Co-robotic Games for Low Resource Learners

作为加强非正式环境中学习的总体战略的一部分，推进非正式STEM学习（AISL）项目资助了用于各种环境的创新研究、方法和资源。机器人和机器人技术使年轻人和成年人兴奋和挑战。不幸的是，对于许多资源匮乏的个人和团体来说，购买机器人或制造有用机器人的成本是令人望而却步的。这个项目将减轻这笔费用，并为资源有限的个人提供一个机会，通过建立一个模拟机器人动作的电脑游戏来体验机器人技术的激动人心的方面。这个项目使用协同机器人技术，其中参与的玩家编程一个化身，以一种共生的方式协助实现游戏和参与者的目标。这个游戏将提供一些想法和概念，比如编程、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吸引低资源学习者参与STEM教育，以及(2)更新基于机器人的STEM教育领域，以整合协同机器人范式。该项目旨在了解如何在非正式教育部门使用协同机器人技术，以促进计算科学与STEM主题的整合，并扩大协同机器人技术的教育应用。因为协同机器人的概念是新的，一个基于设计的研究方法将被用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。数据将从多个来源收集，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，解决围绕合作的认知紧张，加速发现和初始参与，促进与合作机器人的角色扮演和相互依赖，调查社会学习，并使用项目反应理论分析验证措施。DBR研究的问题是：1。什么样的设计原则能够支持p3g的开发，从而有效地在提供大量竞争选项的自由选择OST空间中吸引初始用户？2.什么设计原则支持P3G游戏循环，使玩家能够学习复杂技能、计算思维和协同机器人规范，并在重复参与的过程中培养个人和职业兴趣？什么设计原则支持p3g在低资源OST环境下获得高的重粘性？4.P3Gs对其近端和远端环境有哪些积极影响？此外，该项目将研究这些关于设计的问题：1。需要哪些技术和游戏设计功能来适应技术中断？2.什么样的设计元素或原则可以缓解实时游戏和理解协作机器人行为与玩家编写的代码之间的认知资源竞争？3.什么样的设计元素能够有效地让学习者在OST环境中注意到并开始玩游戏？4.什么样的设计能够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.哪些设计元素能够帮助玩家在游戏角色中获得利益？6.围绕P3G原型出现的社会行为不是为了唤起特定的社会互动？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。

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.