A Systematic Review of Studies on Educational Robotics

There has been a steady increase in the number of studies investigating educational robotics and its impact on academic and social skills of young learners. Educational robots are used both in and out of school environments to enhance K–12 students’ interest, engagement, and academic achievement in various fields of STEM education. Some prior studies show evidence for the general benefits of educational robotics as being effective in providing impactful learning experiences. However, there appears to be a need to determine the specific benefits which have been achieved through robotics implementation in K–12 formal and informal learning settings. In this study, we present a systematic review of the literature on K–12 educational robotics. Based on our review process with specific inclusion and exclusion criteria, and a repeatable method of systematic review, we found 147 studies published from the years 2000 to 2018. We classified these studies under five themes: (1) general effectiveness of educational robotics; (2) students’ learning and transfer skills; (3) creativity and motivation; (4) diversity and broadening participation; and (5) teachers’ professional development. The study outlines the research questions, presents the synthesis of literature, and discusses findings across themes. It also provides guidelines for educators, practitioners, and researchers in areas of educational robotics and STEM education, and presents dimensions of future research

Using Pedagogical Tools to Help Hispanics be Successful in Computer Science

Irish, Rodger, Using Pedagogical Tools to Help Hispanics Be Successful in Computer Science. Master of Science (MS), July 2017, 68 pp., 4 tables, 2 figures, references 48 titles. Computer science (CS) jobs are a growing field and pay a living wage, but the Hispanics are underrepresented in this field. This project seeks to give an overview of several contributing factors to this problem. It will then explore some possible solutions to this problem and how a combination of some tools (teaching methods) can create the best possible outcome. It is my belief that this approach can produce successful Hispanics to fill the needed jobs in the CS field. Then the project will test its hypothesis. I will discuss the tools used to measure progress both in the affective and the cognitive domains. I will show how the decision to run a Computer Club was reached and the results of the research. The conclusion will summarize the results and tell of future research that still needs to be done

A General Framework for Digital Game-Based Training Systems

This dissertation introduces a general framework for developing digital game-based training systems. The framework addresses all aspects of education. In that sense, it involves both teacher and student as game players. A visual review log supports teacher-student-communication. Based on the general framework, a novel digital game-based training system for crime scene investigation training called OpenCrimeScene has been developed and implemented.Diese Dissertation führt ein allgemeines Architekturmodell für die Entwicklung von computerspielbasierten Trainingssystemen ein. Das Architekturmodell spricht alle Aspekte der Ausbildung an. In diesem Sinne bezieht es Lehrer und Schüler als Spieler ein. Ein grafisches Bewertungsprotokoll unterstützt die Lehrer-Schüler-Kommunikation. Basierend auf dem allgemeinen Architekturmodell wurde ein neues computerspielbasiertes Trainingssystem zur Tatortsicherung entwickelt und implementiert

計測制御システムの状態遷移を可視化する教材開発と情報教育への応用に関する研究

大阪電気通信大学201

From Nascar to Cirque du Soleil: Lessons in Audience Development

Examines marketing trends and principles in entertainment and performance. Case studies include nonprofit arts organizations, mega-concert promoters, for-profit entertainment conglomerates, sports promoters and religious organizations

Old Meets New: Media in Education – Proceedings of the 61st International Council for Educational Media and the XIII International Symposium on Computers in Education (ICEM&SIIE'2011) Joint Conference

A conferência ICEM&SIIE'2011 foi organizada pela Universidade de Aveiro (Portugal) – membro do European Consortium of Innovative Universities – e pretendeu reunir investigadores, professores e outros profissionais, a nível nacional e internacional, em torno de um tema aglutinador que pretendeu despoletar e colocar a tónica da discussão na dualidade ―old/new‖, ou seja, os participantes foram convidados a discutir: - os media na educação em ambas as perspetivas, mais tradicionais ou modernas, com incidência numas ou noutras ou, ainda, numa perspetiva comparativa; - a conjugação, adaptação e adoção dos media consoante os contextos e objetivos de utilização; - o que os media implicam em termos de tecnologia, barreiras profissionais e /ou sociais; - a relação custo-benefício da utilização dos media em contexto de aprendizagem; - os media em função dos diversos contextos educativos e dos perfis de aprendizagem dos alunos. Para a conferência foram selecionados 76 artigos organizados em 15 sessões paralelas, 13 posters e 9 workshops. A conferência caracterizou-se pelo caráter internacional dos contributos, reunindo 38 artigos em português, 32 em língua inglesa e 6 em espanhol. Estas atas encontram-se organizadas de acordo com o programa da conferência. Em primeiro lugar incluem-se os artigos (full paper e short paper) por sessão, seguem-se os posters e, finalmente, o resumo relativo aos workshops.The ICEM&SIIE'2011 conference was organised by the University of Aveiro (Portugal) – a member of the European Consortium of Innovative Universities – and aimed at gathering researchers, teachers and other professionals, at national and international level, around a focal topic that might trigger and centre the discussion on the ―old/new‖ duality of media in education. Participants were invited to discuss: - old and new media in education, in isolation or comparatively; - how old and new media in education can be combined, adopted and adapted; - what old and new media in education imply in terms of technological, professional and social barriers; - what cost-benefit relationships old and new media in education entail; - how to compare old and new media in education given their particular educational contexts and the students' learning profiles. 76 papers were selected and organised in 15 paralel sessions, 13 posters and 9 workshops. The conference is characterized by the international character of contributions, gathering 38 papers in Portuguese, 32 in English and 6 in Spanish. These procedings are organised according to the programme of the conference. First we find the full and short papers, per session, then posters and finally the abstracts for the workshops

Playing with perspectives : using digital video with teenagers to explore percepts, concepts, and the other's point of view

Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2004.Includes bibliographical references (leaves 108-111).This thesis is based on the interplay between people coming to understand their own minds and coming to understand the minds of others. This interplay is pursued through an examination of the rich and intricate relationship between perceptions and concepts. Working with a number of teenagers from the South Boston community, I have developed a workshop format that allows teenagers to consider the very nature of perspective-taking through the thoughtful design of experimental video works. Adolescents use media-rich design activities to delineate how perceptions relate to conceptions and how this relationship can form a different perspective. In short, teenagers become producers of media, not merely consumers of it, through an approach to the problems of perception. I explain the social, cognitive, and material basis for this work, and unpack an extended case of these elements in use. The hope is that by engaging students in a study of what it might mean to perceive and conceive of something, they may come to realize that perspective-taking is not only possible but is necessary for understanding the complexities of the subjective world. This thesis is less about having teenagers take different perspectives than it is about having them recognize that different perspectives can exist.Michael Smith-Welch.S.M