Using Robots with Storytelling and Drama Activities in Science Education

Abstract

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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“…These results showed a significant improvement in reading skills through storytelling. This result corroborates what Bravo et. al (2021) affirmed.…”

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“…In [26], experiments were conducted with school students in the purpose of identifying methodologies of implementing storytelling and drama activities using robots in science education. It was observed that these methodologies facilitate the teacher's development of scientific concepts with students and that the presence of robots improved the classroom's environment and the students' attention.…”

Chinese Virtues and Resilience among Students in Hong Kong

“…The Ministry of Education, educators, and schools could work together to develop programs or curricula related to resilience and character education to help students learn how to respond to and cope with potential harms and adversity, thus enhancing students’ resilience and character strength [ 73 , 74 , 75 ]. For example, storytelling and drama could be incorporated into character or resilience education [ 76 , 77 , 78 ]. Students could absorb values by listening to or retelling stories.…”