Roboethics in education and society

Peters, Michael A.

doi:10.1080/00131857.2019.1602890

Cited by 4 publications

(1 citation statement)

References 3 publications

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“…In the first phase, this research is derived from the socio-critical paradigm [ 25 , 26 ] by using teacher reflection as a mechanism that incorporates theoretical approaches to educational practice. From the teacher's role, the transformation of a specific social reality happens, namely, learning of numerical methods mediated by the inclusion of humanoid robots [ 27 ]. In a second phase, this work analyzes the active learning [ 28 ] of students in numerical methods, particularly the analysis of the response to the contextual stimulus of robotics.…”

Section: Introductionmentioning

confidence: 99%

NAO robots as context to teach numerical methods

Cruz-Ramírez

García-Martínez

Olais-Govea

2022

Int J Interact Des Manuf

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This article examines the contextual role that NAO humanoid robots play in the learning environment of a numerical methods course through a design-based research approach. Under the design of intentional and reflective planning that emanates from the socio-critical paradigm in education, the feasibility of using this type of robot in the classroom as a motivation element to engage students in understanding numerical analysis issues is addressed. In particular, the active learning of engineering students is achieved by studying such robots' forward and inverse kinematics. The didactical sequence to teach the generalized Newton–Raphson method for solving non-linear equation systems is validated as part of a Hypothetical Learning Trajectory proposed. Besides, this research provides a brief theoretical discussion on reflection-in-action of the teacher of Higher Education level.

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Section: Introductionmentioning

confidence: 99%