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

STEM Identity Authoring: Intergenerational Collaborative Learning in Informal STEM Programs

The problem this research addresses is the lack of opportunities for many people to develop positive identification with STEM fields (i.e., science, technology, engineering and math). This multiple case study will investigate STEM identity authoring in three intergenerational collaborative learning partnerships in an informal STEM program. Adults and high school teens were paired in two-day workshops to learn conservation science and geospatial technologies with the goal of designing and implementing community conservation projects and further developing their identification with STEM. This research examined how the design and implementation of intergenerational projects provided opportunities for: (1) adults and teens to demonstrate competence in STEM knowledge and understandings, (2) adults and teens to participate in the performances of STEM practices, and (3) adults and teens to be recognized for their competence in knowledge and performances of STEM fields. The study also examined how underlying social structures (e.g., race, gender, age, socioeconomic status) may have promoted or inhibited identification with STEM. Qualitative methods were used throughout. Data consisted of field observations of intergenerational teams followed by separate semi-structured interviews with each participant. Artifacts such as presentation posters, online maps and websites, educational materials (e.g., pamphlets and booklets) email and forum posts were used as secondary data sources. Findings inform how formal and informal STEM education programs can foster positive identification with STEM fields and lead to increased participation in STEM pursuits throughout the lifespan

ENGAGING DIVERSE YOUTH IN EXPERIENTIAL STEM LEARNING: A UNIVERSITY AND HIGH SCHOOL DISTRICT PARTNERSHIP

This paper presents the results of a partnership between a New Jersey school district and four-year university seeking to enhance STEM programming for the district’s diverse student population. The project utilized a STEM-focused experiential unit integrated into existing ninth grade school non-science classes (social studies and career readiness courses). A quasi-experimental double pre- and post-test design was used to gauge feeling towards and interest in STEM study among the diverse sample population over a two- year period. Data from Year One was used to refine and adjust the Year Two structure. Results offer credence to the use of focused STEM units with general population students to influence interest in science and STEM-related careers. The experiential component of the unit was most well-received with students supporting its integration into a non-science classroom. Keywords: STEM, robotics, diverse, experiential learnin

Kentucky 4-H Minimizes Barriers to STEM Education

Science, Technology, Engineering, and Math (STEM) programs are a national priority. The increase in the number of jobs that require a STEM-minded workforce raises the demand for education systems and communities to focus on fostering the development of STEM competencies of students. American youth are not gaining the skills necessary to compete in the global workforce. This study investigates how Kentucky 4-H minimizes the barriers of accessing STEM programs for youth in grades 4-8. Barriers of accessing STEM programs investigated are: lack of funding and resources, time, professional development, integration across curriculum, and out-of-school experiences. 4-H is the largest youth development organization in the world. Areas of national focus in 4-H curriculum include: STEM, agriculture, citizenship, and healthy living. This study surveyed all 120 Kentucky counties via an online questionnaire in October 2017. Sixty-five county-based 4-H professionals responded. The instrument contained Likert-type and investigative questions probing STEM-related programming offered within the county 4-H program. Questions within the instrument investigated the use of national science standards, national 4-H standards, and barriers identified through existing literature. The study found that 4-H professionals implement the use of national science curriculum and 4-H curriculum as they offer STEM programming within their county, which is predominately funded by Cooperative Extension monies. 4-H programs utilize experiential learning approaches through interdisciplinary lessons in STEM that empower youth to develop competencies related to the Essential Elements of Positive Youth Development, The Engineering Design Process and The Experiential Learning Model. This research can be utilized in the future to expand STEM programming opportunities for youth in Kentucky

The Tech Café, A Social Action Makerspace: Middle school students as change agents

Makerspaces are fertile grounds for students to develop innovative products infused with STEAM principles and cross disciplinary content knowledge; build technological fluency; and support positive developmental growth. Yet, rarely do Makerspaces prioritize these outcomes. Rather, they tend to revolve around the creation of novel objects using cutting-edge technology; craftwork unhinged from their historical, social, political, or academically-relevant underpinnings; and/or the hacking of so-called “black boxes”. What happens when an educator designs and implements a research-based and content-driven in-school Makerspace? Drawing on field observations, interviews, artifact analysis, and the Developmental Assets Profile (DAP) survey, this mixed methods study explored the experiences of students from two urban middle school classes (n=51) who participated in a social action themed Makerspace called the “Tech Café.” Working from a transformative research perspective, the Tech Café also sought to address the “participation divide”— a term suggesting that higher socioeconomic status students have more opportunity to produce media creatively than students of low socioeconomic status. Qualitative results indicated that students reported increased agency in their ability to effect positive change in their world. They engaged in powerful collaborations with diverse members of the school’s learning community as they worked toward solutions using low- and high-technology tools. Their products included a cigarette smoke detecting shirt, an edible insect bug stand, and a stationary making kit utilizing recycled paper. Student profiles incorporated their chosen social issue; steps and challenges in product creation; and outcomes pertaining to technological fluency and sense of agency to affect change. Findings showed that students may have benefited from scaffolding to deepen their understanding of important social issues through research. Quantitative results of the DAP were statistically analyzed according to measures of Positive Identity, Positive Values, Commitment to Learning, Empowerment, and Social Competencies and indicated that no statistically significant differences existed in the pretest-posttest survey scores of participants (n=30). However, a descriptive analysis of score improvement showed that students who successfully created products in the Tech Café moved to higher DAP score ranges more often than those who did not create products. The study concludes with recommendations pertaining to the implementation of Makerspaces in schools

Elementary Educators\u27 Attitudes about the Utility of Educational Robotics and Their Ability and Intent to Use It with Students

Educational robotics (ER) combines accessible and age-appropriate building materials, programmable interfaces, and computer coding to teach science and mathematics using the engineering design process. ER has been shown to increase K-12 students\u27 understanding of STEM concepts, and can develop students\u27 self-confidence and interest in STEM. As educators struggle to adapt their current science teaching practices to meet the new interdisciplinary nature of the Next Generation Science Standards, ER has the potential to simultaneously integrate STEM disciplines, engage and inspire students in mathematics and science, and build connections to STEM careers. One challenge is a lack of documented models for preparing educators, particularly at the elementary level, to effectively use robotics in their classrooms. The lack of scholarship on appropriate robotics platforms for elementary learners, reliable techniques of delivering professional development in ER, or standardized instruments that can reliably measure elementary educators\u27 self-efficacy with robotics suggests there is a need for such research. The primary purpose of this study was to investigate the impact of a four-hour, hands-on, ER professional development workshop on K-5th grade educators\u27 attitudes about their ability to teach ER, the value (utility) of the technology, and their desire to use it (intent). An 18-question survey was administered before (pre-) and after (post-) the workshop, as well as a third time after educators had an opportunity to use robotics with students (post-post). In order to extend and explain the quantitative data, 60% of the educators who completed all three surveys were also interviewed. This study sought to determine if any of the trained educators also participated in after-school robotics competitions, and if so what impact that had on their attitudes of using ER. Results comparing the pre to post workshop means determined that there were statistically significant differences with large effect sizes in educators\u27 attitudes across all three subscales. The interviews supported the conclusion that the workshop and classroom kits are important for successful implementation of ER in classrooms. Post use surveys did not result in statistically significant differences in educators\u27 attitudes, demonstrating persistence of attitudes consistent with the interview results that revealed educators value the hands-on nature of ER which they believe increases student engagement in STEM and cross-curricular learning. A case-study of one educator suggests that participation in FIRSTRTM LEGORTM League Jr. increased the skills, confidence, and engagement of both the teacher and students which led to the integration of engineering practices, and school-wide interest in ER. This study demonstrates the importance of high-quality professional development in increasing educators\u27 self-efficacy with using ER with elementary students, and suggests that new tablet-based, wireless robotics platforms, such as the LEGORTM WeDo 2.0 enable younger learners to engaged with this technology. Additional research is necessary to better understand the impact of ER on students, and to identify and study schools where ER helped lead a transformation of the teaching toward constructionism. It is vital for the success of our children and our nation that we engage and inspire students in STEM subjects and career pathways at an early age if we are to meet the needs of the 21st century job market, reduce disparities in STEM fields, and maintain our place in the global economy

Technology Enabled Social Responsibility Projects and an Empirical Test of CSR\u27s Impact on Firm Performance

Multinational firms publish annual corporate social responsibility (CSR) reports to signal to stakeholders they are ‘doing better by doing good.’ However, many firms have not effectively integrated technology with CSR to generate impactful long-term solutions. The era of mindful consumption is about creating hi-tech opportunities to satisfy consumers as well as limit resource use. In this research we examine how CSR is revolutionized by technology. We present research based on in-depth conversations with experts and illustrative case studies on how AI is disrupting the world of CSR. Specifically, we examine how the latest technologies in artificial intelligence (AI) and machine learning (ML) are changing perspectives on CSR for countries, industries, firms, and nongovernmental organizations (NGOs). We present an extended stakeholder framework to display the way technology is fundamentally changing how international business is conducted. This research also quantitatively examines the financial impact that CSR has on tangible returns for multinational enterprises (MNEs). Through the lens of institutional theory, we examine which industries CSR and sustainability yield the most beneficial returns over time

Adult Learning Sign Language by combining video, interactivity and play

One in every six persons in the UK suffers a hearing loss, either as a condition they have been born with or a disorder they acquired during their life. 900,000 people in the UK are severely or profoundly deaf and based on a study by Action On Hearing Loss UK in 2013 only 17 percent of this population, can use the British Sign Language (BSL). That leaves a massive proportion of people with a hearing impediment who do not use sign language struggling in social interaction and suffering from emotional distress, and an even larger proportion of Hearing people who cannot communicate with those of the deaf community. This paper presents a theoretical framework for the design of interactive games to support learning BSL supporting the entire learning cycle, instruction, practice and assessment. It then describes the proposed design of a game based on this framework aiming to close the communication gap between able hearing people and people with a hearing impediment, by providing a tool that facilitates BSL learning targeting adult population. The paper concludes with the planning of a large scale study and directions for further development of this educational resource

Enhancing information-based spaces using IoT and multimedia visualization - a case study

O principal objetivo desta pesquisa é fazer uma exploração em torno das estruturas conceituais, estado da arte e aplicações plausíveis da Internet de Coisas Multimédia em serviços distribuídos com para a criação de ambientes aumentados que contribuam a melhorar a experiência coletiva e participação das pessoas assistentes a conferências profissionais, reuniões grupais e espaços públicos em geral. Assim, a metodologia será baseada em uma revisão do estado da arte das tecnologias de IoT aplicáveis a coisas de multimédia e visualização de informação, especialmente no contexto de espaços públicos aumentados, onde o acesso a informação de alta qualidade possa ser possível sem influenciar negativamente a interação no mundo real entre os participantes, assim como melhorar a experiência global dos mesmos, considerando também soluções tecnológicas projetadas para os eventos de prazos limitados.The main objective of this research is to make an exploration around conceptual frameworks, state of the art and plausible applications of the Internet of Multimedia Things in distributed services for creating augmented environments that contribute to enhance the collective experience and participation of people attending professional conferences, group meetings and public spaces in general. Thus, the methodology will be based on a review of the state of the art of IoT technologies applicable for multimedia things and information visualization, specially in the context of augmented public spaces, where the access of high-quality data can be possible without preventing real-world interaction among attendants, as well as improving the overall experience of participants, considering also technological solutions designed for the events of limited time-frames