Intelligent Science Stations: Developing Adaptive Mixed-Reality Technology to Enhance Inquiry-based STEM Learning in Schools

智能科学站：开发自适应混合现实技术以增强学校探究式 STEM 学习

• 批准号: 2300734
• 负责人: Nesra Yannier
• 金额: $ 299.55万
• 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: 2023
• 资助国家: 美国
• 起止时间: 2023-07-15 至 2027-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300734&HistoricalAwards=false
• 关键词: Intelligent; Science; Stations; Developing; Adaptive

The project aims to develop and research Intelligent Science Stations, a new genre of interactive science experiences. The motivation behind this project is the need for engaging, inquiry-based science learning opportunities for young children in the classroom, to sustain early interest in science. The Intelligent Science Stations will provide students in kindergarten to 4th grade with hands-on science experiences, augmented by an intelligent agent that offers feedback based on artificial intelligence (AI) computer vision. These Intelligent Science Stations incorporate scientific apparatuses such as earthquake tables or balance scales, and students' actions are observed and evaluated by the intelligent agent. The agent appears as an animated character on a screen and provides interactive feedback to guide students through scientific inquiry. This innovative approach offers evidence-based, personalized support and feedback to children, while also assisting teachers in integrating more inquiry-based science learning into their classrooms. By modeling behaviors like asking questions, making predictions, and explaining scientific phenomena, the interactive AI system helps teachers enhance their classroom experiences. The project aims to develop four Intelligent Science Stations, each accompanied by lesson plans, teacher professional development, and online resources such as video demonstrations and learning materials. The science content covered includes Early Physics, Balance and Stability, Forces and Motion, Forces and Interactions, Inquiry, and Engineering Design. The development and research will take place in multiple schools with students from diverse backgrounds, targeting an estimated 3,000 students per school year over a three-year period.The evaluation and research components of the project have two main objectives. First, it seeks to advance scientific understanding by investigating the learning support features that effectively engage children in sustained learning experiences involving scientific inquiry and engineering design in school settings. Second, it aims to determine the curricular and language supports necessary to foster engagement and enhance science learning for children with different backgrounds, academic strengths, and needs. User-centered iterative design research, formative evaluation, and classroom observations will be employed to design mixed-reality systems that best cater to student and teacher learning needs in formal learning environments. Through classroom observations and controlled experiments, the project will compare "business as usual" conditions with the use of Intelligent Science Stations, providing insights into student inquiry processes, science conversations, student engagement, and science inquiry processes. The project also intends to share its findings through peer-reviewed publications targeted at researchers and developers, as well as provide extensive professional development resources and video demonstrations to teachers and educators via social media and the project website.The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. 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.

该项目旨在开发和研究智能科学站，这是一种新型的互动科学体验。这个项目背后的动机是需要在课堂上为幼儿提供参与性的、基于探究的科学学习机会，以保持对科学的早期兴趣。智能科学站将为幼儿园到四年级的学生提供动手科学体验，并通过智能代理提供基于人工智能（AI）计算机视觉的反馈。这些智能科学站包括科学仪器，如地震表或平衡秤，和学生的行动观察和评估的智能代理。该代理出现在屏幕上的动画角色，并提供互动反馈，以指导学生通过科学探究。这种创新的方法为儿童提供了基于证据的个性化支持和反馈，同时也帮助教师将更多基于探究的科学学习融入课堂。通过对提问、预测和解释科学现象等行为进行建模，交互式人工智能系统可以帮助教师增强课堂体验。该项目旨在开发四个智能科学站，每个智能科学站都配有教案、教师专业发展以及视频演示和学习材料等在线资源。涵盖的科学内容包括早期物理学，平衡和稳定性，力和运动，力和相互作用，探究和工程设计。开发和研究将在多所学校进行，学生来自不同背景，目标是在三年期间每学年估计3 000名学生，项目的评价和研究部分有两个主要目标。首先，它旨在通过调查学习支持功能，有效地让儿童在持续的学习经验，涉及科学探究和工程设计在学校环境中，以促进科学的理解。第二，它旨在确定必要的课程和语言支持，以促进参与和加强科学学习的儿童具有不同的背景，学术实力和需求。以用户为中心的迭代设计研究，形成性评估和课堂观察将被用来设计混合现实系统，以最好地满足学生和教师在正式学习环境中的学习需求。通过课堂观察和对照实验，该项目将比较“一切照旧”的条件与使用智能科学站，提供学生调查过程，科学对话，学生参与和科学调查过程的见解。该项目还打算通过针对研究人员和开发人员的同行评审出版物分享其研究结果，并通过社交媒体和项目网站向教师和教育工作者提供广泛的专业发展资源和视频演示。发现研究preK-12计划（DRK-12）旨在显著提高科学，技术，工程和数学（STEM）的preK-12学生和教师，通过研究和开发创新的资源，模型和工具。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF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。