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Existing research has established immense importance in contextual learning for second language development. However, to provide real-life context in the learning of a foreign language is challenging. To help create such a learning environment, our previous research developed an innovative system called the R&T System, utilizing robots (R) and tangible objects (T) with Internet of Things (IoT sensors). As the R&T system is still new, there is no sufficient knowledge about what learning obstacles learners would encounter in such a context-rich environment and how best to support them. To explore these issues, in the current study, we designed an English vocabulary game to engage learners to interact with the R&T System. Adopting an action research methodology, we first conducted a pilot study with 12, fourth grade students to identify learning obstacles in a game setting. They were randomly assigned to two groups, one with learning support and the other without learning support. The experiment lasted for four weeks. Both pre-test and post-test on English vocabulary were used to measure the effectiveness of these learning support mechanisms. From the video recordings of the participants' engagement with the R&T System, the results reveal that the learning support mechanisms had positive impact on the participants' learning performance and significantly reduced the occurrences of learning obstacles. This research could serve as a useful reference for future research when designing learning support for contextual vocabulary learning supported by a robotic system. [ABSTRACT FROM AUTHOR]

Educational robots represent a unique form of teacher presence. Exploring how the communication features of robot instructors affect student learning experience could contribute to the advancement of educational robots. This study examined the impact of speech rate, voice type, and emotional tone of robots on students' cognitive load, attitudes toward robot-assisted teaching, and learning performance. We recruited 477 Chinese primary school students assigned to either the speech rate, voice type, or emotional tone experiment. The results indicate that speech rate significantly influenced students' cognitive load, with the medium speed condition resulting in higher germane load compared to both fast and slow speed conditions. Moreover, students had a lower preference for adult male voices over adult female, boy, or girl voices. However, voice type did not significantly impact attitudes toward robot-assisted teaching or learning outcomes. Emotional tone did not affect students' cognitive load, attitudes, or learning performance. These findings provide valuable insights for instructors and designers when configuring the communication features of educational robots in classroom environments. Additionally, students generally prioritized the intelligence of the robot over its communication features, and they did not perceive the teaching content as difficult in all experiments. This study has methodological and practical significance. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching physical sciences presents a significant challenge in various countries, including Morocco, where student performance remains a subject of concern. This study aims to investigate the impact of introducing educational robotics as compared to computer-assisted experiments (EXAO) on students' motivation and learning in physical sciences. We divided a group of 120 middle-school students into two cohorts: one used the cost-effective educational robot, EducThermoBot, as an experimental group, while the other employed traditional EXAO as a control group. The findings demonstrate that the integration of educational robotics has a noteworthy and positive impact on students' motivation, whereas the overall academic performance exhibited no significant disparities between the two cohorts. Notwithstanding some limitations, this research offers valuable insights to enhance pedagogical practices by promoting the integration of educational robotics into the teaching of physical sciences in Morocco. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal for Scientific Publishing is the property of Research & Development of Human Recourses Center (REMAH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cultivating innovative talent has become a primary path for China to develop science and technology and solve "bottleneck" technical problems. Catering to the trend of educational reform in the intelligent age, the use of robotics to enhance students' creativity shows richer practical value and contemporary significance. In this study, 48 China and foreign experimental studies and 6,057 samples are coded using the meta-analysis method, and the findings are as follows: First, the overall effect of educational robots on students' creativity is 0.576, reaching a medium or above level of influence. Among them, the effect of promoting students' innovative, practical ability is the most obvious, and the degree of influence on the quality of innovative personality is average. Second, from the perspective of the academic stage, the effect of educational robots on the creativity of students in junior middle schools and primary schools is more obvious. Third, in terms of disciplines, robot courses impose the best effect on students' creativity. Fourth, among teaching themes, prototype creation has the most impact on students' creativity, and the level is above the intermediate level. Fifth, in terms of the choice of teaching methods, inquiry teaching can better stimulate students' creativity. Finally, compared with ordinary classrooms, the laboratory environment is more optimistic for developing students' creativity. Combined with field research, four practical suggestions are put forward. [ABSTRACT FROM AUTHOR]

Information technology and artificial intelligence have promoted the informatization development of education and made many changes in the teaching mode. Especially in the era of artificial intelligence, the combination of human-machineassisted education teaching has become an optional and efficient teaching mode. As a teaching tool for the transformation of teaching methods empowered by artificial intelligence technology, educational robots have consistent influences on the learning effect of learners, which is the focus of educational technology. As the leading or auxiliary teaching, educational robots can meet the various educational needs of different groups of people and improve the learning performance of learners. This study conducts experimental research on learners majoring in computer science and explores the influences of educational robot-assisted teaching (the experimental group) and traditional classroom teaching (control group) on the learning performance of learners in C language programming. Results prove that no significance exists between different classes in pretest theory scores and pretest practice scores. A significant difference at 0.01 is observed between the pre-test and post-test theory scores in the experimental group (t=-3.891, p=0.001), and a significant difference at 0.01 exists between the pretest and post-test practice scores in the experimental group (t=-3.894, p=0.001). Findings of this study have important reference values for inspiring how educational robots and teachers collaborate to improve teaching effectiveness. [ABSTRACT FROM AUTHOR]

Cultivating innovative talents has become a critical strategy for building China into a strong country in science and technology. Catering to the trend of educational reform in the intelligent era, the use of robotics in developing student creativity proves to be of greater practical value. The findings of this study are that: first, the overall effect of educational robotics on student creativity reaches above-moderate level; second, educational robotics has more significant effects on creativity of primary and junior secondary students; third, in terms of subjects, robotics courses can most effectively promote student creativity; fourth, among various teaching topics, prototype creation has the most substantial impact on student creativity; fifth, in terms of instruction methods, inquiry-driven teaching can best stimulate student creativity; sixth, compared with ordinary classrooms, the laboratory environment is more favorable for the development of student creativity. The paper also offers recommendations for popularizing robotics curriculum at different education levels. [ABSTRACT FROM AUTHOR]

To further innovate English teaching reform and promote the optimization and development of intelligent and innovative English teaching resources, an intelligent educational robot has been developed based on the current vigorous development of artificial intelligence educational robot technology. In addition, a set of educational robot assisted teaching curriculum resources is designed based on the robot, which is applied in primary school English teaching practice, and has achieved good application effect. The research shows that the robot can complete the functions of English vocabulary teaching, role play and free dialogue, and can further improve students' attention and initiative in classroom practice. The results of the questionnaire survey show that the teaching curriculum based on educational robot has higher scores in the completion of teaching objectives, the design of teaching content, the fluency of teaching links and the innovation of teaching process, which is superior to the traditional English teaching. This exploration provides important case data and theoretical basis for primary school English teaching reform, and it is of great significance to further innovate educational resources and promote teaching reform. [ABSTRACT FROM AUTHOR]

In this research, we will use the existing OID sensor environment for smart robots, which are a type of educational robot, but we would like to propose that the problem of running be handled by a program. Maybe you have driving information We are building a driving test environment focusing on environment, position recognition, route planning, obstacle avoidance and path reset, and it is not the average final error rate, but the time when the error increases The experiment was conducted by a household that catches the moment of recalibration. Through the process, stable running results were obtained compared to the previous experiment. In this research, I think that it will be a development method that can improve the running performance of educational robots equipped with low-cost sensors currently on the market. [ABSTRACT FROM AUTHOR]

In this article, we present an emotion and memory model for a social robot. The model allowed the robot to create a memory account of a child's emotional events over four individual sessions. The robot then adapted its behaviour based on the developed memory. The model was applied on the NAO robot to teach vocabulary to children while playing the popular game 'Snakes and Ladders'. We conducted an exploratory evaluation of our model with 24 children at a primary school for 2 weeks to verify its impact on children's long-term social engagement and overall vocabulary learning. Our preliminary results showed that the behaviour generated based on our model was able to sustain social engagement. In addition, it also helped children to improve their vocabulary. We also evaluated the impact of the positive, negative and neutral emotional feedback of the NAO robot on children's vocabulary learning. Three groups of children (eight per group) interacted with the robot on four separate occasions over a period of 2 weeks. Our results showed that the condition where the robot displayed positive emotional feedback had a significantly positive effect on the child's vocabulary learning performance as compared to the two other conditions: negative feedback and neutral feedback. [ABSTRACT FROM AUTHOR]

Amid the increasing interest in applying augmented reality (AR) in educational settings, this study explores the design and enactment of an AR-infused robot system to enhance children's satisfaction and sensory engagement with dramatic play activities. In particular, we conducted an exploratory study to empirically examine children's perceptions toward the computer- and robot-mediated AR systems designed to make dramatic play activities interactive and participatory. A multi-disciplinary expert group consisting of early childhood education experts, preschool teachers, AR specialists, and robot engineers collaborated to develop a learning scenario and technological systems for dramatic play. The experiment was conducted in a kindergarten setting in Korea, with 81 children (aged 5-6 years old). The participants were placed either in the computer-mediated AR condition (n = 40) or the robot-mediated AR condition (n = 41). We administered an instrument to measure children's perceived levels of the following variables: (a) satisfaction (i.e., interest in dramatic play & user-friendliness), (b) sensory immersion (i.e., self-engagement, environment-engagement & interaction-engagement), and (c) media recognition (i.e., collaboration with media, media function & empathy with media). Data analysis indicates that children in the robot-mediated condition showed significantly higher perceptions than those in the computer-mediated condition regarding the following aspects: interest in dramatic play (satisfaction), interactive engagement (sensory immersion), and empathy with media (media recognition). Furthermore, it was found that the younger-aged children and girls, in particular, perceived AR-infused dramatic play more positively than the older-aged children and boys, respectively. The contribution of this study is to provide empirical evidence about the affordances of robots and AR-based learning systems for young children. This remains a relatively unexplored area of research in the field of learning technologies. Implications of the current study and future research directions are also discussed. [ABSTRACT FROM AUTHOR]

Although many researchers have pointed out that educational robots can stimulate learners’ learning motivation, the learning motivation will be hardly sustained and rapidly decreased over time if the amusement and interaction merely come from the new technology itself without incorporating instructional strategies. Many researchers have identified that the sustainability of the learning motivation is closely related to the instructional strategies. Accordingly, learners must be well guided by suitable instructional strategies to enhance and sustain their learning motivation. In other words, suitable instructional strategies are required even if introducing educational robots to learners can stimulate learning motivation at the beginning of learning activities. Literature also suggests that systematic instructional strategies can be designed with the use of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model. As the rapid development of robotics, it has become feasible to apply the educational robot for enhancing learning. A robot teaching assistant (RTA) was designed to enhance and sustain learning motivation for the learning of English reading skills. A quasi-experimental design and the Instructional Material Motivational Survey questionnaire were used for data collection and evaluation. The findings showed that the design of the RTA-based learning activities guided by the ARCS model for learning English reading skills can significantly improve learners’ learning motivation, learning performance, and continuance intention. [ABSTRACT FROM PUBLISHER]

Issues concerning the e-university teacher in the context of e-learning as an implemented from-method of education are solved on the basis of literature and quality environmental research. Theoretical analysis covers a range of media pedagogy and academic pedeutology and quality research the students of postgraduate and extra-mural studies participated in. Developed research material revealed that there are two perspectives ahead of academic e-teacher: 1) intensive preparation for e-learning implementation, especially in extra-mural and postgraduate studies; 2) satisfying students' various educational needs with the use of traditional and multimedia forms-methods for their preparation for LLL. We should also predict that the robot of a university teacher assistant in the future will become competition in the higher education market. [ABSTRACT FROM AUTHOR]

Tangible programming tools enable children to easily learn the programming process, previously considered to be difficult for them. While various tangible programming tools have been developed, there is still a lack of available tools to help students experience the general programming process. This study therefore developed a tool called Algorithmic Bricks (A-Bricks), to improve the programming language experience by considering and utilizing characteristics of procedural language. Specifically, elements such as sequence, repetition, condition, function, and parameter were used to develop A-Bricks. In addition, this study observed the benefits of A-Bricks and confirmed its potential as a tangible educational programming tool by comparing and analyzing elementary school students using A-Bricks to control groups using Scratch. [ABSTRACT FROM AUTHOR]

This article presents a methodology to recycle and upgrade a 4-DOF educational robot manipulator with a gripper. The robot is upgraded by providing it an artificial vision that allows obtaining the position and shape of objects collected by it. A low-cost and open-source hardware solution is also proposed to achieve motion control of the robot through a decentralized control scheme. The robot joints are actuated through five direct current motors coupled to optical encoders. Each encoder signal is fed to a proportional integral derivative controller with anti-windup that employs the motor velocity provided by a state observer. The motion controller works with only two open-architecture Arduino Mega boards, which carry out data acquisition of the optical encoder signals. MATLAB-Simulink is used to implement the controller as well as a friendly graphical interface, which allows the user to interact with the manipulator. The communication between the Arduino boards and MATLAB-Simulink is performed in real-time utilizing the Arduino IO Toolbox. Through the proposed controller, the robot follows a trajectory to collect a desired object, avoiding its collision with other objects. This fact is verified through a set of experiments presented in the paper. [ABSTRACT FROM AUTHOR]