How Robotics Supports Student Learning
Robotics and 21st Century Learning
Integrating robotics into curriculum can create learning opportunities that engage students in contexts where 21st century learning competencies can be applied. While 21st century learning can be defined in various contexts, common competencies identified include critical thinking, problem solving, collaboration, communication, creativity and reflection (Alberta Education, 2011; Government of British Columbia, 2017; Spector, 2015). A study conducted by Chevalier, Riedo and Mondada (2016) followed a group of 43 inservice K-12 teachers integrating a Thymo robot into various teaching disciplines including science, math, robotics, media and ICT. While the authors did identify that respondents could have a positive bias towards robotics, when asked about how the robot targeted 21st century competencies, feedback was high. In each category, at least 70% of respondents identified the robots engaged students in reflection collaboration, communication, and creative thinking (Chevalier, Riedo & Mondada, 2016). |
Alberta Education's (2011) Framework for 21st Century Learning
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British Columbia Ministry of Education Core Competencies Video
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In an eighth grade science class in California, the science curriculum was revised to include robotics using Lego Mindstorms (Gura, 2012). Students in the robotics course learnt the same curriculum, but with the addition of hands-on experience of designing and building robots. This design involved reflection on the processes and discoveries made along the way. |
Through this model, students engaged in problem-solving during the design, building, programming, and and operation stages, all within specified parameters. This method was designed to mirror problem-solving and decision-making thinking and work processes that professional robotics engineers engage in. Placing students in this role resulted in students thinking critically, practice communication and collaboration, and use technology effectively (Gura, 2012).
Robotics and Student Engagement in Learning
In North Carolina, NAO robots have been implemented in a K-5 elementary school, with a focus on literacy development (Schwartz, 2014). Through a unit on storytelling in kindergarten, the teacher used the robot to tell a story. The chosen story was programmed into the device, which then read it aloud to students. Once complete, questions were posed by the robot to students to reply to (Schwartz, 2014). Teacher perceptions reported a higher student participation rate with students being more willing to retry answering if the robot told them they were incorrect (Schwartz, 2014). |
The Nao Robot
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In second grade, NAO robots were used in a vocabulary lesson on economic terms, such as “income” or “expense” (Schwartz, 2014). In this process, the device was used in conjunction with flashcards. In small groups, the robot would describe a term. Then, students would discuss which answer to choose from the flashcards. Once a decision had been made, the vocabulary term would be held up to the robot, and through visual recognition, the robot read the card and tell them if they’d gotten it right or wrong. In this instance, the teacher perceived not only students collaborating, but increased engagement as well through the use of visual recognition (Schwartz, 2014).
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Robotics Create Hands-On Learning Opportunities Robotics provides opportunities to learn outside of traditional textbook, teacher-driven and lecture-style lessons (Faisal, Kapila, Iskander, 2012; Gura, 2012). A middle school in Hawaii, for example, used Lego Mindstorms as part of a science unit. Using data collection sensors, students investigated sustainable agriculture and how to maintain land resources (Gura, 2012). Mindstorms were used to record temperature, soil moisture, pH levels , and ultraviolet emissions. Using the information retrieved, students then downloaded, interpret, developed a report, similar to how an engineer or scientist would (Gura, 2012). Similarly, an fourth grade classroom in New York incorporated Lego Mindstorms were integrated to assist on the topic of unit conversion, such as yard, foot and inch (Faisal et al. 2012). The task primarily focused on skill development in converting measurements of length from one unit to another with relative ease. Prior to robots being introduced, scaffolding on the topic was provided. Then, a pre-assessment to measure student understanding was administered. Following this, the Mindstorms were used to travel pre-determined distances, marked by masking tape on the floor, providing a visual representation of the units being learnt. This resulted with students independently making the connection between inches, feet and yards. Students recorded distances on a data sheet in all three units to reinforce learning. Once complete, the assessment was administered for a second time. Results determined the average performance of the class increased from 36% to 92% after the hands-on activity (Faisal et al. 2012). |
Sample Lego Mindstorm EV3
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Robotic Applications Used as Assistive Technology
In 2015, a high school in Pennsylvania integrated a Double Telepresence Robot into school culture after a student became injured in a car accident, allowing the student to continue interacting with teachers and peers (Wiercinski, 2015). The device, which would travel up and down school hallways through computer key commands, enabled the student to continue lessons and receive instruction in real time. For example, the robot attended lessons in math on trigonometry, allowed the injured learner to ask questions and work on assignments remotely. While receiving instruction through this method required additional pre-planning on the teachers behalf, such as emailing worksheets in advance so they could be printed, it also enabled the teacher to communicate with the student, ensuring understanding prior to the administration of summative assessments (Wiercinski, 2015).
As part of a research study at Ryerson Univerity in Toronto, Walsh Matthews (2015) investigated how children with autism spectrum disorder (ASD) interacted with NAO Robots. Findings indicated that interaction with the device resulted with some participants demonstrating ease when interacting with the robot. This was attributed to the robots having the ability to repeat actions while maintaining a low stimuli level, being predictable, having confined movements, and speaking in a steady and predictable manner (Ryerson University, 2015). Consequently, findings indicated that the robot assisted in the development of communication skills in ASD participants (Ryerson University, 2015). The study is ongoing, with new findings being released continually. For more information, please visit http://www.ryerson.ca/nao-autism/our-study/
In 2015, a high school in Pennsylvania integrated a Double Telepresence Robot into school culture after a student became injured in a car accident, allowing the student to continue interacting with teachers and peers (Wiercinski, 2015). The device, which would travel up and down school hallways through computer key commands, enabled the student to continue lessons and receive instruction in real time. For example, the robot attended lessons in math on trigonometry, allowed the injured learner to ask questions and work on assignments remotely. While receiving instruction through this method required additional pre-planning on the teachers behalf, such as emailing worksheets in advance so they could be printed, it also enabled the teacher to communicate with the student, ensuring understanding prior to the administration of summative assessments (Wiercinski, 2015).
As part of a research study at Ryerson Univerity in Toronto, Walsh Matthews (2015) investigated how children with autism spectrum disorder (ASD) interacted with NAO Robots. Findings indicated that interaction with the device resulted with some participants demonstrating ease when interacting with the robot. This was attributed to the robots having the ability to repeat actions while maintaining a low stimuli level, being predictable, having confined movements, and speaking in a steady and predictable manner (Ryerson University, 2015). Consequently, findings indicated that the robot assisted in the development of communication skills in ASD participants (Ryerson University, 2015). The study is ongoing, with new findings being released continually. For more information, please visit http://www.ryerson.ca/nao-autism/our-study/
Sheldon using the Double Telepresence Robot