Co-robotic Games for Low Resource Learners

作为在非正式环境中加强学习的总体战略的一部分，推进非正式STEM学习(AISL)计划为各种环境中使用的创新研究、方法和资源提供资金。机器人和机器人技术让年轻人和成年人感到兴奋和挑战。不幸的是，购买机器人或制造有用的机器人的成本对许多资源不足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，并为资源有限的个人提供一个机会，通过构建一个模拟机器人动作的计算机游戏来体验机器人令人兴奋的方面。这个项目使用合作机器人技术，其中参与的玩家编程一个化身，以共生的方式协助实现游戏和参与者的目标。这款游戏将提供对编程、计算思维和角色假设等想法和概念的访问。主要目标是(1)通过校外空间的机器人技术让低资源学习者参与STEM教育，以及(2)更新基于机器人的STEM教育领域，以整合联合机器人范例。该项目旨在获得关于如何在非正式教育部门使用联合机器人技术的知识，以促进计算科学与STEM主题的整合，并扩大联合机器人技术在教育中的应用。由于合作机器人的概念是新的，将使用基于设计的研究方法来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、游戏调查、前后测试。这些数据收集工作将涉及以下领域：技术可靠性，解决围绕合作游戏的认知紧张，加速发现和初始参与，培养与合作机器人的角色承担和相互依赖，调查社交学习，并使用项目反应理论分析验证测量方法。DBR研究的问题是：1.什么设计原则支持P3G的发展，以有效地吸引P3G在提供大量竞争选项的自由选择的OST空间中的初始参与？2.什么设计原则支持P3G游戏循环，使其能够学习复杂的技能、计算思维和合作机器人规范，并在重复参与的过程中建立个人和职业兴趣？3.什么设计原则支持P3G在低资源的OST环境中获得高的重新参与率？4.P3G对其近端和远端环境有哪些积极影响？此外，该项目还将研究以下关于设计的问题：1.需要什么技术和游戏设计特征来适应技术中断？2.什么设计元素或原则可以缓解实时游戏和理解合作机器人与玩家为其编写的代码之间的认知资源竞争？3.什么设计元素有效地让OST环境中的学习者注意并开始玩游戏？4.什么设计元素有效地鼓励学习者参与到具有挑战性的内容中来，特别是从手动游戏到合作游戏的转变？5.哪些设计元素有助于玩家在游戏提供的角色中建立利害关系？6.围绕P3G原型有机地出现了哪些社交行为，而这些行为并不是为了唤起特定的社交互动？该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

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.