Parents' perceptions of educational programmable bricks for kids
Parents' perceptions of educational programmable bricks for kids
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家长对儿童教育可编程积木的看法
DOI：
10.1111/j.1467-8535.2010.01158.x
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
Eric Zhi
中科院分区：
文献类型：
--
作者：
Han;C. Lin;Eric Zhi
近年来，以教育为目的的不同形式的娱乐技术，也被称为“寓教于乐”或数字游戏和智能玩具促进学习，已被用于教育领域（Bers & Urrea, 2000; Liu & Lin, 2009; Resnick, 2003, 2007; Sakamura, 1999）。寓教于乐的例子包括机器人、数字游戏和玩具。尤其是机器人，最近受到越来越多的研究关注（Chang, Lee, Chao, Wang & Chen, 2010; Liu, Lin & Chang, 2010; Young, Wang & Jang, 2010）。为了了解学生对教育机器人的看法，Liu（2010）采访了48名小学四年级、五年级和六年级的学生。访谈结果显示，87.5%的学生将教育机器人视为“玩物”，50%的学生将教育机器人视为“就业来源”，62.5%的学生将教育机器人视为“通往高科技之路”。根据孩子们的报告，调查结果还表明，家长最近开始关注孩子们的技术能力和对教育机器人的看法。最近，越来越多的教育和技术研究人员评估了机器人在幼儿园的使用（Bers, 2007; Virnes & Sutinen, 2009），这项研究显示了这些机器人对儿童的教育潜力。更重要的是，Liu（2010）之前的研究存在局限性，没有直接收集家长对教育机器人的看法。然而，父母是决定是否参加机器人课程和与孩子一起使用教育机器人的最重要的人。因此，本研究的目的是调查家长对寓教于乐产品的认知，包括可编程积木。可编程砖是一种嵌入微型计算机的砖（Martin, Mikhak, Resnick, Silverman & Berg, 2000）。通过嵌入式计算机，可编程砖可以连接不同的设备，如电机、光传感器和超声波传感器。人们可以使用可编程的砖块来创建和控制他们自己的产品。目前，有许多不同种类的可编程砖，如We Do和乐高NXT（乐高集团，比隆，丹麦）（http://mindstorms）。乐高。com/en-us/Default。aspx)。然而，这些产品中的大多数都需要用户编写计算机程序来操作他们的机器人。相比之下，Topobo （Hayes Raffle和Amanda Parkes，有形媒体集团，麻省理工学院媒体实验室，剑桥，美国）是一种可编程砖，允许用户设计和控制机器人的动作，而无需使用计算机。因此，比起其他形式的可编程积木，Topobo更适合幼儿园小朋友使用。
In recent years, different forms of entertainment technologies for educational purposes also known as ‘edutainment’or digital game and intelligent toy enhanced learning have been used in educational fields (Bers & Urrea, 2000; Liu & Lin, 2009; Resnick, 2003, 2007; Sakamura, 1999). Some examples of edutainment include robots, digital games and toys. Robots, in particular, have recently received increased research attention (Chang, Lee, Chao, Wang & Chen, 2010a; Liu, Lin & Chang, 2010; Young, Wang & Jang, 2010). In an effort to understand students’ perceptions of educational robots, Liu (2010) interviewed 48 elementary school students in the fourth, fifth and sixth grades. The results of these interviews showed that 87.5% of the students regarded educational robots as a ‘plaything’, 50% of the students regarded educational robots as a ‘source of employment’and 62.5% of the students regarded educational robots as a ‘way to high technology’. According to children’s reports, the results also indicated that parents had recently started to focus on children’s technological capabilities and perceptions of educational robots. Recently, an increasing number of education and technology researchers have evaluated the use of robots in kindergarten (Bers, 2007; Virnes & Sutinen, 2009), and this research has showed the educational potential that these robots have for children. More important, the prior research by Liu (2010) was limited in that it did not directly collect parents’ perceptions of educational robots. However, parents are the most important people to decide whether or not to attend a robotics course and use educational robots with their children. Therefore, the purpose of this study is to investigate parents’ perception of edutainment products, including programmable bricks. Programmable bricks are a kind of brick in which a tiny computer is embedded (Martin, Mikhak, Resnick, Silverman & Berg, 2000). Through the embedded computer, programmable bricks can connect with different devices, such as motors, light sensors and ultrasonic sensors. People can use programmable bricks to create and control their own products. Currently, there are many different kinds of programmable bricks, such as We Do and Lego NXT (LEGO group, Billund, Denmark)(http://mindstorms. lego. com/en-us/Default. aspx). However, most of these products require the user to write a computer program to operate their robot. In contrast, Topobo (Hayes Raffle and Amanda Parkes, Tangible Media Group, MIT Media Lab, Cambridge, USA) is one kind of programmable brick that allows users to design and control the actions of their robots without using a computer. Thus, it is much more suitable for kindergarten children to use Topobo than other forms of programmable bricks.