Gamification for Maths and Physics in University Degrees through a Transportation Challenge

Hilario, Lucía; Mora, Marta C.; Sánchez, Nicolás. Montés; Romero, Pantaleón D.; Barquero, Sara

doi:10.3390/math10214112

Cited by 3 publications

(3 citation statements)

References 48 publications

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“…This data is further analyzed using the k-means algorithm for clustering the different problem-solving pathways. Nevertheless, the learning path analysis when robotics environments are used in other subjects (e.g., maths or physics) is still an open issue [31], [32].…”

Section: Related Workmentioning

confidence: 99%

Toward Embedding Robotics in Learning Environments With Support to Teachers: The IDEE Experience

Orlando,

Gaudioso,

de la Paz

2024

IEEE Trans. Learning Technol.

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Nowadays there is an increasing interest in using different technologies such as educational robotics in classrooms. However, in many cases, teachers have neither the necessary background to efficiently use these kits nor the information about how students are using robotics in class. To support teachers, learning environments with robotics tools should monitor the students' interaction data while they are interacting with the different resources provided. With the analysis of this data, teachers can obtain valuable information about students' learning progress. In previous work, we presented IDEE, an integrated learning environment that uses robotics to support physics laboratories in secondary education. Students' interactions with IDEE are stored and analyzed using the Additive Factor Model to show the teachers the most significant skills in the learning process and those students who have difficulties with these skills. Now, our goal is to enhance the information given to the teachers to allow them to focus on the specific needs of each student on every different skill involved in the activities and not only the significant skills. To this end, we use a Conjunctive Knowledge Tracing model based on a Hidden Markov Model. In this paper: i) we describe how the CKT model has been adapted to the pedagogical model of IDEE, ii) we show that this model can identify the skills that each student masters and thus, support teachers in identifying learning criticalities in students.

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Section: Related Workmentioning

confidence: 99%

Toward Embedding Robotics in Learning Environments With Support to Teachers: The IDEE Experience

Orlando,

Gaudioso,

de la Paz

2024

IEEE Trans. Learning Technol.

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“…The challenge involves transporting an object in a LEGO EV3 robot, from an initial to a final position without falling, by using a Bézier curve for the robot's path, see previous work [40]. Students select an object and calculate, through the force moment, the acceleration limit so that the object does not fall.…”

Section: The Transportation Challengementioning

confidence: 99%

“…Subsequently, the students design a Bézier curve using an application developed in Geogebra where, by moving the control points, they design the trajectory so that it does not exceed the calculated acceleration limit. Finally, the students test the trajectory generated in the LEGO EV3 robot through an application programmed in Matlab, see [40]. Figure 1 shows the Geogebra application used for the design of the Bézier curve, see Figure 1 (left) as well as photos of the test with the LEGO EV3 robot, Figure 1 (right).…”

Section: The Transportation Challengementioning

confidence: 99%

EXPLORIA, STEAM Education at University Level as a New Way to Teach Engineering Mechanics in an Integrated Learning Process

et al. 2022

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The objective of our research is the implementation of STEAM (Science Technology Engineering Art Mathematics) learning in the bachelor of Engineering in industrial design and product development at CEU Cardenal Herrera University through the EXPLORIA project. This article implements and develops the proposal for the first year of this bachelor, which includes 24 students aged 18–20. This article focuses on how to integrate STEAM learning within the EXPLORIA project for the improvement in the learning of the physics subject, and in particular, regarding the part of the syllabus related to mechanical engineering through different projects, challenges and milestones that allow the student to see the use in the design and development of products. The EXPLORIA project connects the competencies of the different STEAM subjects included in the bachelor, designing a learning process as a logical, sequential and incremental itinerary. Through concepts on which the fundamentals of design are based: shape, volume, color, space and structure. In particular, this article shows the adaptation made in the physical part to be able to teach the integrated mechanics part in this learning process. The complete learning was carried out through several challenges and two milestones the students had to overcome through the application of the physical knowledge learned in class. To validate the effectiveness of the proposed methodology, at the end of the paper, an ad hoc questionnaire is carried out showing the students’ assessment regarding the new teaching methodology.

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Redefining STEAM to STEAM ∀H (STEAM for All Humanity) in Higher Education

Montés,

Barquero,

Martínez-Carbonell

et al. 2024

Education Sciences

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This article presents the revision of the STEAM model originally proposed by Yakman, in 2008, introducing the Human variable, as an extremely important element for the model, which was defined as STEAM ∀H, where ∀H is for all Humanity. This proposal is motivated by several factors. On the one hand, the evolution of industrial design from the 19th century to present, going from designing objects focused on facilitating industrialization and focused on the user, to design focused on the human being and humanity. On the other hand, since the formulation of the STEAM model, different improvements have been proposed in the literature in order to introduce humanistic disciplines into the model, also seeking to introduce society as a fundamental element. For example, the literature has proposed the STREAM model, where R is religion, or STEAM-ED, where -ED implies an approach based on the constructivist social theory. The STEAMS model, where S is Society, has also been proposed to try to improve training in understanding society and the implications of designing for it. Initially Yakman introduces the “A” in the STEM model as the sum of different disciplines that use the word “art” in their description: Fine Arts, Physical Arts, Manual Arts and Liberal Arts. The first three disciplines are associated with the practical and also creative part, while the Liberal Arts approach various disciplines in the humanities and social areas. Yakman’s definition of STEAM was quickly accepted and assimilated by the scientific community. However, for the purposes of application, the “A” is treated fundamentally as that creative and artistic component transversal to the rest of the model, relegating humanistic and social learning to the background. In the first section of this article the redefinition of the “A” in the STEAM model is proposed, which was originally defined by Yakman, by integrating the areas of Fine Arts, Physical Arts and Manual Arts; adding ∀H, as STEAM ∀H, which integrates the Liberal Arts, defining the model as: “the learning of Science and Technology interpreted through Engineering and Art based on the language of Mathematics and taking into account the implications of Science, Technology, Engineering, Art and Math’ for all Humanity” The second section of this article proposes the implementation in detail of the STEAM ∀H model in higher education, specifically, in the first year of the Degree in Industrial Design Engineering and Product Development, where the STEAM areas represented by the subjects of Physics, Mathematics, Basic Design, Representation of Shapes, etc., must be integrated with the subject of Social Doctrine of the Church. The model has been tested in three consecutive courses. An empirical qualitative study, case study method was carried out thorugh multiple-question Likert scale questionnaries to analize the perpective and perception of the participants to the new method. The frequency of the results obtained are shown and analized at the end of the article.

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Gamification for Maths and Physics in University Degrees through a Transportation Challenge

Cited by 3 publications

References 48 publications

Toward Embedding Robotics in Learning Environments With Support to Teachers: The IDEE Experience

Toward Embedding Robotics in Learning Environments With Support to Teachers: The IDEE Experience

EXPLORIA, STEAM Education at University Level as a New Way to Teach Engineering Mechanics in an Integrated Learning Process

Redefining STEAM to STEAM ∀H (STEAM for All Humanity) in Higher Education

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