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Examining engagement and achievement in learners with individual needs through robotic-based teaching sessions
Research suggests that robotics can provide an engaging learning experience for learners with special educational needs. However, further work is required to explore the impact of robots within the classroom, particularly for learners with intellectual disabilities (ID). This paper seeks to further explore the potential effects of robots on such learners through examining engagement and goal achievement within teaching sessions. Eleven participants with ID were recruited from two countries to take part in the study using an ABAB design where the participants acted as their own controls. An appropriate learning goal for each participant was selected by the teacher and equivalent control sessions designed seeking to achieve the same learning goal but without the robot. Engagement, using eyeâgaze, learning goal achievement with and without help and goals not achieved provided the outcome measures from the sessions. This study found no significant difference between the robot and the control sessions for any of the outcome measures utilized suggesting robots are as effective as teaching tools as traditional methods. Through an increased sample size and a rigorously applied experimental protocol, this study provides new data and methodological considerations for further work based on the techniques applied in this study
Meaningful Engagement via Robotic Telepresence: An Exploratory Case Study
Recent advances in robotic telepresence have created new opportunities for students that are unable to engage in traditional classroom environments physically. Although these technologies are still being tested in application, early indicators support the idea that robotic telepresence enhances the learning experience by allowing greater autonomy and depth of engagement with peers. This exploratory case study examines the experiences of a fifth-grade student who was limited in her ability to attend school due to illness. It utilizes a qualitative investigation into the experiences of robotic-telepresence from the perspectives of the remote student, peer students in the classroom context, and the teacher. Four central themes emerged from the analysis indicating A) improvements for relational normalcy and autonomy, B) personal agency in learning, C) rapid acceptance and normalization of the robotic device, and D) prescription for future use
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 âeducationâ AND âroboticsâ 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 âRobotics and E-health: new Challenges for Educationâ (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
Robots for inclusive classrooms: a scoping review
Robot-based activities have been proven to be a valuable tool for children with learning and developmental disabilities. However, their feasibility in general educational environments needs further exploration. This scoping review provides a critical examination of robot-based learning experiences involving children with disabilities, implemented either in mainstream schools or in specialized centers in order to gain insight into their potential to support inclusion. For this purpose, a search was conducted in the multidisciplinary Scopus and WoS databases, completed with Dialnet database. Based on PRISMA guidelines for literature reviews, we limited the systematic analysis to 33 papers published after 2009 that contain information on the instructional design and details of how the activities were implemented. On the other hand, studies reporting interventions with robots for clinical purposes were excluded as well as papers focused exclusively on technical developments. Content analysis shows that most experiences lead to improvements in terms of educational goals and/or stakeholdersâ satisfaction. However, the analysis also reported issues that may hinder the adoption of these practices in general classrooms and integrated education services. The reported difficulties include the lack of stability and autonomy of the robots used, the need for aids and adaptations to enable children with sensory and physical impairments to interact easily with the robots, and the requirement of technical support with systemâs setup, implementation and maintenance. We conclude that robots and robotics are a powerful tool to address the needs of diverse learners who are included in mainstream classrooms. This review aims at presenting evidences of good practices and recommendations for successful implementation.Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. The authors did not receive support from any organization for the submitted work.Peer ReviewedPostprint (published version
Centring Human Connections in the Education of Health Professionals
Many of todayâs learning environments are dominated by technology or procedure-driven approaches that leave learners feeling alone and disconnected. The authors of Centring Human Connections in the Education of Health Professionals argue that educational processes in the health disciplines should model, integrate, and celebrate human connections because it is these connections that will foster the development of competent and caring health professionals.
Centring Human Connections in the Education of Health Professionals equips educators working in clinical, classroom, and online settings with a variety of teaching strategies that facilitate essential human connections. Included is an overview of the educational theory that grounds the authorsâ thinking, enabling the educators who employ the strategies included in the book to assess their fit within curriculum requirements and personal teaching philosophies and understand how and why they work.illustrato
Curriculum âReleasing Maths Anxiety with the Use of Robotics
info:eu-repo/semantics/publishedVersio
Almost Like Being There: Embodiment, Social Presence, and Engagement Using Telepresence Robots in Blended Courses
As studentsâ online learning opportunities continue to increase in higher education, students are choosing not to come back to campus in-person for a variety of personal, health, safety, and financial reasons. The growing use of video conferencing technology during the COVID-19 pandemic allowed classes to continue, but students reported a sense of disconnectedness and lack of engagement with their classes. Telepresence robots may be an alternative to video conferencing that can provide learning experiences closer to the in-person experience, which also provides a stronger sense of embodiment, social presence, and engagement in the classroom. This study explored the use of telepresence robots in four undergraduate, humanities, blended learning courses. Sixty-nine students, 43 in-person and 26 remote students, were surveyed using the Telepresence and Engagement Measurement Scale (TEMS) and provided written feedback about their experience. The TEMS measured embodiment, social presence, psychological involvement, and three indicators of engagement: behavioral, affective, and cognitive. Embodiment and social presence were positively correlated as were embodiment and behavioral engagement. There was no significant difference between the two groupsâ perceptions of social presence but there was a significant difference between groupsâ perceptions of engagement. Qualitative data and effect sizes greater than 0.80 supported the reliability and validity of the TEMS instrument as a measurement instrument for future study of blended learning environments using remote tools such as telepresence robots. Provided that technological issues such as connectivity and audio and video quality are addressed, telepresence robots can be a useful tool to help students feel more embodied and socially present in todayâs blended learning classrooms
Action Research: An Investigation of Teacher Perceptions of a Job-embedded Professional Development Program in a Suburban High School
Accountability in education is perhaps the most significant issue faced by school leaders and teachers today. With the reauthorization of the Elementary and Secondary Education Act in the form of No Child Left Behind (NCLB, 2001), school districts have been concentrating efforts directed at student achievement as related to state standardized testing.
School districts have subsequently focused attention more intensely on existing curricula and effective instructional practice to increase student learning. Action research has been used, and is gaining more momentum as a staff development tool, to impact student achievement in classrooms.
Fox Chapel Area School District in Pittsburgh, Pennsylvania has a long-standing tradition of high student achievement and academic success. The adoption of the Professional Education Program (PEP) has enabled the district to provide teachers with staff development opportunities during the school day to closely examine instructional practices and refine daily activities to further improve student achievement. Fox Chapel Area High School (FCAHS) has expanded this to include a specific teacher initiated, action research initiative. Teachers identify areas of inquiry upon which to gather data and make adjustments in instruction and/or assessment to meet or exceed the requirements of federal legislation.
This study was designed to be a comprehensive program evaluation of the PEP program that assessed multiple aspects of the program through the lenses of the classroom teachers who have completed the PEP action research course. Utilizing survey instruments and questionnaires, teachers provided feedback to evaluate PEP\u27s effectiveness as a professional development tool. Data was gathered through both qualitative and quantitative means to establish support for both the cultural impact of action research on the professional staff as well as its impact on student performance.
Data were analyzed comparing three distinct cohorts of educators who completed the action research phase. The data were used to determine if the program had a positive impact on instructional practice and to what degree action research is sustained in the daily lives of the professional educators.
National Staff Development Council\u27s Standards Assessment Inventory was the primary survey instrument used. The Professional Development Survey, Section 2 as designed by Lowden (2005) and published in The Journal of Research in Professional Learning provided additional information specific to instructional practice.
Results of the study suggested that a positive impact occurred with respect to teacher efficacy issues and improvements in instructional practice. Data suggest that action research, when used as a reflective/professional development tool, was sustained after teachers were no longer formally involved in the PEP program as participants. Additional areas of study related to standardized and achievement tests are needed to establish a direct impact on student achievement
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