Robot-Theater Programs for Different Age Groups to Promote STEAM Education and Robotics Research

Ko, Sangjin; Swaim, H.W.; Sanghavi, Harsh; Dong, Jiayuan; Nadri, Chihab; Jeon, Myounghoon

doi:10.1145/3371382.3378353

Cited by 9 publications

(6 citation statements)

References 3 publications

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“…Third, children showed higher interest in the hands-on activities than the lecture slides, and perhaps they wanted to interact with the robots more. This observation is contradictory to the previous study showing that high school students equally enjoyed the intellectual as well as the play aspects (Ko et al, 2020), which is likely due to the age difference. Fourth, some children were shy when they were asked to participate in acting in the final performance even though they were very engaged in the hands-on activities throughout the program.…”

Section: Other Anecdotal Findingscontrasting

confidence: 99%

A Child-Robot Musical Theater Afterschool Program for Promoting STEAM Education: A Case Study and Guidelines

Dong

Choi

et al. 2023

International Journal of Human–Computer Interaction

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With the advancements of machine learning and AI technologies, robots have been more widely used in our everyday life and they have also been used in education. The present study introduces a 12-week child-robot theater afterschool program designed to promote science, technology, engineering, and mathematics (STEM) education with art elements (STEAM) for elementary students using social robots. Four modules were designed to introduce robot mechanisms as well as arts: Acting (anthropomorphism), Dance (robot movements), Music and Sounds (music composition), and Drawing (robot art). These modules provided children with basic knowledge about robotics and STEM and guided children to create a live robot theater play. A total of 16 students participated in the program, and 11 of them were involved in completing questionnaires and interviews regarding their perceptions towards robots, STEAM, and the afterschool program. Four afterschool program teachers participated in interviews, reflecting their perceptions of the program and observations of children's experiences during the program. Our findings suggest that the present program effectively maintained children's engagement and improved their interest in STEAM by connecting social robots and theater production. We conclude with design guidelines and recommendations for future research and programs.

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Section: Other Anecdotal Findingscontrasting

confidence: 99%

A Child-Robot Musical Theater Afterschool Program for Promoting STEAM Education: A Case Study and Guidelines

Dong

Choi

et al. 2023

International Journal of Human–Computer Interaction

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“…Educational robotics has proven to be a valuable tool in science education [22,23]. Robot-based activities can improve students' attitudes towards science education and can be an effective tool to promote STEM or STEAM education [24][25][26][27][28]. Educational robotics also helps to promote science equality.…”

Section: Educational Roboticsmentioning

confidence: 99%

“…The result of this study shows that robotic storytelling provides an authentic context for applying design thinking and developing 21st-century skills. The paper of Ko and collaborators [25] presented how to promote STEAM education through robot-theater programs. In this program, high school and college students learned robot programming to control the behaviors of robot actors.…”

Section: Introductionmentioning

confidence: 99%

Using Robots with Storytelling and Drama Activities in Science Education

2021

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Storytelling and drama are well-known teaching tools that can be used throughout the curriculum for the active participation of students in their own learning process. The introduction of robots in storytelling and drama activities provides students with a meaningful, multisensory, hands-on learning experience. This paper explores the potential and challenges of using storytelling and drama activities with robot actors in science teaching. We present the lessons learned from two experiences of storytelling and drama activities with robots in science education. Observations revealed that this approach facilitates the development of science concepts, creates a rich context to foster skills in students, creates a positive classroom environment, and improves the students’ attention and motivation. Finally, it was identified that there is a need to design low-cost expressive actor robots that are easily customizable. Additionally, the need to develop multi-robot programming interfaces that facilitate the creation of scripts for robots and their programming is also shown.

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“…In the light of STEM education, Κο et al [30] established a "robot-theatre project" with music, theatrical, robotic components. Four different programme-trainings took place with three aged sample groups: 1st group-12 students (6 years), 2nd group-25 students (8 years), 3rd group-40 students (16 years) and different robots were used (ΝΑΟ, Pepper, Darwin).…”

Section: Programming and Codingmentioning

confidence: 99%

Exploring the Learning Gains of Implementing Teacher Humanoid Robots in STEM Education: A Systematic Review

Mertzani,

Drigas

2023

Int. J. Onl. Eng.

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Εducational (or pedagogical) robotics has received increased attention over the last few years based on its effectiveness on the learning process. Humanoid robots have been recently introduced in school settings to mainly support teaching of curriculum-based subjects. However, humanoid robots’ benefits on STEM education in typical classroom settings are less examined by the research literature. Instead, most research studies take place in non-typical school or classroom settings (such as laboratories). The main goal of the current review is to sum up results of relevant research studies about the positive impact of teacher humanoid robots on STEM education. The learning benefits in STEM subjects, programming and reasoning skills are examined too. Sample subject of this review are mainstream students aged 4 to 18 years old and research studies are grouped based on their commonalities such as common learning areas and results.

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Robot-Theater Programs for Different Age Groups to Promote STEAM Education and Robotics Research

Cited by 9 publications

References 3 publications

A Child-Robot Musical Theater Afterschool Program for Promoting STEAM Education: A Case Study and Guidelines

A Child-Robot Musical Theater Afterschool Program for Promoting STEAM Education: A Case Study and Guidelines

Using Robots with Storytelling and Drama Activities in Science Education

Exploring the Learning Gains of Implementing Teacher Humanoid Robots in STEM Education: A Systematic Review

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