Robot-Aided Learning and r-Learning Services

Han, Jianda

doi:10.5772/8143

Cited by 52 publications

(41 citation statements)

References 26 publications

(57 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There are mainly two kinds of educational robots: educational service robots and hands-on robots (Han, 2010). In particular, learning to teach with robotics is considered to be important to teachers in the 21st century because learning robotics in schools can facilitate students' knowledge building through active inquiry and constructive activities (Bransford, Brown & Cocking, 2000).…”

Section: Case 2: Learning Robotics As Emerging Technology For Convergmentioning

confidence: 99%

Enhancing teachers' ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea

Kim

Choi

Han

et al. 2012

AJET

Self Cite

View full text Add to dashboard Cite

Korean teachers are generally considered well trained to integrate ICT into their teaching since the inception of the first IT Master Plan of Korea in 1996. However, the emergence and adoption of cutting-edge technologies create demands for evolving roles and competencies of teachers in the new knowledge society. Given this changing landscape of teacher education, the purpose of this paper is to explore new educational approaches to enhance teachers' ICT capabilities in the 21st century learning environment in Korea. The literature indicates that the new roles of teachers include new media literacy skills and adaptive expertise with efficiency and innovation. From this perspective, we examined three cases: (1) learning Scratch for computational and creative thinking, (2) learning robotics as emerging technology for convergent and divergent thinking, and (3) learning by design with ICT for systems thinking. The new approaches, such as focusing on thinking skills rather than technical skills, and providing various contexts different from ordinary classroom lessons, help teachers to develop adaptive expertise. On the other hand, participants in all three cases indicated difficulties in integrating new ideas, dealing with various course activities, and understanding unfamiliar design contexts in their comprehensive projects. For further studies, it is necessary to investigate learning processes and outcomes of teachers' learning with more depth and a larger number of cases and multiple sources of data to verify the potentials and challenges of these approaches more rigorously.

show abstract

Section: Case 2: Learning Robotics As Emerging Technology For Convergmentioning

confidence: 99%

Enhancing teachers' ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea

Kim

Choi

Han

et al. 2012

AJET

Self Cite

View full text Add to dashboard Cite

show abstract

“…This call for wellestablished guidelines to how such robots should be designed and in what ways interacting with them can support learning [1]. Thus new areas of research within Human-Robot Interaction (HRI) have emerged, focusing particularly on HRI in education, introducing terms such as r-learning [2] and Child-Robot Interaction [3]. Also the applicability of robots in specific educational curricula such as STEM teaching and language learning [4][5][6] and special needs education [7][8][9][10] has gained increased interest in recent years.…”

Section: Introductionmentioning

confidence: 99%

“…Robots for education are often categorized by their design and functionality [11][12] e.g. as educational robotics (or hands-on robotics) as opposed to educational service robots (social, anthropomorphized robots) [2]. Since hands-on robotic kits generally have been argued to support a constructionist approach to learning [13] research within educational robotics has a tradition for including users in the design and development of such robots through participatory innovation processes [14][15].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Robots for Real: Developing a Participatory Design Framework for Implementing Educational Robots in Real-World Learning Environments

Bertel

Rasmussen

Christiansen

2013

Human-Computer Interaction – INTERACT 2013

View full text Add to dashboard Cite

Abstract. As educational service robots become increasingly accessible, the demand for methodologies that generate knowledge on r-learning applicable to real world learning environments equally increases. This paper proposes a participatory design framework for involving users in the development of robot-supported didactic designs and discusses its applicability to existing educational contexts on the basis of a case study on the implementation and use of the therapeutic robot seal Paro at a school for children with an autism diagnosis.

show abstract

“…Educational service robots which are intelligent can create collaborative relationships with children, make learning more enjoyable and increase students' enthusiasm by lowering their emotional barrier i.e. affective filter (Han, 2010).…”

Section: Different Kinds Of Educational Service Robots and Related Womentioning

confidence: 99%

Applications of Robot Assisted Language Learning (RALL) in Language Learning and Teaching

Aidinlou¹,

Alemi

Farjami³

et al. 2014

IJLL

View full text Add to dashboard Cite

Abstract:This study covers a complete overview of the theoretical rationale of application of robots, other instructional inter faces like CALL, MALL, m-learning, r-learning, different types of robots, their instructional roles , their educational activities, the related researches, findings, and challenges of robotic assisted language learning . Since robotic revolution, many investigators in different countries have attempted to utilize robots to enhance education. As many people in the world have personal computers (PCs), in the following years, Personal Robots (PR) may become the next tool for every one's life. Robots not only have the attributes of CALL/MALL, but also are able for independent movements, voice/visual recognition and environmental interactions, non-verbal communication, collaboration with native speakers, diagnosing pronunciation, video conferencing with native speakers, native speaker tutoring, adaptability, sensing, repeatability, intelligence, mobility and human appearance. Robot-aided learning (r-learning) services can be described as interactive and instructional activities which can be interacted and performed between robots and learners in both virtual and real worlds.

show abstract

Robot-Aided Learning and r-Learning Services

Cited by 52 publications

References 26 publications

Enhancing teachers' ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea

Enhancing teachers' ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea

Robots for Real: Developing a Participatory Design Framework for Implementing Educational Robots in Real-World Learning Environments

Applications of Robot Assisted Language Learning (RALL) in Language Learning and Teaching

Contact Info

Product

Resources

About