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

Learning Environment Design and Use

Amid burgeoning international interest in the built environment of education, this SI examines the research, policy, and practice that lies behind the global trends in architecture and pedagogy. It contributes to the developing interdisciplinary understanding of the processes and products of school design at all stages, from ‘visioning’ and brief, through habitation and use, to post-occupancy evaluation. The intention is to build knowledge relating to successful design, educational affordances and outcomes, change management, and the alignment of physical resources with teaching and learning needs. The papers explore the multiprofessional landscape of educational spaces as they are planned, built, and used. Reflecting the diversity of the area, the SI features empirical work using a range of methodologies, transdisciplinary work and novel theoretical framings. It includes co-authored papers whose authorship bridges academic disciplines, research and practice, or research and policy. The over-arching aim was to capture the diversity of research related to learning environments

Fostering computational thinking skills with tangible user interfaces

This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University LondonGiven how technology surrounds our whole life, learning to code is becoming more and more crucial for the general public: think for example of the amount of software involved in managing a flight, or when you just turn on the engine of your car. People want to play an increasingly active role in their life and there is already evidence in an overall heightened interest in coding from the many successful public initiatives aiming at introducing coding skills to a wide audience. Nonetheless, coding skills are not just about programming but require an ability of problem-solving, abstraction, pattern recognition to name but a few; in a word, the so-called Computational Thinking (CT) skills, namely a set of thinking skills, habits, and approaches that are integral to solving complex problems using a computer and widely applicable in today’s information society. Due to this sudden global interest in promoting CT skills to many broad and diverse audiences, several tools and methods have been designed with the aim of supporting the introduction of programming concepts in more effective and less daunting ways than the past. A popular theory of learning that can come to the aid on this matter is Piaget’s constructivism, which argues that people produce knowledge and form new meanings based upon their experiences in the real world and social interactions. Thus, exploiting human’s natural ability for objects manipulation in the physical world and its afforded interactions could be an effective way of supporting users in learning abstract concepts such as the ones underpinning CT. Tangible User Interfaces are an interaction paradigm that was devised to foster collaborative learning and exploit humans’ natural dexterity for physical objects manipulation to provide an easy to use interface that can be used even by inexperienced people. They exploit the physical world to offer a concrete representation of the abstract concepts learners usually struggle with and thus employing them to teach those concepts underpinning CT might represent an effective and engaging way of supporting the learning of such skills. This thesis investigates this claim through the development of a software platform combining its digital and physical features to promote CT skills in different domains. The platform design is informed by a review of related work, a workshop with domain experts, and was validated through a series of studies in different application scenarios which reported promising results in terms of CT support

Metaverse in Education: Vision, Opportunities, and Challenges

Traditional education has been updated with the development of information technology in human history. Within big data and cyber-physical systems, the Metaverse has generated strong interest in various applications (e.g., entertainment, business, and cultural travel) over the last decade. As a novel social work idea, the Metaverse consists of many kinds of technologies, e.g., big data, interaction, artificial intelligence, game design, Internet computing, Internet of Things, and blockchain. It is foreseeable that the usage of Metaverse will contribute to educational development. However, the architectures of the Metaverse in education are not yet mature enough. There are many questions we should address for the Metaverse in education. To this end, this paper aims to provide a systematic literature review of Metaverse in education. This paper is a comprehensive survey of the Metaverse in education, with a focus on current technologies, challenges, opportunities, and future directions. First, we present a brief overview of the Metaverse in education, as well as the motivation behind its integration. Then, we survey some important characteristics for the Metaverse in education, including the personal teaching environment and the personal learning environment. Next, we envisage what variations of this combination will bring to education in the future and discuss their strengths and weaknesses. We also review the state-of-the-art case studies (including technical companies and educational institutions) for Metaverse in education. Finally, we point out several challenges and issues in this promising area.Comment: IEEE BigData 2022. 10 pages, 5 figures, 3 table

Student Engagement in an Online Engineering Afterschool Program During the COVID-19 Pandemic

The COVID-19 pandemic forced much of schooling online and limited students’ access to informal learning opportunities such as afterschool programs. The purpose of this study was to investigate how fourth- and fifth-grade students engaged in an online engineering program and what factors influenced their engagement. We drew on a four-dimensional model of student engagement to describe how students engaged in the afterschool engineering program and to identify the factors that enhanced or inhibited engagement. Using a case study design, we drew on interviews with six program mentors and ten students and observation data from weekly Zoom sessions throughout the 2020–2021 school year. We found examples of all four dimensions of engagement, but also of disengagement. The program influenced student engagement in multiple ways, including through the program mentors’ social, pedagogical, and managerial roles, students’ interest in and enjoyment of engineering, the drawbacks and benefits of the online learning environment and Zoom’s affordances, and the nature of the program’s activities. We connect these factors to the different dimensions of engagement. We conclude with a discussion of how our findings add to research on engineering education in informal online settings and offer implications for practitioners

Modeling Elementary Students\u27 Computer Science Outcomes With In-School and Out-of-School Factors

This two-paper dissertation explores factors influencing the attitudes of Grade 5 students who are learning computer science (CS) in schools. It statistically examines the effects of out and in-school factors on students’ attitudes toward computing. The first paper of this dissertation examines the influence of parental support as perceived by the students on their interest and their self-assessed ability to engage in computer programming, thus underscoring the crucial role of parental support on learners’ attitudes. It also investigates how involving families in CS activities by sending a CS-themed board game influences students’ interest. The study finds that perceptions of parental support positively influence students’ interest and their self-assessed ability to engage in computer programming. It also finds that sending CS artifacts home can significantly mediate the influence of parental support on students’ interest in programming. The second paper focuses on developing reliable measurements of students’ perceptions of mathematics and CS-integrated instructional activities. These measures are called exit tickets and are used to collect immediate student responses relating to their experiences after instructional activities. Building on prior research, this paper statistically examines whether students’ exit ticket responses predict self-assessed ability, interest, and identification with CS. Results show that perceived enjoyment reported on exit tickets significantly predicts self-assessed ability, interest, and identification with CS. Perceived ease also significantly predicts self-assessed ability. The remaining correlations between exit ticket measures and post-survey measures are not significant. The findings suggest that student exit tickets are effective tools to gauge engagement and correlate with student attitudes toward computing. Specifically, students who report finding the lesson enjoyable and easy are more likely to express a positive attitude toward programming. This suggests that brief exit ticket surveys could serve as effective indicators of student engagement, potentially replacing longer surveys. Identifying the factors that shape students’ attitudes toward CS provides valuable insights into the design of instructional methods, curricula, and family engagement strategies. Such initiatives can foster a positive attitude among young learners towards CS, significantly contributing to shaping their beliefs and challenging stereotypes associated with computing

Applications of social theories of learning in health professions education programs: A scoping review

IntroductionIn health professions education (HPE), acknowledging and understanding the theories behind the learning process is important in optimizing learning environments, enhancing efficiency, and harmonizing the education system. Hence, it is argued that learning theories should influence educational curricula, interventions planning, implementation, and evaluation in health professions education programs (HPEPs). However, learning theories are not regularly and consistently implemented in educational practices, partly due to a paucity of specific in-context examples to help educators consider the relevance of the theories to their teaching setting. This scoping review attempts to provide an overview of the use of social theories of learning (SToLs) in HPEPs.MethodA scoping search strategy was designed to identify the relevant articles using two key concepts: SToLs, and HPEPs. Four databases (PubMed, ERIC, ProQuest, and Cochrane) were searched for primary research studies published in English from 2011 to 2020. No study design restrictions were applied. Data analysis involved a descriptive qualitative and quantitative summary according to the SToL identified, context of use, and included discipline.ResultsNine studies met the inclusion criteria and were included in the analysis. Only two SToLs were identified in this review: Bandura's social learning theory (n = 5) and Lave and Wenger's communities of practice (CoP) theory (n = 4). A total of five studies used SToLs in nursing programs, one in medicine, one in pharmacy, and two used SToLs in multi-disciplinary programs. SToLs were predominantly used in teaching and learning (n = 7), with the remaining focusing on assessment (n = 1) and curriculum design (n = 1).ConclusionsThis review illustrated the successful and effective use of SToLs in different HPEPs, which can be used as a guide for educators and researchers on the application of SToLs in other HPEPs. However, the limited number of HPEPs that apply and report the use of SToLs suggests a potential disconnect between SToLs and educational practices. Therefore, this review supports earlier calls for collaborative reform initiatives to enhance the optimal use of SToLs in HPEPs. Future research should focus on the applicability and usefulness of other theories of learning in HPEPs and on measuring implementation outcomes.Systematic Review Registration:https://www.researchregistry.com/browse-the-registry#registryofsystematicreviewsmetaanalyses/registryofsystematicreviewsmeta-analysesdetails/60070249970590001bd06f38/, identifier review registry1069

Belonging: A study of the relationship between migrant women’s social interactions and their perception of their own integration

Migrant women settling in the UK face multiple barriers to integration. This qualitative study explored the experiences of six newly arrived migrant women who attended community ESOL classes (English for Speakers of Other Languages), focusing on the women’s social interactions in English, the places in which social interactions took place and their sense of belonging. Belonging is defined as feeling at ease with oneself and one’s surroundings (Miller, 2003). Data was gathered over one and a half years, using narrative interviews and oral diaries, and analysed using thematic and classic content analysis methods. The study concluded that women’s social interactions took place in four main spheres: local community, public services, work and home. Data demonstrated that social interactions in English affected women’s feelings of belonging from four aspects: material, relational, cultural and temporal. Findings indicated that social interactions supported women to build trust in people who were different to them and to learn cultural knowledge, practices and acceptable behaviours not formally taught in their ESOL sessions, which supported participants to gain access and to feel at ease in unfamiliar spheres. This study will help teachers to recognise the contribution of social interactions to their students’ language development and integration; policy-makers to plan for future ESOL and integration programme development and funding; and assist organisations in designing more effective community ESOL programmes. Recommendations include for practitioners to plan for activities to support social interactions outside the classroom, to consider the importance of digital skills in enabling ESOL learners to participate in online social interactions, and a more joined-up approach with public service organisations to support staff in those roles to understand how to best support migrant clients who are learning English

Ensuring Quality Education and Good Learning Environments for Students

Today, new technologies bring with them an everchanging panorama, forcing us to constantly update our knowledge. For this reason, quality education is necessary in all areas of knowledge and at all educational levels. The quality of our educational systems and the questions raised by reviewing whether our educational institutions offer quality education or not are some of the main reasons why quality education is a topic that, in recent years, has captured the interest of governments, researchers and lecturers, among others. This issue brings together different socioeducational actors with their concerns for and commitments to higher education, in order to achieve the aim of providing people with the competencies necessary to adapt to a changing and competitive world, in which the individual needs to engage in lifelong learning and where education must align with sustainable development goals, such as democracy, justice and equality. All of this provides us with a scenario for reflecting on and researching fundamental questions, such as how to prevent school absenteeism, how to deal with students leaving school early, how to prevent or alleviate the phenomenon of dropping out in higher education, etc. In other words, can we assume that student failure is partly due to the failure of our educational systems? Are we educating self-regulated, critical, learning-motivated and competent students? These and other questions lead us to search for measures with which we can improve the quality of our educational systems by proposing strategies and developing tools to enhance the lecturing–learning processes in our classrooms