Responding to the challenges of instrumental orchestration through physical and virtual robotics

Haapasalo, Lenni; Samuels, Peter

doi:10.1016/j.compedu.2011.02.006

Cited by 13 publications

(5 citation statements)

References 10 publications

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“…For instance, Sisman and Kucuk (2019) investigated some pre-service teachers' perceptions and experiences in an educational robotics course and found that enjoyment and motivation were strongly correlated with each other. In another study closely related to the present study, Haapasalo and Samuels (2011) argued that the enjoyment by means of robotics in mathematics education could increase students' learning motivation. Thus, we hypothesized that: H7: Students' Enjoyment will predict Learning Motivation.…”

Section: Individual Traits and Computational Thinking Skillsmentioning

confidence: 52%

Exploring Factors That Influence Computational Thinking Skills in Elementary Students’ Collaborative Robotics

Stewart

Baek

Kwid³

et al. 2021

Journal of Educational Computing Research

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Recently educational robotics has expanded into curriculum beyond traditional STEM fields, and which can also be used to foster computational thinking (CT) skills. Prior research has shown numerous interdisciplinary benefits related to CT, however, these influential factors have often been investigated with relatively few variables. This study investigated factors that may lead to 4th and 5th grade elementary school students’ development of computational thinking skills in collaborative robotics activities by hypothesizing a model which proposed that a problem solving inventory, intrinsic motivation, and enjoyment were the main predictors of computational thinking skills. The model was then tested by surveying students with several psychometric inventories where a revised model was then constructed. The study found significant relationships between perceived competence and enjoyment, and learning motivation, and intrinsic motivation. Another important finding was that problem solving was a significant predictor of computational thinking skills. Results were interpreted with reference to implications for possible means of improving learning outcomes when using collaborative robotics in an educational setting.

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Section: Individual Traits and Computational Thinking Skillsmentioning

confidence: 52%

Exploring Factors That Influence Computational Thinking Skills in Elementary Students’ Collaborative Robotics

Stewart

Baek

Kwid³

et al. 2021

Journal of Educational Computing Research

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show abstract

“…Adopting the approach previously suggested in [2], we identify five recommendations implied by these challenges. We provide and evaluate evidence supporting them from associated studies, and shortly discuss the changing role of teachers and the curriculum.…”

Section: Aim Assumptions and Structurementioning

confidence: 99%

“…When considering the learning of mathematics within constructivist paradigm, instead of speaking about 'learning environments', it might be more relevant to adopt the term investigation space (see [2], p. 1489) and [3]), whereby the learning is considered rather as an investigation process -whether individual or collaborative -including both cognitive and psychological aspects. The term 'space' indicates that this process is independent of time, place and formal modes and emphasizes students' own freedom and control.…”

Section: Mathematics Interpreted Through Sustainable Heuristic Activimentioning

confidence: 99%

“…Most interpretations of Papert's ( [49]) ideas have been through virtual systems (such as turtle graphics) rather than physical robots. [2] argues that combining an integrated mathematical construction and visualisation environment such as GeoGebra with a physical robot encourages mathematical development. They explain how such spontaneous research environments promote Learning by Design, all the Z-activities, social and collaborative construction processes, links between conceptual and procedural knowledge, interaction between systematic design and minimal interaction, adapting assessment to instrumentalisation within society, and serve as inhibitor to students' negative mathematical belief systems.…”

Section: Reappraising the Relation Between Technology And Curriculummentioning

confidence: 99%

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Reappraising Learning Technologies from the Viewpoint of the Learning of Mathematics

Haapasalo¹,

Samuels²

2017

TMCS

Self Cite

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Within the context of secondary and tertiary mathematics education, most so-called learning technologies, such as virtual learning environments, bear little relation to the kinds of technologies contemporary learners use in their free time. Thus they appear alien to them and unlikely to stimulate them toward informal learning. By considering learning technologies from the perspective of the learner, through the analysis of case studies and a literature review, this article asserts that the expectation of these media might have been over-romanticised. This leads to the recommendation of five attributes for mathematical learning technologies to be more relevant to contemporary learners' needs: promoting heuristic activities derived from human history; facilitating the shift from instrumentation to instrumentalisation; facilitating learners' construction of conceptual knowledge that promotes procedural knowledge; providing appropriate scaffolding and assessment; and reappraising the curriculum.

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“…One of these papers explores robot-based investigation spaces for mathematics students at secondary level [12]. A generic and modular UMLbased model for virtual laboratories for robotics over the Internet is proposed in [13].…”

Section: Introductionmentioning

confidence: 99%

Teaching robotics and virtual reality in a synergistic approach

Buiu

Buga

Coman

2013

2013 7th IEEE International Conference on E-Learning in Industrial Electronics (ICELIE)

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This paper presents a successful implementation of an undergraduate robotics and virtual reality course that builds upon the synergies existing between these two areas in order to introduce computers and information technology students to some fundamental concepts, through the use of simulation, experiments on real robots and design of robotic creatures in virtual environments. Course objectives, methodological aspects and the main technical solutions are presented in detail. A survey has been proposed in order to evaluate the impact of this course, and parts of it are presented and commented.

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Responding to the challenges of instrumental orchestration through physical and virtual robotics

Cited by 13 publications

References 10 publications

Exploring Factors That Influence Computational Thinking Skills in Elementary Students’ Collaborative Robotics

Exploring Factors That Influence Computational Thinking Skills in Elementary Students’ Collaborative Robotics

Reappraising Learning Technologies from the Viewpoint of the Learning of Mathematics

Teaching robotics and virtual reality in a synergistic approach

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