scholarly journals Robot Tutoring of Multiplication: Over One-Third Learning Gain for Most, Learning Loss for Some

Robotics ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 16
Author(s):  
Johan F. Hoorn ◽  
Ivy S. Huang ◽  
Elly A. Konijn ◽  
Lars van Buuren
Keyword(s):  
Primary School Children ◽  
Learning Loss ◽  
Learning Gain ◽  
Multiplication Tables ◽  
Teaching Language ◽  
Science Technology ◽  
The Social ◽  
Human Likeness ◽  
And Mathematics ◽  
Educational Robots

In the design of educational robots, it appears to be undecided as to whether robots should show social behaviors and look human-like or whether such cues are insignificant for learning. We conducted an experiment with different designs of social robots built from the same materials, which is unique in robotics research. The robots rehearsed multiplication tables with primary school children in Hong Kong, which is a user group not easily or often accessed. The results show that affective bonding tendencies may occur but did not significantly contribute to the learning progress of these children, which was perhaps due to the short interaction period. Nonetheless, 5 min of robot tutoring improved their scores by about 30%, while performance dropped only for a few challenged children. We discuss topics, such as teaching language skills, which may be fostered by human likeness in appearance and behaviors; however, for Science, Technology, Engineering, and Mathematics (STEM)-related subjects, the social aspects of robots hardly seem to matter.

scholarly journals Robot Tutoring Multiplications: Over One-Third Learning Gain for Most, Learning Loss for Some

2020 ◽  
Author(s):  
Johan F. Hoorn ◽  
Ivy S. Huang ◽  
Elly A. Konijn ◽  
Lars van Buuren
Keyword(s):  
Language Skills ◽  
Primary School Children ◽  
Social Aspects ◽  
Learning Loss ◽  
Learning Gain ◽  
Multiplication Tables ◽  
Teaching Language ◽  
The Social ◽  
Human Likeness ◽  
Educational Robots

In the design of educational robots, it seems undecided whether robots should show social behaviors and look human-like or that such cues are indifferent to learning. We conducted an experiment with different designs of social robots, rehearsing the multiplication tables with primary school children in Hong Kong. Results show that affective bonding tendencies may occur but did not significantly contribute to the learning progress of these children, perhaps due to the short interaction period. Nonetheless, 5 minutes of robot tutoring improved their scores with about 30% and only for a few challenged children, performance dropped. We discuss that topics such as teaching language skills may be fostered by human likeness in appearance and behaviors but that for STEM-related subjects, the social aspects of robots hardly matter.

Extending Educational Robot Sensing Capabilities Through Equipping an External Microcontroller

2019 ◽  
Author(s):  
Binsen Qian ◽  
Harry H. Cheng
Keyword(s):  
The Past ◽  
Science Technology ◽  
Educational Robot ◽  
Robotics Concepts ◽  
And Mathematics ◽  
Advanced Robotics ◽  
K 12 ◽  
Senior Students ◽  
Educational Robots ◽  
Line Following

Abstract The popularity of the educational robot in K-12 classroom has dramatically increased in the past decades to engage students studying not only Science, Technology, Engineering and Mathematics (STEM), but also 21st-century skills. Most educational robots tend to be as simple as possible such that the lower grades can benefit from the robotics technologies safely. However, such design consideration makes most educational robots with none or minimal sensing capabilities. However, it is very important for senior students to learn more advanced robotics concepts and applications. This paper presents a concept of extending educational robots’ sensing capabilities through quipping an external microcontroller. The paper also demonstrates how the framework can be easily used in sensor-based applications through a line-following example.

scholarly journals Going to College With a Posse: How Having High School Peers on Campus Supports College Achievement

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110492
Author(s):  
Kevin R. Binning ◽  
Lorraine R. Blatt ◽  
Susie Chen ◽  
Elizabeth Votruba-Drzal
Keyword(s):  
High School ◽  
First Generation ◽  
First Generation College Students ◽  
Large Network ◽  
Science Technology ◽  
The Social ◽  
College Achievement ◽  
First Generation College ◽  
And Mathematics

The social experience of transitioning to a 4-year university varies widely among students. Some attend with few or no prior contacts or acquaintances from their hometown; others attend with a large network of high school alumni. Using a sample (N = 43,240) of undergraduates spanning 7.5 years at a public university, we examine what factors predict high school peer prevalence (HSPP) on campus and whether HSPP predicts college achievement above and beyond such factors. Analyses found that HSPP was predicted by variables associated with societal privilege (e.g., being White, continuing generation). Above and beyond these variables, HSPP independently predicted higher grades in gateway STEM (science, technology, engineering, and mathematics) courses and, among first-generation college students, higher retention. The role of HSPP in fostering equity and inequity is discussed. A preprint of this article is available at https://psyarxiv.com/xhpuc/ .

scholarly journals STEM Learning in Queensland Australia

2019 ◽  
Vol 4 (1) ◽  
pp. 95-102
Author(s):  
Wijokongko Wijokongko
Keyword(s):  
Education System ◽  
Social Relationship ◽  
Learning Approach ◽  
Stem Learning ◽  
Science Technology ◽  
Short Course ◽  
The Social ◽  
Frame Work ◽  
And Mathematics ◽  
Technology In Schools

STEM learning in Australia has been well implemented and inspires Indonesian teachers to have great experiences. In Australia, STEM is considered as an learning approach and development that integrates the interrelated of science, technology, engineering, and mathematics. The aim of the paper is to give a brief description of the implementation of STEM in Australia, the condition of transportation, the characteristic of people, as the result of observation during a short course in Australia. The result of the observation shows that STEM has been well implemented. The school has implemented STEM for their frame work. The school collaborate with the universities and industries to support their students in doing research. STEM can use 5E (Engage, Explore, Elaborate, Explain, Evaluate). The transportation system and the social relationship provide the Indonesian teachers to get good ones. The way of thinking , the education system, and the development of technology in schools can be valuable and great possibilities to implement in Indonesia.  Other advance  countries  has implemented STEM. Indonesia should implement STEM to support the success of the students among the 21th century and the revolution 4.0 era.

scholarly journals The BioS4You European Project: An Innovative Way to Effectively Engage Z-Generation Students in STEM Disciplines

2021 ◽  
Vol 11 (12) ◽  
pp. 774
Author(s):  
Dominique Persano Adorno ◽  
Tahereh Mallahnia ◽  
Volker Koch ◽  
Ligita Zailskaitė-Jakštė ◽  
Armantas Ostreika ◽  
...  
Keyword(s):  
Technological Innovation ◽  
New Technologies ◽  
Academic Disciplines ◽  
Classroom Teaching ◽  
Social Growth ◽  
Young Learners ◽  
Science Technology ◽  
The Social ◽  
Innovation Project ◽  
And Mathematics

In this contribution, we present the BioS4You project and analyse the results obtained in the first 18 months of its activity. The “Bio-Inspired STEM topics for engaging young generations” (BioS4You) Erasmus+ KA2 Innovation project aims to bridge the gap between STEM national curricula (which include Science, Technology, Engineering, and Mathematics) and the needs of Z-generation students, uninterested to basic themes, but enthusiastic in issues related to environmental, social, and health concerns. The BioS4You project engages young learners in STEM subjects, starting with current issues of interest for them, as the social and environmental impact of new technologies, connecting STEM concepts to real-world technologies that are supporting on facing environmental, social, and health current challenges. Novel fields such as Bioengineering, Bioscience, Biotechnology can be implemented into classroom teaching, integrating academic disciplines, and stimulating the academic and social growth of young people. The knowledge of new STEM contents makes the students feel an active part of the technological innovation (and not just passive users) and help them to build a better future, bringing them closer to the STEM world and enabling them to make more informed choices for their future careers.

Developing a STEM Identity Among Young Women: A Social Identity Perspective

2018 ◽  
Vol 88 (4) ◽  
pp. 589-625 ◽  
Author(s):  
Ann Y. Kim ◽  
Gale M. Sinatra ◽  
Viviane Seyranian
Keyword(s):  
Social Identity ◽  
Identity Development ◽  
Young Women ◽  
Social Identity Theory ◽  
Female Students ◽  
Stem Fields ◽  
Science Technology ◽  
The Social ◽  
And Mathematics ◽  
Theory Research

We conducted a systematic review of empirical research focused on the experiences of female students in science, technology, engineering, and mathematics (STEM) during middle and high school. Drawing on social identity theory, recent research was synthesized to explore how aspects of the social environment influence STEM identity development. Findings indicate that young women experience challenges to their participation and inclusion when they are in STEM settings. Additionally, we found that perceptions regarding who is part of the ingroup or outgroup of STEM fields can be changed through intervention and educational programs. We conclude with recommendations for theory, research, programs, and policy for STEM identity development among young women, informed by a social identity perspective.

scholarly journals A Framework of College Student Buy-in to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset

2021 ◽  
Vol 20 (4) ◽  
pp. ar54
Author(s):  
Cong Wang ◽  
Andrew J. Cavanagh ◽  
Melanie Bauer ◽  
Philip M. Reeves ◽  
Julia C. Gill ◽  
...  
Keyword(s):  
Education Reform ◽  
Teaching Practices ◽  
Cognitive Factors ◽  
Evidence Based ◽  
College Science ◽  
Science Technology ◽  
Undergraduate Stem Education ◽  
The Social ◽  
And Mathematics ◽  
Stem Education Reform

This investigation tests a college science, technology, engineering, and mathematics (STEM) student buy-in framework and contributes to understanding the social and cognitive factors influencing students in evidence-based teaching contexts. Students’ level of commitment to instructors’ teaching practices can be key to attaining many desired student outcomes of undergraduate STEM education reform.

Work Engagement and Research Output Among Female and Male Scientists

2016 ◽  
Vol 15 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Lonneke Dubbelt ◽  
Sonja Rispens ◽  
Evangelia Demerouti
Keyword(s):  
Work Engagement ◽  
Research Output ◽  
Research Performance ◽  
Daily Work ◽  
Time Control ◽  
Science Technology ◽  
And Performance ◽  
And Mathematics ◽  
Number Of Publications ◽  
The Relationship

Abstract. Women have a minority position within science, technology, engineering, and mathematics and, consequently, are likely to face more adversities at work. This diary study takes a look at a facilitating factor for women’s research performance within academia: daily work engagement. We examined the moderating effect of gender on the relationship between two behaviors (i.e., daily networking and time control) and daily work engagement, as well as its effect on the relationship between daily work engagement and performance measures (i.e., number of publications). Results suggest that daily networking and time control cultivate men’s work engagement, but daily work engagement is beneficial for the number of publications of women. The findings highlight the importance of work engagement in facilitating the performance of women in minority positions.

Sign in / Sign up

Export Citation Format

Share Document