Interdisciplinary connections in a mobile computing and robotics course

Kurkovsky, Stan

doi:10.1145/2591708.2591735

Cited by 7 publications

(3 citation statements)

References 21 publications

(17 reference statements)

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“…The various methodologies used when deploying robots in education have included discovery learning, collaborative learning, project-based learning, competition-based learning and compulsory learning with using robots in compulsory part of education (Altin & Pedaste, 2013). There are also studies on robotics activities based on blended learning (Jara et al, 2011), experimental learning (Kurkovsky, 2014) and meta-cognitive learning theories (Ishii et al, 2007). All these methodologies are based on a constructivist approach and they require students to actively participate in robotics activities.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Implementing teacher-centered robotics activities in science lessons: The effect on motivation, satisfaction and science skills

Coşkunserçe

2021

JPR

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In studies on the use of robotic in science education, students are generally expected to design and program robots in specially designed robotic laboratories and during extracurricular activities. Although researchers claim that the student-centered approach and active student participation is more effective, teachers generally have to apply traditional teaching strategies in the field of science education due to the high number of students, a lack of materials, insufficient time and lack of professional teaching skills. Robotics activities can be performed in a traditional classroom environment and within a teacher-centered lesson structure. The aim of this study was to investigate the effect of teacher-centered robotics activities performed in science lessons on students' motivation, to determine their satisfaction with the activities and to collect their opinions about the activities. A parallel mixed-methods design was used for data collection. The results of the study indicated that teacher-centered robotics activities increased the motivation of students to participate in science lessons. Moreover, when the interviews with the students were examined, all of them commented that engaging in robotics activities improved their science skills. In addition, the majority of students were satisfied with the robotics activities and had positive feelings about them, believing that they helped them to learn and were enjoyable and interesting.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Implementing teacher-centered robotics activities in science lessons: The effect on motivation, satisfaction and science skills

Coşkunserçe

2021

JPR

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“…Moreover, these students participated in a learning activity where they had to apply, using an integrated approach, knowledge and skills from these disciplines: Robotics, Object-oriented Programming, Visual Programming and Event-based Programming [24]. A statistical analysis performed in [19] shows the increase of the perception in the relationship among robotics, mobile computing and many other related disciplines -computer vision, electrical engineering, embedded systems, mathematics, mechanical engineering, physics, computer architecture, human-computer interaction and operating systems -of a group of students who took part in a Systems Programming course combining mobile computing and robotics. Thus, interdisciplinarity is also a relevant learning principle in the context of this work:…”

Section: Learning Principlesmentioning

confidence: 99%

“…Currently, the use of robots for educative purposes is widely extended: Robotics is a multidisciplinary study field [17] which provides a learning environment that allows students to consolidate their knowledge in Mathematics, Physics, Electronic Engineering and Computer Science, among other disciplines [18], [19]. Also, there are a variety of development environments based on textual and visual languages for programming educational robots [20].…”

Section: Introductionmentioning

confidence: 99%

A Study on the Suitability of Visual Languages for Non-Expert Robot Programmers

et al. 2019

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A visual programming language allows users and developers to create programs by manipulating program elements graphically. Several studies have shown the benefits of visual languages for learning purposes and their applicability to robot programming. However, at present, there are not enough comparative studies on the suitability of textual and visual languages for this purpose. In this paper, we study if, as with a textual language, the use of a visual language could also be suitable in the context of robot programming and, if so, what the main advantages of using a visual language would be. For our experiments, we selected a sample of 60 individuals among students with adequate knowledge of procedural programming, that was divided into three groups. For the first group of 20 students, a learning scenario based on a textual objectoriented language was used for programming a specific commercial robotic ball with sensing, wireless communication, and output capabilities, whereas for the second and the third group, two learning scenarios based on visual languages were used for programming the robot. After taking a course for programming the robot in the corresponding learning scenario, each group was evaluated by completing three programming exercises related to the robot features (i.e. motion, lighting, and collision detection). Our results show that the students that worked with visual languages perceived a higher clarity level in their understanding of the course exposition, and a higher enjoyment level in the use of the programming environment. Moreover, they also achieved an overall better mark. INDEX TERMS Authoring systems, educational robots, engineering education, interdisciplinary projects, visual programming.

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