The Impact of Educational Robots as Learning Tools on Mathematics Learning Outcomes in Basic Education

Leoste, Janika; Heidmets, Mati

doi:10.1007/978-981-13-7361-9_14

Cited by 19 publications

(13 citation statements)

References 13 publications

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“…Case 1 (Robomathematics) aimed to co-create lesson plans integrating educational robots to enhance the learning in mathematics in middle school. A pilot study (Leoste and Heidmets 2018) had shown that use of educational robots was challenging for teachers, as most of them had never programmemed before. Additionally, it was difficult for the teachers to integrate the subject knowledge with the affordances of the educational robots and to adopt new teaching methods, like co-creation, self-regulation, peer tutoring, co-teaching, and teamwork.…”

Section: Teacher Innovation Laboratorymentioning

confidence: 99%

Adopting technology in schools: modelling, measuring and supporting knowledge appropriation

Ley

Tammets

Sarmiento-Márquez

et al. 2021

European Journal of Teacher Education

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Integration of technology in schools rests on effective teacher education programmes that help teachers create new teaching and learning methods and adopt them for classroom use. Social learning processes play a key role in this, but there is a lack of understanding of their role in technology adoption and in evidencing them in teacher education programmes. Using the knowledge appropriation model, we propose a self-report questionnaire instrument to evidence knowledge creation and learning practices during training. With a sample of N = 109 in-service teachers participating in the Teacher Innovation Laboratory, a teacher professional development programme that is built around school−university co-creation partnerships, we demonstrate the instrument to be reliable and to differentiate between groups who completed different programmes. The instrument predicted intended adoption of technology-enhanced learning methods beyond individual level constructs, highlighting the important role that social practices play for the eventual adoption of technologies in the classroom.

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Section: Teacher Innovation Laboratorymentioning

confidence: 99%

Adopting technology in schools: modelling, measuring and supporting knowledge appropriation

Ley

Tammets

Sarmiento-Márquez

et al. 2021

European Journal of Teacher Education

Self Cite

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show abstract

“…RQ2 -What is the students' perception of, and engagement in, the ER-based lecture and exercises? Our hypothesis is that students would find the ER-based lecture and exercises interesting and useful, manifesting in high engagement in these activities and interest to integrate robotics into other mathematics lessons in the long term [21]. Students' appreciation for the proposed ER-based activities was assessed with a within-subjects experiment and via two complementary approaches: an objective assessment of their behaviour during the exercise session and a subjective assessment of their perception of the ER-based theoretical lecture and exercises.…”

Section: -Point Likertmentioning

confidence: 99%

“…Given such premises, it is thus surprising to find that only a limited number of studies explore the benefits of introducing robotics into formal mathematics education [11,29]. In 2019, Leoste and Heidmets [21] conducted a longitudinal study with students from 20 classes, confirming that the use of ER in mathematics lessons improved students' learning outcomes on a national standardised assessment. Their results are coherent with recent studies on the use of the "Concreteness Fading" method in mathematics: Kim [19] found that starting with physical activities that include manipulatives (such as ER) and "gradually fading concreteness to access abstract concepts" effectively supports "students [access to] conceptual understanding in mathematics classrooms".…”

Section: Introductionmentioning

confidence: 99%

Investigating the role of educational robotics in formal mathematics education: the case of geometry for 15-year-old students

Brender¹,

El-Hamamsy²,

Bruno³

et al. 2021

Preprint

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Research has shown that Educational Robotics (ER) enhances student performance, interest, engagement and collaboration. However, until now, the adoption of robotics in formal education has remained relatively scarce. Among other causes, this is due to the difficulty of determining the alignment of educational robotic learning activities with the learning outcomes envisioned by the curriculum, as well as their integration with traditional, non-robotics learning activities that are well established in teachers' practices. This work investigates the integration of ER into formal mathematics education, through a quasi-experimental study employing the Thymio robot and Scratch programming to teach geometry to two classes of 15-year-old students, for a total of 26 participants. Three research questions were addressed: (1) Should an ER-based theoretical lecture precede, succeed or replace a traditional theoretical lecture? (2) What is the students' perception of and engagement in the ER-based lecture and exercises? (3) Do the findings differ according to students' prior appreciation of mathematics? The results suggest that ER activities are as valid as traditional ones in helping students grasp the relevant theoretical concepts. Robotics activities seem particularly beneficial during exercise sessions: students freely chose to do exercises that included the robot, rated them as significantly more interesting and useful than their traditional counterparts, and expressed their interest in introducing ER in other mathematics lectures. Finally, results were generally consistent between the students that like and did not like mathematics, suggesting the use of robotics as a means to broaden the number of students engaged in the discipline.

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“…In recent years, with the advancements in Robotics and Artificial Intelligence (AI), robots have the potential to support and assist humans in a variety of environments, such as homes [5,6], workplaces [7,8], schools [9], and more. One application of robots is in healthcare and this is not a new concept.…”

Section: Introductionmentioning

confidence: 99%

A Survey of Robots in Healthcare

et al. 2021

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In recent years, with the current advancements in Robotics and Artificial Intelligence (AI), robots have the potential to support the field of healthcare. Robotic systems are often introduced in the care of the elderly, children, and persons with disabilities, in hospitals, in rehabilitation and walking assistance, and other healthcare situations. In this survey paper, the recent advances in robotic technology applied in the healthcare domain are discussed. The paper provides detailed information about state-of-the-art research in care, hospital, assistive, rehabilitation, and walking assisting robots. The paper also discusses the open challenges healthcare robots face to be integrated into our society.

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The Impact of Educational Robots as Learning Tools on Mathematics Learning Outcomes in Basic Education

Cited by 19 publications

References 13 publications

Adopting technology in schools: modelling, measuring and supporting knowledge appropriation

Adopting technology in schools: modelling, measuring and supporting knowledge appropriation

Investigating the role of educational robotics in formal mathematics education: the case of geometry for 15-year-old students

A Survey of Robots in Healthcare

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