Co-robotic Games for Low Resource Learners

作为加强非正式环境中学习的整体战略的一部分，推进非正式STEM学习（AISL）计划资助创新研究，方法和资源，用于各种环境。机器人和机器人技术激发并挑战着年轻人和成年人。不幸的是，购买机器人或建造有用的机器人的成本对于许多低资源的个人和团体来说是令人望而却步的。这个项目将减轻这一费用，并提供一个机会，资源有限的个人体验激动人心的方面，机器人通过建立一个计算机游戏，模拟机器人的行动。这个项目使用合作机器人，其中参与的玩家编程一个化身，以共生的方式帮助实现游戏和参与者的目标。游戏将提供访问的想法和概念，如编程，计算思维和角色假设。总体目标是（1）通过校外空间的机器人技术，让资源匮乏的学习者参与STEM教育，以及（2）更新基于机器人的STEM教育领域，以整合合作机器人范式。该项目旨在获得关于如何合作的知识，机器人技术可用于非正规教育部门，以促进计算科学与STEM主题的整合，并扩大机器人技术的教育用途。合作机器人由于合作机器人的概念是新的，基于设计的研究方法将用于建立理论知识和有效干预的知识，以帮助参与者学习编程和计算思维。数据将从几个来源收集，包括调查，自我报告，在游戏中的调查，前和后测试。这些数据收集工作将涉及以下领域：技术可靠性，解决围绕共同游戏的认知紧张，加速发现和初始参与，促进角色扮演和与合作机器人的相互依赖，调查社会学习，以及使用项目反应理论分析的测量。DBR研究的问题是：1.什么设计原则支持P3G的发展，可以有效地吸引初始参与一个自由选择的OST空间，提供了大量的竞争选项？2.什么设计原则支持P3G游戏循环，使学习复杂的技能，计算思维和合作机器人规范，并建立个人和职业兴趣在反复参与的过程中？3.哪些设计原则支持P3G在资源匮乏的开放源码软件环境中实现高的重新参与率？4. P3G对其近端和远端环境有什么样的积极影响？此外，本计画将探讨以下设计问题：1.技术中断与游戏设计需要什麽样的特徴？2.什么设计元素或原则减轻了实时游戏和理解合作机器人的行为与玩家为其编写的代码之间的认知资源竞争？3.什么样的设计元素能有效地让OST环境中的学习者注意到并开始玩游戏？4.什么样的设计能有效地鼓励学习者参与具有挑战性的内容，特别是从手动游戏到合作游戏的过渡？5.哪些设计元素有助于玩家在游戏中扮演角色？6.什么样的社会行为有机地出现在一个P3G原型周围，而不是为了唤起特定的社会互动？该奖项反映了NSF的法定使命，并被认为是值得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的支持。

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative research, approaches and resources for use in a variety of settings. Robots and robotics excite and challenge youths and adults. Unfortunately, the cost of purchasing robots or building useful robots is prohibitive for many low resource individuals and groups. This project will relieve this expense and provide an opportunity for resource limited individuals to experience the thrilling aspects of robotics by building a computer game that simulates robotic action. This project uses co-robotics wherein the participating player programs an avatar to assist in a symbiotic manner to achieve the goals of the game and participant. The game will provide access to the ideas and concepts such as programing, computational thinking and role assumption. The overarching goals are (1) to engage low-resource learners in STEM education through robotics in out-of-school spaces, and (2) to update the field of robotics-base STEM education to integrate the co-robotics paradigm.This project is designed to gain knowledge on how co-robotics can be used in the informal education sector to facilitate the integration of computational science with STEM topics and to expand the educational use of co-robotics. Because the concept of co-robotics is new, a designed-based research approach will be used to build theoretical knowledge and knowledge of effective interventions for helping participants learn programing and computational thinking. Data will be collected from several sources including surveys, self-reports, in game surveys, pre and post-tests. These data collection efforts will address the following areas: Technology reliability, Resolution of cognitive tension around co-play, Accelerate discovery and initial engagement, Foster role-taking and interdependence with co-robots, Investigate social learning, and Validate measures using item response theory analysis. The DBR study questions are:1.What design principles support the development of P3Gs that can effectively attract initial engagement in a free-choice OST space that offers large numbers of competing options? 2.What design principles support a P3G gameplay loop that enables learning of complex skills, computational thinking and co-robotics norms, and building of individual and career interest over the course of repeated engagement?3.What design principles support P3Gs in attaining a high rate of re-engagement within low-resource OST settings? 4.What kinds of positive impact can P3Gs have on their proximal and distal environment? In addition, the project will research these questions about design: 1.What technical and game design features are needed to accommodate technological interruption? 2.What design elements or principles mitigate competition for cognitive resources between real-time play and understanding the co-robotic's behavior in relation to the code the player wrote for it? 3.What design elements are effective at getting learners in OST settings to notice and start playing the game? 4.What designs are effective at encouraging learners to engage with challenging content, particularly the transition from manual play to co-play? 5.What design elements help players develop a stake in the role the game offers? 6.What social behaviors emerge organically around a P3G prototype that is not designed to evoke specific social interactions?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.