Empowering computing students with proficiency in robotics via situated learning
Empowering computing students with proficiency in robotics via situated learning
复制标题
通过情境学习让计算机专业的学生熟练掌握机器人技术
DOI：
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发表时间：
2021
影响因子：
4.8
通讯作者：
Michelle Zhu
中科院分区：
文献类型：
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作者：
Weitian Wang;C. Coutras;Michelle Zhu
随着机器人在智能制造和智能交通等多个领域的应用日益增多，计算机相关专业(如计算机科学和信息技术)的本科生和研究生都表现出了学习机器人技术的浓厚兴趣，以拓宽他们的职业机会。然而，向计算机专业的学生灌输机器人知识仍然是一项挑战，因为他们中的大多数人在电子学和机电一体化等工程学科的前期培训有限。因此，计算机系学生的机器人教育需要一个沉浸式的真实世界学习环境，既要考虑理论，也要考虑密集的动手项目。与传统的教科书指导的机器人学习不同，本研究提出了一种基于情境学习的机器人教学方法，以帮助计算专业学生掌握机器人专业知识，并在真实的人-机器人交互环境中培养他们解决问题的能力。为了创造一个逼真的人-机器人协作场景，在整个学期的课堂学习社区中使用了一个多通道协作机器人。基于微型项目的家庭作业和团队项目是为学生练习批判性思维和实践经验而设计的。教师和学生使用双向评价的方法来评估所提出的教学方法的质量。实践结果和学生评价表明，建议的情境学习教学法和机器人课程为计算专业学生提供了一种有效的学习机器人技术的途径，得到了学生的认可和接受，即使他们中的大多数是初学者。并对本研究的未来工作进行了展望。
With the increasing employment of robots in multiple areas such as smart manufacturing and intelligent transportation, both undergraduate and graduate students from computing related majors (e.g., computer science and information technology) demonstrated strong interests in learning robotics technology to broaden their career opportunities. However, instilling computing students with robotics knowledge remains a challenge since most of them have limited pre-training in engineering subjects such as electronics and mechatronics. Therefore, robotics education for computing students demands an immersive real-world learning environment by considering both theories and intensive hands-on projects. Different from traditional textbook-directed robotics learning, in this study, a situated learning-based robotics education pedagogy is proposed for computing students to equip them with robotics expertise and foster their problem-solving skills in real-world human–robot interaction contexts. To create a realistic human–robot collaboration situation, a multi-modal collaborative robot is employed in the classroom-based learning community for the whole semester. Mini-project-based homework and team projects are designed for students to practice their critical thinking and hands-on experiences. The bidirectional-evaluation approach is utilized by the instructor and students to assess the quality of the proposed pedagogy. Practice results and student evaluations suggested that the proposed situated learning-based pedagogy and robotics curriculum provided computing students to learn robotics in an effective way, which was well recognized and accepted by students even most of them were beginners. Future work of this study is also discussed.