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

RoboSTEAM Project Systematic Mapping: Challenge Based Learning and Robotics

STEAM Education is nowadays a key element for our current digital society. Integrating STEAM and developing competences such as Computational Thinking is highly demanded by the industry and higher education institutions. In order to do so new methodological approaches are required. RoboSTEAM project is an Erasmus+ project defined to address these topics by using of physical devices and robotics employing Challenge Based Learning methodology. One of the first steps in the project development is the definition of current landscape in the research field. Which means to carry out a literature mapping that considers previous applications of Challenge Based Learning in STEAM education and use of robots and physical devices to do so. This paper shows the mapping review process and the main results obtained. The mapping analyze 242 candidate works from the most relevant bibliographic sources and selected 54. Form them it was possible to see that there are not many initiatives on STEM Education related to Challenge base learning and the most of them are specially focused on the application of specific tools and in the development of concrete competences

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

Assessing and Expanding Extracurricular Cybersecurity Youth Activities\u27 Impact on Career Interest

This thesis assesses and expands the potential of extracurricular activities to address the shortage of cybersecurity workers by increasing secondary school students’ interest in these careers. Competitions and badges, two forms of gamification often applied in extracurricular educational activities, have potential to improve motivation and increase interest in related careers, but are significantly understudied in the context of cybersecurity activities. CyberPatriot is the largest cybersecurity competition in the United States for secondary school students. Impact on participants’ career interests is assessed by analyzing responses to recent surveys conducted by the competition organizers. Analysis demonstrates significantly increased interest in cybersecurity in several dimensions relevant to career selection, significantly larger increases for females than males, and persistence of increased interest over time. A survey of U.S. Air Force enlisted members is designed to gauge the impact of cyber-related education activities on developing its cyber workforce. Cybersecurity activity options are expanded by creating a flexible age-appropriate digital forensics activity in which students analyze forensic evidence in folders and files, reconstructing user activity to answer some basic questions. A cybersecurity merit badge is proposed for the Boy Scouts of America with suggested requirements modeled on other successful technology-related merit badges

South African specific complexities in aligning graduate attributes to employability

South African higher education (HE) cannot be compared to any other country’s HE systems due to the unique political landscape and structural narrative that it has undergone. Subsequent to the reorganisation of HEIs in 2004, a number of complexities arose. These included accessibility to education across race and the alignment of the South African HEIs to global pedagogic benchmarks. With the changing political landscape, transformations within higher education, socio economic inequities and changes in the workplace, researchers failed to cognize the impact of these factors on graduate employability. Changing graduate attributes to align with a decolonised curriculum and Fourth Industrial Revolution (4IR) workspaces were transiently underway when COVID-19 set a new narrative for the future of employability. This paper seeks to identify the impact of workplace changes and its direct influence on successful graduate employment and integration into the HE curriculum. The work environment has cursorily moved from 4IR to an advanced stage of the 4IR, where there is a full emphasis on digitisation, non-localised workspaces and is an ostensible playground for digital natives (Generation Z). This paper provides a systematic review of literature in the South African HE contexts that pertains to graduate attributes for employability within the workplace.  The adoption of malleable secondary data will allow for an understanding of the relationship between changing workplace environments and expectations from graduates. This correlation is directly linked to graduate attributes which students need to comply with from year one. The paper will provide context to changes which are required for the future success of graduates, and whether graduate attributes are adequate preparation for employability. A clinical model is recommended with an intervention to manage the risk factors of decolonisation of curriculum, the 4IR and multi-generational workplace and responses to COVID-19

Manufacturing Mississippi\u27s Workforce: An Assessment of Employability Skills as Perceived by Faculty and Senior Students of Four Year Manufacturing Related Degree Programs

A worldwide concern exists that undergraduate programs are not producing graduates with the kind of lifelong learning and professional skills needed for workplace success. Numerous research studies indicate new employees lack needed employability skills such as teamwork, decision-making, and communication. Similarly, recent national and state findings suggest that graduates of Mississippi‟s manufacturing-related degree programs may not be fully prepared to meet the needs of manufacturers in the state. Hence, this research proposes to determine the degree to which Mississippi‟s four-year manufacturing-related degree programs address employability. To answer this question, the present study utilizes descriptive non-experimental research to assess the perception of senior students and faculty in four key areas: 1) the level of importance attached to employability skills; 2) the integration of employability skills in the classroom; 3) students‟ possession of identified employability skills; and 4) strategies used by faculty to integrate employability skills into academic courses

Art and Medicine: A Collaborative Project Between Virginia Commonwealth University in Qatar and Weill Cornell Medicine in Qatar

Four faculty researchers, two from Virginia Commonwealth University in Qatar, and two from Weill Cornell Medicine in Qatar developed a one semester workshop-based course in Qatar exploring the connections between art and medicine in a contemporary context. Students (6 art / 6 medicine) were enrolled in the course. The course included presentations by clinicians, medical engineers, artists, computing engineers, an art historian, a graphic designer, a painter, and other experts from the fields of art, design, and medicine. To measure the student experience of interdisciplinarity, the faculty researchers employed a mixed methods approach involving psychometric tests and observational ethnography. Data instruments included pre- and post-course semi-structured audio interviews, pre-test / post-test psychometric instruments (Budner Scale and Torrance Tests of Creativity), observational field notes, self-reflective blogging, and videography. This book describes the course and the experience of the students. It also contains images of the interdisciplinary work they created for a culminating class exhibition. Finally, the book provides insight on how different fields in a Middle Eastern context can share critical /analytical thinking tools to refine their own professional practices

Characteristics of Science, Technology, Engineering, And Mathematics Mentoring Relationship Practices In Secondary Education Settings: A Case Study

The use of science, technology, engineering, and mathematics (STEM) mentors in public school systems and other organizations has grown comparably with our economy’s increasing demand for STEM industry professionals. However, inspiring students to pursue STEM careers by using STEM industry professionals as mentors requires an understanding of effective mentor practices. Limited research exists that focuses on the mentoring practices students respond to as they make academic and career plans. The purpose of this study was to investigate and identify practices that promote STEM careers among youth. The study sought to answer the question, “What STEM mentor practices, behaviors, and roles do students identify as increasing their interest in pursuing STEM careers?” This study used a qualitative case study methodology. Golden Meadows School District was selected due to its extensive secondary education STEM mentoring programming. STEM education courses and activities are offered district-wide at the Center for STEM Instruction and Innovation (CSII). Golden Meadows was also chosen for the longevity of its program and the variety of STEM-focused project teams. The project teams were supported by industry mentors recruited from local businesses. The study focused on the perspectives of mentees working with industry mentors from various STEM disciplines. Students in the 11th and 12th grades were asked to participate in interviews. Participants answered questions about mentoring experiences that influenced their plans to pursue STEM professions. Interview responses and project team artifact review were used to analyze mentee perspectives. Two themes emerged from the findings which defined practices identified by mentees. The findings revealed that mentees pursuit of STEM careers was influenced by mentor practices that built mentee self-confidence and a comprehensive understanding of STEM careers. The study is supported by previous research focused on the value of mentoring and its use to positively influence young people

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