Adventures in K-5 STEM Outreach Using the NAO Robot (Abstract Only)
Adventures in K-5 STEM Outreach Using the NAO Robot (Abstract Only)
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使用 NAO 机器人进行 K-5 STEM 拓展活动的冒险（仅摘要）
DOI：
10.1145/2839509.2850566
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Lillian B. Warner
中科院分区：
文献类型：
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作者：
Steven M. Hadfield;C. Coulston;Marissa G. Hadfield;Lillian B. Warner
人形NAO机器人以其栩栩如生的外观和行为继续赢得人心和想象力。它持续增长的受欢迎程度、日益丰富的自由行为以及直观的Choregraphe开发环境为教育工作者和开发人员提供了激发人们对STEM学科的兴趣并打破人们对此类技术太难的看法等障碍的绝佳机会。在这张海报中，作者讨论了NAO机器人在K-5 STEM外联中的各种实验用途。最初的开发和演示侧重于激发人们对机器人和编程的热情。圣母大学F.U.N.Lab和Aldebaran Robots的舞蹈和锻炼行为很容易集成到声控Choregraphe演示脚本中。教职员工和本科生将这种热情引导到了代码一小时编程活动中。该团队还在K-5干预反应(RTI)计划的小组环境中使用了NAO机器人，在演示之后，让孩子们与机器人互动实验，激发想象力、创造力、好奇心、解决问题的技能以及自信和自尊。接下来，RTI的孩子们实际上使用了基于故事的方法和Choregraphe强大而直观的构建块编程构造来对机器人进行编程。该团队正在进行的开发工作集中于扩展可用行为的曲目，以包括交互式数学游戏和外语教育对话。使用这些新行为的结果将在SIGCSE研讨会上公布。该团队还在努力衡量态度、概念理解以及数学和语言技能的进步。
The humanoid NAO robot continues to win both hearts and imaginations with its lifelike appearance and behaviors. Its consistent growth in popularity, an increasing wealth of free behaviors, and the intuitive Choregraphe development environment provide educators and developers with exceptional opportunities to motivate interest in STEM disciplines and breach impediments such as perceptions that such technology is simply too hard. In this poster, the authors discuss a variety of experimental uses of the NAO robots for K-5 STEM Outreach. Initial development and demonstrations focused on generating enthusiasm for both robotics and programming. Dancing and exercising behaviors from Notre Dame University's F.U.N. Lab and Aldebaran Robots easily integrated into voice-controlled Choregraphe demonstration scripts. Faculty and undergraduate students directed this enthusiasm to motivate engagement in Hour of Code programming activities. The team also utilized the NAO robots in small group settings within a K-5 Response To Intervention (RTI) program where demonstrations were followed by having the children interactively experiment with the robots stimulating imagination, creativity, curiosity, and problem solving skills as well as confidence and self-esteem. Next the RTI children actually programmed the robots using a story-based methodology and the powerful while intuitive building block programming constructs of Choregraphe. The team's on-going development efforts focus on expanding the repertoire of available behaviors to include interactive math games and foreign language educational dialogs. Results from use of these new behaviors will be presented at the SIGCSE Symposium. The team is also working to measure attitudinal, conceptual understanding, and math and language skills improvements.