Exploring parents' perceptions towards educational robots: Gender and socio-economic differences
Exploring parents' perceptions towards educational robots: Gender and socio-economic differences
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探索家长对教育机器人的看法：性别和社会经济差异
DOI：
10.1111/j.1467-8535.2011.01258.x
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Yuanlin Huang
中科院分区：
文献类型：
--
作者：
C. Lin;Eric Zhi;Yuanlin Huang
最近教育的一个重要趋势是将不同的技术整合在一起，例如数字游戏。（Chen，Chen & Liu，2010; Chiang，Lin，Cheng & Liu，2011; Lee & Chen，2009; Lin & Liu，2009; Liu & Lin，2009）和教育机器人（Chang，Lee，Chao，Wang & Chen，2010 a; Chang，Lee，Wang & Chen，2010 b; Wei，Hung，Lee & Chen，2011），以及关于教育机器人的设计和实现的学习和教学（Liu，Lin & Chang，2010）。教育机器人的发展，如Topobo和LEGO Mindstorms NXT，为学生提供了更多学习建造自己的机器人的机会（Feng，Lin & Liu，2011; Liu，2010）。Liu（2010）发现，学生认为教育机器人是一种有用的学习技术，并认为学习建造机器人可以帮助他们发展重要的技术技能。许多研究人员调查了将教育机器人整合到教育领域的效果，他们发现教育机器人不仅可以增强学生的学习动机（Chang et al，2010 a; Liu et al，2010），还可以改善学生的学习（Chang et al，2010 b）。过去的研究结果表明，教育机器人已经成为一种重要的学习技术和学生学习的主题。家长的支持和信心，以帮助他们的孩子学习或学习建立机器人是重要的，以促进使用教育机器人。先前的研究（刘，2010）探讨了学生对教育机器人的看法，但缺乏对家长对教育机器人看法的进一步调查。
Introduction An important recent trend in education has been towards the integration of different technologies, such as digital games (Chen, Chen & Liu, 2010; Chiang, Lin, Cheng & Liu, 2011; Lee & Chen, 2009; Lin & Liu, 2009; Liu & Lin, 2009) and educational robots (Chang, Lee, Chao, Wang & Chen, 2010a; Chang, Lee, Wang & Chen, 2010b; Wei, Hung, Lee & Chen, 2011), and the learning and teaching about design and implementation of educational robots (Liu, Lin & Chang, 2010). The development of educational robots, such as Topobo and LEGO Mindstorms NXT, gives students more chances to learning to build their own robots (Feng, Lin & Liu, 2011; Liu, 2010). Liu (2010) found that students perceived that educational robots were a useful learning technology and considered that learning to construct robots could help them develop important technological skills. Many researchers investigated the effect of integrating educational robots into educational fields, and they found that educational robots not only can enhance students’ learning motivation (Chang et al, 2010a; Liu et al, 2010) but also can improve students’ learning (Chang et al, 2010b). The findings from past studies showed that educational robots have become an important learning technology and a subject for students to study. The support and confidence of parents to help their children to learn with or learn to build robots are important for promoting the use of educational robots. The previous study (Liu, 2010) explored the students’ perceptions of educational robots, but the further investigation of parents’ perceptions towards educational robots has been lacking.