Learning robotics, with robotics, by robotics : educational robotics

Learning robotics, with robotics, by robotics educational robotics

Detalles Bibliográficos
Otros Autores: Gaudiello, Ilaria, author (author), Zibetti, Elisabetta, author
Formato: Libro electrónico
Idioma:Inglés
Publicado: Hoboken, New Jersey : ISTE Ltd/John Wiley and Sons Inc 2016.
Edición:1st ed
Colección:Information systems, web and pervasive computing series ; v. 3.
Materias:
Robotics > Study and teaching.
Robots.
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009849131906719
Tabla de Contenidos:
  • Cover
  • Title Page
  • Copyright
  • Contents
  • Foreword
  • Preface
  • Introduction: Educational Robotics
  • 1. Learning Robotics: Users' Representation of Robots
  • 1.1. Introduction: the ontological and pedagogical status of robots
  • 1.2. What do we mean by robot representation?
  • 1.2.1. The place of robots in our common-sense ontology
  • 1.2.2. Categories: essentialist versus graded
  • 1.2.3. The NOC hypothesis
  • 1.2.4. Shifting between the different pedagogical roles of a robot
  • 1.2.5. How do we investigate robot representations and the impact of learning robotics on these representations?
  • 1.3. Study 1: Robot representation
  • 1.3.1. Aims and rationale
  • 1.3.2. Hypotheses
  • 1.3.3. Method
  • 1.4. Results
  • 1.4.1. Which representation of robots for familiar and unfamiliar students?
  • 1.4.2. The living and non-living items most frequently associated with robots (pre-questionnaire)
  • 1.4.3. Gradation in robot categorization: essentialist versus non-essentialist stance (pre-questionnaire)
  • 1.4.4. The educational roles most frequently envisaged for robots (pre-questionnaire)
  • 1.4.5. Gradation in the educational roles envisaged for a robot (pre-questionnaire)
  • 1.4.6. The impact of building and programming a robot on students' judgment about the ontological status of robots
  • 1.4.7. The impact of robot making on graded versus all-ornothing categorization
  • 1.4.8. Does familiarity with robots influence their categorization?
  • 1.4.9. Dichotomous versus multiple categorization of robots
  • 1.4.10. The impact of robot making on the educational roles envisaged for robots
  • 1.4.11. The impact of robot making on shift between the educational roles envisaged for robots
  • 1.4.12. Does previous experience influence the educational role attributed to robots?
  • 1.5. Discussion
  • 1.6. Conclusions, limits and perspectives.
  • 2. Learning with Robotics: Functional and Social Acceptance of Robots
  • 2.1. Functional and social acceptance of robots
  • 2.2. Trust as a fundamental indicator of acceptance
  • 2.2.1. Commonly used measures of human-robot trust
  • 2.2.2. Conformation as an innovative measure of human- robot trust
  • 2.2.3. Factors influencing robot trust
  • 2.3. Study 2: robot acceptance
  • 2.3.1. Aims and rationale
  • 2.3.2. Method
  • 2.4. Results
  • 2.4.1. Do participants conform their answer more to iCub's answer in the functional task than in the social task? (H1)
  • 2.4.2. Do participants who conform to iCub in the social task also conform in the functional task? (H2)
  • 2.4.3. Does the imagined HRI scenario influence trust in iCub? (H3)
  • 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)
  • 2.4.5. Is there a correlation between the human DFC and the trust in the robot's functional and social savvy?
  • 2.5. Discussion
  • 2.6. Conclusions
  • 3 Learning by Robotics: The Impact of Educational Robots on Learning
  • 3.1. Combining RBI and inquiry-based science
  • 3.2. IBSE and the four dimensions of learning
  • 3.2.1. The cognitive dimension
  • 3.2.2. The affective dimension
  • 3.2.3. The social dimension
  • 3.2.4. The meta-cognitive dimension
  • 3.2.5. Self-regulation
  • 3.2.6. RBI and inquiry-based learning
  • 3.3. Study 3: impacts of ER on learning
  • 3.3.1. Aims and rationale
  • 3.3.2. The RObeeZ project
  • 3.3.3. Hypotheses
  • 3.3.4. Experimental design
  • 3.4. Results
  • 3.4.1. Are the subject-specific knowledge and competencies of pupils enhanced at the end of RObeeZ project?
  • 3.4.2. Are pupils' transversal competencies enhanced at the end of the project?
  • 3.4.3. Does the combination of RBI and IBSE have an impact on the four dimensions of learning?
  • 3.5. Discussion.
  • Conclusion and Perspectives
  • Appendices
  • Appendix 1
  • Appendix 2
  • Appendix 3
  • Appendix 4
  • Appendix 5
  • Bibliography
  • Index
  • Other titles from iSTE in Information Systems, Web and Pervasive Computing
  • EULA.

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