Human-centred design methods : developing scenarios for robot assisted play informed by user panels and field trials

Original article can be found at: http://www.sciencedirect.com/ Copyright ElsevierThis article describes the user-centred development of play scenarios for robot assisted play, as part of the multidisciplinary IROMEC1 project that develops a novel robotic toy for children with special needs. The project investigates how robotic toys can become social mediators, encouraging children with special needs to discover a range of play styles, from solitary to collaborative play (with peers, carers/teachers, parents, etc.). This article explains the developmental process of constructing relevant play scenarios for children with different special needs. Results are presented from consultation with panel of experts (therapists, teachers, parents) who advised on the play needs for the various target user groups and who helped investigate how robotic toys could be used as a play tool to assist in the children’s development. Examples from experimental investigations are provided which have informed the development of scenarios throughout the design process. We conclude by pointing out the potential benefit of this work to a variety of research projects and applications involving human–robot interactions.Peer reviewe

The Effect of Group Interactions and Group Structure on Achievement in Elementary School Robotics Classrooms

Jung and Won\u27s (2018) review of elementary school ER found a lack of understanding of instructional practices for ER with young children. Other researchers have called for further studies into what effective classroom orchestration and interaction look like within ER classrooms (Ioannou & Makridou, 2018; Xia & Zhong, 2019). This study was conducted to understand the effect of group interactions and group structure in terms of gender on achievement in elementary school robotics classes. Knowing the effect that interactions have on students\u27 achievement can help inform instructional practices and pedagogies in educational robotics activities (Kucuk & Sisman, 2017). The study was conducted at a primary school in Nonthaburi, Thailand. The participants included 103 second-grade students (44 male, 59 female). A mixed methods embedded research design was used as a framework to make observations of interactions, conduct a robotics assessment, and analyze the data from the assessment. Cooperative learning (CL), which is the use of instructional small groups to maximize learning (Johnson et al., 1999) was used as a lens for observing student interactions. Group processing, positive interdependence, and promotive interactions are some of the primary elements of CL and used as classifications of student interactions in the robotics classrooms and during the assessment. The robotics assessment consisted of multiple challenges where students were given a score in their skills of generalization, algorithmic thinking, and their Level of Achievement (LoA). The LoA was the sum of all the challenges completed. The mean scores of the students’ assessment results were analyzed using separate one-way ANOVAs to explore the effect of group structure and interaction types on achievement. It was found that the types of interactions in a group can have an effect on achievement depending on the types of robotics challenges. It was also found that gender did not have an effect on the student\u27s LoA during their robotics assessment, but it did have an effect on the types of interactions seen among students. It is recommended that for simpler robotics challenges that utilize basic generalization skills, instructors should try to facilitate promotive interactions within the classroom groups. For more advanced robotics challenges that utilize algorithmic thinking skills, instructors should try to facilitate group processing within their classroom groups

Meeting technological challenges? Design and technology in schools 2007–10

Using evidence from Her Majesty’s Inspectors’ focused surveys of primary and secondary schools, this report evaluates the provision of design and technology (D&T) in the curriculum. Most pupils in all of the schools visited enjoyed designing and making products, solving problems and seeing their ideas taking shape. Achievement and provision in D&T were good in about two thirds of the primary schools and just under half of the secondary schools, particularly where up-to-date technologies were used and explained accurately to pupils. However, a lack of subject-specific training for teachers undermined efforts to develop pupils’ knowledge and skills, particularly in using electronics, developing control systems and using computers to aid designing and making. The report also addresses the challenges presented to schools in modernising the D&T curriculum so that it keeps pace with global technological development

Teaching UbiComp with Sense

Modern computer science education has to take account of the recent changes towards smart ubiquitous computing devices. In addition, existing programming languages are needlessly difficult for novice programmers to learn concepts. We have developed Sense, an extension to the graphical programming language Scratch, and an associated sensor/actuator board. Together, these will allow novice undergraduate students to quickly develop their own smart devices while learning the fundamentals of programming. Students will first study with Sense in 2011 but developmental feedback has been positive

Teaching UbiComp with Sense

Modern computer science education has to take account of the recent changes towards smart ubiquitous computing devices. In addition, existing programming languages are needlessly difficult for novice programmers to learn concepts. We have developed Sense, an extension to the graphical programming language Scratch, and an associated sensor/actuator board. Together, these will allow novice undergraduate students to quickly develop their own smart devices while learning the fundamentals of programming. Students will first study with Sense in 2011 but developmental feedback has been positive

Lesson Plans from the Higher Education Course Curriculum for a Distance Learning Model Reinforced with Robotics for 3 to 7 Years Old Children

EARLY recognizes the importance of early childhood education and the potential of digital technologies in enhancing learning experiences. By providing teachers, parents, and children with effective strategies and resources, it aims to improve the quality of online education for young children. To ensure that all preschool children have access to a continuous learning process in different circumstances (e.g., pandemics, prolonged illness or other situations), teachers and parents benefit from being prepared for these different circumstances. The materials developed and offered in the Higher Education Course Curriculum for Distance Learning Model Reinforced with Robotics for 3-7 Years Old Children are, therefore, relevant. Besides the Curriculum itself, which can be used for structuring training or for self-learning, EARLY offers some examples of activities and lesson plans for online activities with educational value. The main target group of this curriculum is pre-service preschool educators (undergraduates in most countries), but the material is also suitable and recommended for experienced preschool educators who want to expand their competences and those who are in close contact with an early childhood learner.info:eu-repo/semantics/publishedVersio

Iowa Public Television’s Planning Targets 2011-2014

Agency Performance Plan, Iowa Public Televisio

SciTechatorium

The Bellevue-Santa Fe Charter School SciTechatorium needs a new educational exhibit for its K-6th grade students. The exhibit must be safe, engaging, and exciting for the students to use, and will ideally introduce students to the topics of Science, Mathematics, Engineering, Art, and Technology (STEAM) concepts. The team has investigated some of the most popular science museums from around the nation, as well as several popular children’s educational toys. This research revealed a need for hands on, focused exhibits to provide an effective educational experience. Many of our favorite existing exhibits give students an opportunity to fail in a safe way, providing them with their first taste of engineering ideation. This document covers the investigation into the background of the issue, attempts to define boundaries for the issue, and provides a preliminary roadmap for the project’s success. Quantifiable specifications are provided for benchmarking and evaluation of potential ideas. After the initial definitions and research, the team plans to begin the ideation process, drafting as many ideas as possible for providing the students with an enjoyable experience