Role Assignment Analysis of an Assistive Robotic Platform in a High School Mathematics Class, Through a Gamification and
- PDF / 937,636 Bytes
- 16 Pages / 595.276 x 790.866 pts Page_size
- 43 Downloads / 193 Views
Role Assignment Analysis of an Assistive Robotic Platform in a High School Mathematics Class, Through a Gamification and Usability Evaluation Germán E. Baltazar Reyes1
· Edgar López1
· Pedro Ponce1
· Nancy Mazón2
Accepted: 5 September 2020 © Springer Nature B.V. 2020
Abstract This project implements an assistive robotic platform in a mathematics high school class to support the professor’s teaching process while analyzing its performance by using a gamification approach and the Octalysis framework. The results obtained from this study evaluated both the platform usability and the general class perception from the students and the professors involved in the experimentation. This paper demonstrates that the implementation of a robotic platform as a supportive tool for the professor improves the class’ dynamism and the cooperative behavior of the students, by following the Octalysis approach. Finally, the results helped to determine a better role assignment for future cases where the professor implements a robotic platform during class, leaving the theoretical explanations and class control to the professor, and giving the robot the role of enhancing the activities and review exercises. Keywords Social robotics · Educational innovation · Higher education · Gamification · Usability
1 Introduction The use of robotic platforms in different human-labor tasks has increased during the last years. Most of their applications are focused on the industrial field, or the implementation of mechatronics, artificial intelligence, among others. However, their use in more social scenarios has also increased considerably, like entertainment, comfort, assistance for children and elderly, autistic, and disabled persons, and education [40]. Regarding the latter one, the use of robotic platforms has been mainly focused on teaching programming techniques and artificial intelligence for undergraduate students [2,12, 30,33,42,43], being the purpose of the platform to reinforce the topics seen in class while adequating the implementation of the platform to the social and cultural queues of the region [28]. Another aspect that began to take a more significant role in robotics research, and that still needs further investigation [38,40], is the use of the platform as a supportive tool for
B
Germán E. Baltazar Reyes [email protected]
1
School of Engineering and Sciences, Tecnologico de Monterrey, Calle del Puente 222, Mexico City, Mexico
2
Faculty of Psychology, UNAM, Avenida Universidad 3004, Mexico City, Mexico
the professor [2,39] in topics that are not directly implied to robotics per se. There have been some approaches regarding this last area. Chang et al. proved that the implementation of a humanoid robotic platform generates an engaging and interactive environment for children to learn a second language [3]. Other researchers demonstrated that early interactions with robotic platforms improve students’ STEM knowledge and thinking processes, like Sullivan et al. [44]. Schweikardt et al. observed that the use of robotic kits
Data Loading...
