Learning robotics, with robotics, by robotics: educational robotics
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London
ISTE
2016
Hoboken, NJ Wiley |
| Schriftenreihe: | Human-machine interaction set
volume 3 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | xxx, 224 Seiten Illustrationen |
| ISBN: | 1786300990 9781786300997 |
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Datensatz im Suchindex
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| adam_text | Contents
/)
Foreword.............................................................. ix
Preface............................................................. xiii
Introduction......................................................... xix
Chapter 1. Learning Robotics: Users’
Representation of Robots............................................... 1
1.1. introduction: the ontological and
pedagogical status of robots....................................... I
1.2. What do we mean by robot representation?................. 3
1.2.1. The place of robots in our common-sense ontology..... 3
1.2.2. Categories: essentialist versus graded.................... 4
1.2.3. The NOC hypothesis........................................ 6
1.2.4. Shifting between the different pedagogical
roles of a robot................................................. 7
1.2.5. How do we investigate robot representations
and the impact of learning robotics on these representations? ... 8
1.3. Study 1: Robot representation................................. 9
1.3.1. Aims and rationale........................................ 9
1.3.2. Hypotheses............................................... 10
1.3.3. Method................................................... 12
1.4. Results...................................................... 17
1.4.1. Which representation of robots for
familiar and unfamiliar students?............................... 17
vi Learning Robotics, with Robotics, by Robotics
1.4.2. The living and non-living items most
frequently associated with robots (pre-questionnaire)......... 18
1.4.3. Gradation in robot categorization: essentialist
versus non-essentialist stance (pre-questionnaire)............ 19
1.4.4. The educational roles most frequently
envisaged for robots (pre-questionnaire)...................... 20
1.4.5. Gradation in the educational roles
envisaged for a robot (pre-questionnaire)..................... 20
1.4.6. The impact of building and programming
a robot on students’ judgment about the ontological
status of robots................................................. 21
1.4.7. The impact of robot making on graded
versus all-or-nothing categorization............................. 23
1.4.8. Does familiarity with robots
influence their categorization?.................................. 26
1.4.9. Dichotomous versus multiple categorization
of robots........................................................ 28
1.4.10. The impact of robot making on the
educational roles envisaged for robots........................... 29
1.4.11. The impact of robot making on shift
between the educational roles envisaged for robots............... 31
1.4.12. Does previous experience influence
the educational role attributed to robots?....................... 32
1.5. Discussion.................................................... 34
1.6. Conclusions, limits and perspectives.......................... 38
Chapter 2. Learning with Robotics: Functional
and Social Acceptance of Robots........................................ 43
2.1. Functional and social acceptance of robots............. 43
2.2. Trust as a fundamental indicator of acceptance............. 49
2.2.1. Commonly used measures of
human-robot trust................................................ 49
2.2.2. Conformation as an innovative
measure of human-robot trust..................................... 51
2.2.3. Factors influencing robot trust........................... 52
2.3. Study 2: robot acceptance..................................... 56
2.3.1. Aims and rationale........................................ 56
2.3.2. Method.................................................... 59
Contents vii
2.4. Results........................................................ 69
2.4.1. Do participants conform their answer
more to iCub’s answer in the functional
task than in the social task? (HI)............................ 69
2.4.2. Do participants who conform to
iCub in the social task also conform in
the functional task? (H2)......................................... 71
2.4.3. Does the imagined HRI scenario
influence trust in iCub? (H3)..................................... 71
2.4.4. Is there a correlation between negative
attitudes to the robot’s social influence and the
trust in the robot’s social savvy? (H4)....................... 74
2.4.5. Is there a correlation between the
human DFC and the trust in the robot’s
functional and social savvy?...................................... 74
2.5. Discussion..................................................... 76
2.6. Conclusions.................................................... 83
Chapter 3. Learning by Robotics: The Impact
of Educational Robots on Learning....................................... 87
3.1. Combining RBI and inquiry-based science.................... 87
3.2.1BSE and the four dimensions of learning.................... 93
3.2.1. The cognitive dimension.................................... 95
3.2.2. The affective dimension.................................... 97
3.2.3. The social dimension....................................... 98
3.2.4. The meta-cognitive dimension............................... 99
3.2.5. Self-regulation........................................... 101
3.2.6. RBI and inquiry-based learning............................ 105
3.3. Study 3: impacts of ER on learning......................... 114
3.3.1. Aims and rationale........................................ 114
3.3.2. The RObeeZ project........................................ 115
3.3.3. Hypotheses................................................ 122
3.3.4. Experimental design....................................... 123
3.4. Results....................................................... 128
3.4.1. Are the subject-specific knowledge
and competencies of pupils enhanced at
the end of RObeeZ project?....................................... 128
3.4.2. Are pupils’ transversal competencies
enhanced at the end of the project?............................ 129
viii Learning Robotics, with Robotics, by Robotics
3.4.3. Does the combination of RBI and IBSE
have an impact on the four dimensions of learning?.. 130
3.5. Discussion....................................... 136
Conclusion and Perspectives.............................. 143
Appendices............................................... 153
Appendix 1............................................... 155
Appendix 2............................................... 159
Appendix 3............................................... 163
Appendix 4............................................... 169
Appendix 5............................................... 177
Bibliography............................................. 181
Index
223
HUMAN-MACHINE INTERACTION SET
Coordinated by Jérôme Dinet
The relationship between technological and pedagogical innovation has
recently created a new field of research at the crossroads between
Psychology, Educational Sciences and Artificial Intelligence: Educational
Robotics (ER).
Through analysis of the achievable educational goals based on the
technological status and specific learning modes of different types of
robots, it is possible to define three pedagogical paradigms: learning
robotics, learning with robotics, and learning by robotics.
In this book we address these three paradigms through three themes:
human representations of robots, the acceptance and trust shown when
interacting with a humanoid, and learning favored by the development
and programming of robots in an educational context. These themes
allow the authors to fully explore, define and delimit this novel field of
research for future application in educational and social contexts.
Finally, the book discusses contributions and limitations which have
emerged from different methodologies of research, potential educational
applications, and concepts of human-robot interaction for the
development of the above paradigms.
Ilaria Gaudiello has a doctorate in Cognitive Psychology from Paris 8
University, and since 2008 her research in French and European projects
(RASPO, PRISCINET, EDHHI, etc.) has been mainly devoted to educational
technologies. She is also Subject Matter Expert for LEGO Education and
consultant in pedagogical innovation based on digital switchover.
Elisabetta Zibetti is Assistant Professor in Cognitive Psychology at Paris
8 University (CHART-LUTIN lab). She explores the psychological
mechanisms allowing natural and artificial systems to understand, adapt
to and to engage in interactions. She uses robotics as a mindtool to
enhance the acquisition of human knowledge in theoretical and applied
fields of research.
S1H Wiley
www.iste.co.uk
|
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| author | Gaudiello, Ilaria Zibetti, Elisabetta |
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| discipline | Pädagogik Technik Informatik |
| format | Book |
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| spelling | Gaudiello, Ilaria Verfasser aut Learning robotics, with robotics, by robotics educational robotics Ilaria Gaudiello, Elisabetta Zibetti London ISTE Hoboken, NJ Wiley 2016 xxx, 224 Seiten Illustrationen txt rdacontent n rdamedia nc rdacarrier Human-machine interaction set volume 3 Robotik (DE-588)4261462-4 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf Mensch-Maschine-Kommunikation (DE-588)4125909-9 gnd rswk-swf Robotik (DE-588)4261462-4 s Mensch-Maschine-Kommunikation (DE-588)4125909-9 s Didaktik (DE-588)4070463-4 s DE-604 Zibetti, Elisabetta Verfasser aut Human-machine interaction set volume 3 (DE-604)BV043521792 3 Digitalisierung UB Bayreuth - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029200906&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Bayreuth - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029200906&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Gaudiello, Ilaria Zibetti, Elisabetta Learning robotics, with robotics, by robotics educational robotics Human-machine interaction set Robotik (DE-588)4261462-4 gnd Didaktik (DE-588)4070463-4 gnd Mensch-Maschine-Kommunikation (DE-588)4125909-9 gnd |
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| title | Learning robotics, with robotics, by robotics educational robotics |
| title_auth | Learning robotics, with robotics, by robotics educational robotics |
| title_exact_search | Learning robotics, with robotics, by robotics educational robotics |
| title_full | Learning robotics, with robotics, by robotics educational robotics Ilaria Gaudiello, Elisabetta Zibetti |
| title_fullStr | Learning robotics, with robotics, by robotics educational robotics Ilaria Gaudiello, Elisabetta Zibetti |
| title_full_unstemmed | Learning robotics, with robotics, by robotics educational robotics Ilaria Gaudiello, Elisabetta Zibetti |
| title_short | Learning robotics, with robotics, by robotics |
| title_sort | learning robotics with robotics by robotics educational robotics |
| title_sub | educational robotics |
| topic | Robotik (DE-588)4261462-4 gnd Didaktik (DE-588)4070463-4 gnd Mensch-Maschine-Kommunikation (DE-588)4125909-9 gnd |
| topic_facet | Robotik Didaktik Mensch-Maschine-Kommunikation |
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