sun; Cheng, Tiffany

doi:10.1007/s10639-019-10015-3

Cited by 12 publications

(12 citation statements)

References 21 publications

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“…From observations, it was found that the learners were interested in learning from the robot's reactions robot at a satisfactory level, with an average pilot period of 10-15 hours. The instructors at each school actively assisted in the experiment, which was also well supported by the schools [26]. Furthermore, the teaching and learning arrangement depended on the readiness of learners, including their responsibility and discipline, while the challenge of learning affected the success of the test [18,51].…”

Section: -Discussionmentioning

confidence: 99%

“…Therefore, robots can interact with humans in a friendly way and understand human emotions, in addition to expressing emotions through facial expressions, voice, gestures, and body movements in accordance with the conversation context [24]. Another study suggests that robots' sympathetic expressions affect children's positive sense [22], and most students responded that their main motivation was friendship with the robot [26]. Users of social robots must feel safe and comfortable, and the robot should match the user's personality.…”

Section: -1-social Interactionmentioning

confidence: 99%

“…Cognitive function means that learners seek knowledge and learn new information [26]. Studies on the components of robotics for education have found that children have different learning potential that often depend upon their learning experience based on comprehension of the lesson, as well as their interpretation, understanding, and application of using robots [27].…”

Section: -2-cognitive Functionmentioning

confidence: 99%

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Teachers’ Perception for Integrating Educational Robots and Use as Teaching Assistants in Thai Primary Schools

et al. 2021

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This study focused on teachers’ perception for integrating educational robots into learning and the feedback of teachers and students who used an education robot prototype as a part of learning. Data were collected from 510 primary school teachers who were used in a confirmatory analysis of factor model. Confirmatory Factor Analysis (CFA) indicated a good fit with a six-factor model in the observed data, which could be presented through six dimensions of robotic education quality, including social interaction, cognitive function, teaching method, learner characteristics, main features, and content. The prototype-testing phase was carried out using 5th grade students at a primary school in Thailand. The robot was tested for 10 hours, which included 20 students participating in the focus group. The research results showed that integrating the six dimensions of robotic education into the educational robot prototype resulted in a strong positive improvement in the focus groups learners’ behavior and supported the instructors during the learning process. In contrast, some teachers lacked experience and confidence with robots integrated with LMS, which caused challenging obstacles in teaching. The results were achieved when integrating the six-factor model into education robots to improve student learning. Future researchers should expand their studies to look into the opportunities and challenges that teachers and school administrators face in the classroom. Doi: 10.28991/esj-2021-SP1-09 Full Text: PDF

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Section: -Discussionmentioning

confidence: 99%

Section: -1-social Interactionmentioning

confidence: 99%

Section: -2-cognitive Functionmentioning

confidence: 99%

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Teachers’ Perception for Integrating Educational Robots and Use as Teaching Assistants in Thai Primary Schools

et al. 2021

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“…The integration of educational robotics in educational settings has been noted both in and out of school environments to enhance K-12 students' engagement and academic achievement in various fields of STEAM [59] and non-STEAM education [60]. Many systematic reviews on educational robotics in diverse educational settings highlight their potential learning gains [61].…”

Section: B Investigating the Expected Learning Outcomesmentioning

confidence: 99%

Educational Robotics: Platforms, Competitions and Expected Learning Outcomes

et al. 2020

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“…In connection with the use of ICT resources, currently we can find research that seeks to study pedagogical practices and the teacher's conceptions in terms of the use of robots or to the development of computational thinking through robotics in classrooms [23][24][25][26][27][28][29][30]. Additionally, we can find examples of teachers' training in robotics [31], that focused on the STEM approach [32], as an active learning development [33].…”

Section: Introductionmentioning

confidence: 99%

Primary School Teachers’ Conceptions about the Use of Robotics in Mathematics

et al. 2021

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Learning about the conceptions used by primary school teachers towards the use of robotics in class is essential as the first step towards its application in the classroom. Therefore, with the purpose of describing the understanding applied when teaching and learning mathematics use educational robots, research was conducted by means of mixed methods using a descriptive design by survey. Such research consisted of closed questions (Likert-type scale from 1 to 5) and open questions, given to 83 primary school teachers who currently teach students in the first years of school (First to Fourth grade) in two Chilean districts. The results showed that in general, there is a positive predisposition towards the addition of robots in the learning and teaching of mathematic processes during the first years of school, even though teachers claim there is a struggle to incorporate robots in their lessons due to the high number of students and the reduced space in their classrooms.

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Dual roles of educational robotics in management education: Pedagogical means and learning outcomes

Cited by 12 publications

References 21 publications

Teachers’ Perception for Integrating Educational Robots and Use as Teaching Assistants in Thai Primary Schools

Teachers’ Perception for Integrating Educational Robots and Use as Teaching Assistants in Thai Primary Schools

Educational Robotics: Platforms, Competitions and Expected Learning Outcomes

Primary School Teachers’ Conceptions about the Use of Robotics in Mathematics

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