EAGER: Cyberlearning with Co-Robotic Teachable Agents

EAGER：利用协作机器人可教代理进行网络学习

• 批准号: 1941053
• 负责人: Winslow Burleson
• 金额: $ 29.99万
• 依托单位: New York University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-01 至 2020-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1941053&HistoricalAwards=false
• 关键词: EAGER; Cyberlearning; Co; Robotic; Teachable

Cyberlearning technologies that incorporate robust personalized support and motivational engagement with co-robotic teachable agents present compelling high risk-high payoff opportunities for advancement and broad dissemination of collaborative-robotics STEM education. The project will create robotic teachable agent technologies that provide personalized social, affective, and cognitive support to improve students' STEM learning and motivation. The project will engage at least 10 teachers and 250 middle school students including many underrepresented minority middle school students in the study of collaborative robotics and STEM cyberlearning. The researchers will involve students and teachers in the design and integration of ChalkTalk (a Mixed Reality gesture-based storytelling and simulation tool-kit) with Robotic-Teachable Agents for middle school Geometry (R-TAG) to create an open-source tool-kit for formal and informal STEM learning. The researchers will conduct empirical studies to develop rich models of student cognitive and social interactions, and improve understanding of how to design personalized cognitive, social, and affective support using physical and virtual teachable robotic agents. The project will create a low-cost opportunity for students and teachers to engage in collaborative robotics and STEM cyberlearning. The project will contribute to development and testing of education strategies for broadening participation of students from groups underrepresented in education pathways to careers in robotics. This research will advance the state-of-the-art of co-robotic cyberlearning, engaging hundreds of underrepresented minority middle school students in personalized Ubiquitous Cyberlearning with Collaborative Robotic Experiences (UCCRE). The project will (1) investigate how UCCRE can develop perceptual and cognitive support through collaborative embodied personalized interaction that generates exploratory insight, adaptive feedback, and self-explanation - going beyond typical tutoring support (offering hints, instructional explanations); (2) investigate how UCCRE can develop social support, through embodied personalized interaction with robotic teachable agents that engage and motivate students and (3) evaluate UCCRE through a series of pilot studies using design-based research methods, affective and physiological measures, and Natural Language Processing (NLP) tools. The researchers will use these methods, measures, and tools to sense and adapt to learners' affective states in ways that promote learning and creativity. Students and teachers will iteratively advance the capacity of UCCRE to provide personalized adaptive cognitive and social support, and facilitate collaborative embodied interactions between robotic teachable agents, students and teachers, within formal classroom and informal after-school settings. The findings on participatory design of ubiquitous co-robotics will likely generalize across domains and improve students' interest and motivation in learning robotics.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.

网络学习技术结合了强大的个性化支持和与合作机器人可教学代理的激励性参与，为协作机器人STEM教育的进步和广泛传播提供了引人注目的高风险-高回报机会。该项目将创建机器人可教学代理技术，提供个性化的社交、情感和认知支持，以改善学生的STEM学习和动机。该项目将吸引至少10名教师和250名中学生参与协作机器人和STEM网络学习的研究，其中包括许多代表性不足的少数族裔中学生。研究人员将让学生和教师参与ChalkTalk(一种基于手势的混合现实讲故事和模拟工具包)与可机器人教学的中学几何代理(R-Tag)的设计和集成，以创建一个用于正式和非正式STEM学习的开源工具包。研究人员将进行实证研究，以开发学生认知和社交互动的丰富模型，并提高对如何使用物理和虚拟可教学机器人代理设计个性化认知、社交和情感支持的理解。该项目将为学生和教师创造一个低成本的机会，让他们参与协作机器人和STEM网络学习。该项目将有助于制定和测试教育战略，以扩大学生从教育途径中代表性不足的群体到机器人职业的参与。这项研究将推进合作机器人网络学习的最先进水平，让数百名代表不足的少数族裔中学生参与到具有协作机器人体验(UCCRE)的个性化泛在网络学习中。该项目将(1)调查UCCRE如何通过产生探索性洞察力、适应性反馈和自我解释的协作具体化个性化互动来发展知觉和认知支持-超越典型的辅导支持(提供提示、教学解释)；(2)调查UCCRE如何通过与吸引和激励学生的机器人可教代理的具体化个性化互动来发展社会支持；以及(3)通过使用基于设计的研究方法、情感和生理测量以及自然语言处理(NLP)工具的一系列先导研究来评估UCCRE。研究人员将使用这些方法、措施和工具来感知和适应学习者的情感状态，以促进学习和创造力。学生和教师将反复提高UCCRE提供个性化适应性认知和社会支持的能力，并在正式课堂和非正式课后环境中促进机器人可教学代理、学生和教师之间的协作和具体化互动。关于无处不在的合作机器人的参与式设计的发现可能会跨领域推广，并提高学生学习机器人的兴趣和动机。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。