Exploring the use of Android devices and LEGO Mindstorms in Children Color Learning Process

Students are becoming less and less interested to learn about science and technology which causes alert to the education industry. The lack of usage of technology itself in education causes the students to be uninterested to learn as they can only learn the theory but cannot see how it is implemented in the real world. The refusal and slow implementation of incorporating technologies into the education system is also not helping the situation. The reason of the students, the teachers and the system are not really ready to incorporate such technologies worsen the problem.This project mainly aims at introducing a learning approach using interactive technology which is attractive to children and hopefully develops into a new exciting learning pattern that matches the future generation desires. Given the recentness of the approach, the project is also developed with an intention to introduce the new technique involved whilst at the same time paves the way for future work to be conducted related to the incorporation of advanced technology into education process. Using Lego Mindstroms as a learning tools incorporate with an Android device by using a Bluetooth connection will allow children to learn while using technology to interact with the environments. By testing the project to a number of target users, feedbacks are collected and the result and effectiveness of the project are recorded. The objectives of the project are meet and the respondent of the project which are children from age of 3 to 5 give good respond to the prototype. Out of the 10 children tested with the prototype, majority like the project and was able to learn effectively. Parents tend to thinks that it is better for their children to learn from the surrounding than learn with virtual item like learning only using apps that show colors at the screen only. This project will hopefully be the first step in attracting children interest back to the science and technology fields which have been a problem in the last few years

Improving student attitudes towards STEM education by building self-efficacy through robotics education

The United States must grow its science, technology, engineering, and mathematics (STEM) trained workforce in order to fill the jobs projected to be in demand. One of the ways in which this can be done is to tap into the vast population of minorities and women who are underrepresented in the STEM fields. The United States has been looking for ways to improve STEM participation in these groups for many years now, through outreach, legislation and innovative academic programs. The purpose of this research was to examine the impact that a robotics education enrichment program had on elementary, predominantly Latinx students in an inner-city public school in Orange County, California. The study was framed using self-efficacy theory to build approach behaviors towards STEM fields within these students. Student attitudes were measured using the S-STEM survey. In addition, field notes about the students, as well as notes from community of practice meetings amongst the co-sponsors were analyzed to see the impact of the enrichment program on students. The S-STEM survey had no statistical change between pre- and post-treatment survey results. In addition, the subgroups of GATE students, EL students and female students were too small to analyze individually. However, the qualitative data showed some positive outcomes for most students

Using Project Based Learning to Engage Third -Fifth Grade Students in Robotics Education

Includes bibliographical references (pages 36-40)The purpose of this graduate project was to examine the engagement of third through fifth grade students using Lego?? robotics as the catalyst in project based learning. Robotics educations has been on the rise in the last 10 years, but in the elementary schools it has been the driving force for many teachers on how to engage students in todays??? technological advances. Using project based learning and Lego?? robotics creates an engaging environment for students and teachers to cover Common Core States Standards along with the Next Generation Science Standards. This project was created to help guide teachers, administrators and after school counselors with the materials and resources needed in order to start a robotics program at their own location

Exploring the use of Android devices and LEGO Mindstorms in Children Color Learning Process

Students are becoming less and less interested to learn about science and technology which causes alert to the education industry. The lack of usage of technology itself in education causes the students to be uninterested to learn as they can only learn the theory but cannot see how it is implemented in the real world. The refusal and slow implementation of incorporating technologies into the education system is also not helping the situation. The reason of the students, the teachers and the system are not really ready to incorporate such technologies worsen the problem.This project mainly aims at introducing a learning approach using interactive technology which is attractive to children and hopefully develops into a new exciting learning pattern that matches the future generation desires. Given the recentness of the approach, the project is also developed with an intention to introduce the new technique involved whilst at the same time paves the way for future work to be conducted related to the incorporation of advanced technology into education process. Using Lego Mindstroms as a learning tools incorporate with an Android device by using a Bluetooth connection will allow children to learn while using technology to interact with the environments. By testing the project to a number of target users, feedbacks are collected and the result and effectiveness of the project are recorded. The objectives of the project are meet and the respondent of the project which are children from age of 3 to 5 give good respond to the prototype. Out of the 10 children tested with the prototype, majority like the project and was able to learn effectively. Parents tend to thinks that it is better for their children to learn from the surrounding than learn with virtual item like learning only using apps that show colors at the screen only. This project will hopefully be the first step in attracting children interest back to the science and technology fields which have been a problem in the last few years

Robots, Everlasting? A Framework for Classifying CS Educational Robots

Educational robots are an exciting and growing field. While some (Lego Mindstorms, for example) have been around for decades, most are only a few years old and their durability is untested; exacerbating this are those only usable with apps, that may become suddenly unavailable. This has created a nascent but significant problem: schools investing significant time and money for educational robots with little ability to know if they will work for years or just days. Other fields in science, technology, education, and math (STEM) beyond computer science also encounter this issue as more educational robots and apps for those disciplines permeate the market. While this chapter analyzes this issue from a CS perspective, the lessons learned can be applied to other STEM areas. This chapter explores the history of the problem, documents several examples of devices that have succumbed, details the unique and specific needs of school customers, and introduces the Computer Science Risk Analysis Framework for Toys (CS RAFT) to help teachers and schools evaluate a device purchase based on a holistic understanding of device longevity. This study will also provide recommendations for CS and STEM educational robot designers

A scoping review on the relationship between robotics in educational contexts and e-health

In recent years, due to technological advancement, research has been directed to the development and analysis of resources and tools related to educational robotics with particular attention to the field of special needs and training actions aimed at learners, teachers, professionals, and families. The use of robotics in all levels of education can support the development of logical and computational thinking, interaction, communication, and socialization, and the acquisition of particularly complex work practices, for example, in the medical field. The adoption of successful educational robotics training practices can be a potential tool to support rehabilitation interventions for disabilities and comprehensive training for students or future professionals in healthcare. A scoping review was conducted on the main topics “education” AND “robotics” with three specific focuses on complementary themes in educational research about ER: (1) teaching and computational thinking, (2) training in the health sector, and (3) education and special needs. The authors systematically searched two online databases, Scopus and Web of Science, up to April 2022. A total of 164 articles were evaluated, and 59 articles were analyzed, in a particular way N = 33 related to computational thinking, N = 15 related to e-health, and N = 11 related to special needs. The following four questions guided our research: (1) What are the educational and experimental experiences conducted through robotics in transdisciplinary fields? (2) What tools and resources are most used in such experiments (educational robotics kit, humanoid robots, telepresence robots etc.)? (3) What are the constitutive elements of the experiments and studies involving robotics and health in educational contexts? and (4) What are those explicitly related to students with special needs? In this study, part of the research project “Robotics and E-health: new Challenges for Education” (RECE) activated at the University of Modena and Reggio Emilia. RECE aims to investigate the training, educational, cognitive, and legal processes induced by the increasing diffusion of educational robotics and telemedicine in clinical and surgical contexts

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects

Ensino da computação na educação básica

Neste Trabalho de Conclusão de Curso serão abordados temas referentes ao ensino de computação no Ensino Básico. Com o intuito de fazer uma proposta de ensino acessível e replicável, foram feitas análises em modelos de ensino que já estão sendo implementados ao redor do mundo e no território nacional. Para isso, é feita a contextualização de problemas como escassez de profissionais de TI no mercado e falta de letramento digital, buscando como possível solução a implementação do complemento curricular de computação. Um estudo teórico sobre as pesquisas e metodologias de ensino de computação foi realizado para explorar conceitos e analisar a política de ensino de computação no mundo. A partir de entrevistas com figuras públicas da área no Brasil, serão introduzidas as atuais políticas nacionais para o Ensino Básico de computação com a exposição do componente curricular de computação. Para auxiliar na implementação desse currículo, metodologias e atividades serão apresentadas, concluindo com a exposição de oportunidades de implementação local e futuros campos de pesquisa.In this summary, topics related to the teaching of computation in schools will be ad dressed. In order to make an accessible and replicable teaching proposal, analyzes were carried out on teaching models that are already being implemented around the world and in the national territory. Problems such as shortage of IT professionals in the market and lack of digital literacy are contextualized, seeking the implementation of the curricu lar complement of computing as a possible solution. A theoretical study on research and teaching methodologies of computing was carried out to explore concepts and analyze the policy of teaching computing in the world. Based on interviews with public figures in the field in Brazil, the current national policies for K-12 Computer Education are introduced with the exposure of the curricular component of computing. To assist in the implemen tation of this curriculum, methodologies and activities are presented, concluding with the exposure of opportunities for local implementation and future fields of research