Girls Immersed in Robotics Learning
Girls Immersed in Robotics Learning
复制标题
女孩们沉浸在机器人学习中
DOI：
10.1145/3478432.3499238
复制
发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Söken, Ali
中科院分区：
文献类型：
--
作者：
Hoffman, Beryl;Sullivan, Florence;Black, Daniel;Bashista, Jacob;Darley Gary, Rachel;Castellanos, Isabel;Moriarty, Mary;Fein, Elisabeth;Yildiz, Özkan;Söken, Ali
沉浸在机器人学习中的女孩让中学的拉丁裔女孩学习计算机科学和合作机器人，讲述了一个身临其境的故事，帮助波多黎各社区从飓风中恢复。我们正在开发GaleForce，这是一款Unity虚拟机器人游戏，学生们可以学习使用基于块的编程语言编写虚拟机器人和无人机的代码，并从一个为期一周的研讨会上收集了数据，小组有9名学生，主要是Latinx、4年级和5年级的学生。学生对前/后调查的兴趣提高了13%-50%，对前/后评估内容的得分增加了11%至39%。初步的后端学习分析结果表明，学生们一致地将圣胡安的3D虚拟世界作为他们编程的参考点，并编写了专注于方向和距离的程序，但没有使用更高级的循环、条件句和黑色方框。这些结果支持一种发展性的编程教学方法，首先关注程序建设的具体参考对象。
Girls Immersed in Robotics Learning engages middle school Latina girls in computer science and co-robotics with an immersive narrative of helping a Puerto Rico community recover from a hurricane. We are developing GaleForce, a Unity virtual robotics game where students can learn to code virtual robots and drones using a block-based programming language, and have collected data from a week-long workshop with a group of 9, mostly Latinx, 4th and 5th graders. Students showed gains from 13% - 50% in interest in pre/post surveys, and gains in scores ranging from 11% to 39% on content in pre/post assessments. Preliminary backend learning analytics results indicate that the students consistently used the 3D virtual world of San Juan as their point of reference for programming and wrote programs that focused on direction and distance, but did not use more advanced loops, conditionals and black boxed blocks. These results support a developmental approach to teaching programming, focusing first on concrete referents for program construction.