Collaborative Research: A Social Programmable Robot: Fostering Rapport to Improve Computer Science Skills and Attitudes

协作研究：社交可编程机器人：培养融洽关系以提高计算机科学技能和态度

• 批准号: 1811086
• 负责人: Amy Ogan
• 金额: $ 57.27万
• 依托单位: Carnegie-Mellon University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1811086&HistoricalAwards=false
• 关键词: Collaborative; Research; Social; Programmable; Robot

This Innovations in Development project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. The project will research the educational impact of social robots in informal learning environments, with applications to how social robots can improve participation and engagement of middle-school girls in out-of-school computer science programs in under-resourced rural and urban areas. The use of robots to improve STEM outcomes has focused on having learners program robots as tools to accomplish tasks (e.g., play soccer). An alternate approach views robots as social actors that can respond intelligently to users. By designing a programmable robot with social characteristics, the project aims to create a culturally-responsive curriculum for Latina, African American, and Native American girls who have been excluded by approaches that separate technical skill and social interaction. The knowledge produced by this project related to the use and benefits of social programmable robots has the potential to impact the many after-school and weekend programs that attempt to engage learners in STEM ideas using programmable robot curricula.The project robot, named Cozmo, will be programmed using a visual programming language and will convey emotion with facial expressions, sounds, and movements. Middle school girls will engage in programming activities, collaborative reflection, and interact with college women mentors trained to facilitate the course. The project will investigate whether the socially expressive Cozmo improves computer science outcomes such as attitudes, self-efficacy, and knowledge among the middle school female participants differently than the non-social version. The project will also investigate whether adding rapport-building dialogue to Cozmo enhances these outcomes (e.g., when a learner succeeds in getting Cozmo to move, Cozmo can celebrate, saying "I can move! You're amazing!"). These questions will be examined research conducted with participants in multi-session after-school courses facilitated by Girl Scout troops in Arizona. The project will disseminate project research and resources widely by sharing research findings in educational and learning science journals; creating a website with open source code for programming social robots; and making project curriculum and related guidelines available to Girl Scouts and other educational programs.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该发展创新项目由推进非正式STEM学习（AISL）计划资助，该计划旨在推进非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。这包括提供多种途径，扩大STEM学习经验的获取和参与，推进非正式环境中STEM学习的创新研究和评估，以及发展参与者对深度学习的理解。该项目将研究社交机器人在非正式学习环境中的教育影响，并应用于社交机器人如何提高中学女生在资源不足的农村和城市地区校外计算机科学课程的参与度和参与度。使用机器人来提高STEM成果的重点是让学习者将机器人编程为完成任务的工具（例如，踢足球）。另一种方法将机器人视为能够对用户做出智能响应的社会行动者。通过设计一个具有社交特征的可编程机器人，该项目旨在为拉丁裔、非裔美国人和美洲原住民女孩创建一个文化响应课程，这些女孩一直被技术技能和社交互动分开的方法所排斥。该项目产生的与社交可编程机器人的使用和好处相关的知识有可能影响许多课后和周末项目，这些项目试图利用可编程机器人课程让学习者参与STEM思想。这个名为Cozmo的项目机器人将使用一种视觉编程语言进行编程，并将通过面部表情、声音和动作来传达情感。中学女生将参与编程活动，协作反思，并与受过培训的大学女导师互动，以促进课程的发展。该项目将调查社会表达型Cozmo与非社会表达型Cozmo相比，是否能提高中学女性参与者的态度、自我效能和知识等计算机科学成果。该项目还将调查在Cozmo中添加建立关系的对话是否会提高这些结果(例如，当学习者成功地让Cozmo动起来时，Cozmo会庆祝，说“我可以动了！”你真了不起!”)。这些问题将通过对参加由亚利桑那州女童子军组织的多节课后课程的参与者进行的研究来进行检验。该项目将通过在教育和学习科学期刊上分享研究成果，广泛传播项目研究和资源；用开源代码为社交机器人编程创建一个网站；并为女童子军和其他教育项目提供项目课程和相关指南。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Explaining Engagement: Learner Behaviors in a Virtual Coding Camp

解释参与度：虚拟编程营中的学习者行为

• DOI: 10.1007/978-3-030-78270-2_60
• 发表时间: 2021
• 期刊: International Conference on Artificial Intelligence in Education
• 作者: Stewart, Angela EB;Solyst, J.;Buddemeyer, A;Hatley, L.;Henderson-Singer, S.;Scott, K.;Walker, E.;Ogan, A.
• 通讯作者: Ogan, A.

Agentic Engagement with a Programmable Dialog System

通过可编程对话系统进行代理参与

• DOI: 10.1145/3446871.3469782
• 发表时间: 2021
• 期刊: Proceedings of the 17th ACM Conference on International Computing Education Research
• 作者: Buddemeyer, Amanda;Hatley, Leshell;Stewart, Angela;Solyst, Jaemarie;Ogan, Amy;Walker, Erin
• 通讯作者: Walker, Erin

Data Detectives: A Tabletop Card Game about Training Data

数据侦探：关于训练数据的桌面纸牌游戏

• DOI: 10.1145/3502717.3532128
• 发表时间: 2022
• 期刊: ITiCSE '22: Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education
• 作者: Solyst, Jaemarie;Kim, Jennifer;Ogan, Amy;Hammer, Jessica
• 通讯作者: Hammer, Jessica

"It is the Future": Exploring Parent Perspectives of CS Education

“这就是未来”：探索家长对CS教育的看法

• DOI: 10.1145/3478431.3499411
• 发表时间: 2022
• 期刊: SIGCSE 2022: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education
• 作者: Solyst, Jaemarie;Yao, Laura;Axon, Alexis;Ogan, Amy
• 通讯作者: Ogan, Amy

Running an Online Synchronous Culturally Responsive Computing Camp for Middle School Girls

为中学生举办在线同步文化响应计算营

• DOI: 10.1145/3502718.3524747
• 发表时间: 2022
• 期刊: Proceedings of the 27th ACM Conference on Innovation and Technology in Computer Science Education
• 作者: Solyst, Jaemarie;Nkrumah, Tara;Stewart, Angela;Buddemeyer, Amanda;Walker, Erin;Ogan, Amy
• 通讯作者: Ogan, Amy