Search

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 Education Technology Theory & Practice / Egitim Teknolojisi Kuram ve Uygulama is the property of Education Technology Theory & Practice (Journal) 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.)

AbstractAlthough the existing research on educational robots has exhibited the assistance for EFL learners’ English skills, the evidence which shows robot-assisted systems’ effect on adult learners’ English read-aloud is still rare. Nevertheless, read-aloud is still treated as a useful approach in English classes for speech pronunciations in particular in Asia. This study aims at the design of a system that uses a robot as a tutor equips automatic speech recognition to diagnose learners’ errors while they are reading aloud the English passages. The learner is able to practice and improve pronunciations via the diagnosis. An experiment designed with a pretest, a posttest, and a delayed posttest was conducted to evaluate the proposed robot-tutoring system. 19 university students in Taiwan enrolled in the experiment, and learned with the system for 90 minutes per round, with a total of 2 rounds of self-learning. The results showed the participants’ accuracy of read-aloud in the delayed posttest was significantly better than those of the pretest and immediate posttest. In addition, when looking into the investigation of the participants’ perceptions of the system, most were impressed by the system, and also agreed the system was a useful and helpful tool to help reading English passages aloud. Therefore, this study provides evidence of the effects of robot-tutoring approach on adults’ English read-aloud in Taiwan.

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.)

Computational thinking (CT) has gained considerable attention and in-depth discussion over the last two decades. Although the significance of CT has been highlighted, it could be challenging for educators to teach CT. Fortunately, adopting robots in education has been evidenced to be of benefit to promoting students' learning motivation, CT, and higher-order thinking skills. However, several significant factors affecting students' programming performances in robot-assisted learning activities have been identified, such as cognitive needs and organization. In this study, a CMR-BBP (concept map robot block-based programming) approach was designed by integrating concept maps into robot block-based programming to enhance students' programming learning. Moreover, a three-group experiment was carried out in an elementary school to evaluate their learning outcomes. The experimental results revealed that the CMR-BBP approach benefited the students' perceptions of their computational thinking and problem solving in comparison with the R-BBP (robot block-based programming) and C-BBP (conventional block-based programming) approaches. Furthermore, regarding cognitive load, both the CMR-BBP and R-BBP approaches enhanced the students' germane cognitive load, while the CMR-BBP approach effectively reduced their extrinsic cognitive load. This study could be a notable reference for designing other courses in conjunction with programming learning activities. [ABSTRACT FROM AUTHOR]

This study aims to determine the impact of educational robot on increasing English vocabulary as a foreign language. Pre-experimental research design was conducted with 35 first grade junior high school students as sample. The pre-post English vocabulary test was given to the sample and the research were done in eight meetings. In the control class there was no action treatment and did not use robots in learning but in the treatment class, researchers used educational robots, namely the Evoce robot in learning. From the comparison between the two classes both the control class and the treatment class from the pre and post English vocabulary tests, the result finding showed in the t-test score based on the value of df = 35-1 = 34 at a significant level of 5%, a ttable of 1.0691 is obtained and at a significant level of 1%, a ttable of 2.441 is obtained. With a tcount of 9.899, which means that it is greater than ttable at a significance level of 5% and 1%, (1.0691 < 9.899 > 2.441) then Ho is rejected and Ha is accepted. In summary, the Evoce robot has given contribution in young learners’ English vocabulary. It recommended that the educational robot may become one of alternative media to be used for recent days for English vocabulary class.

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]

Existing methods for scoring student presentations predominantly rely on computer-based implementations and do not incorporate a robotic multi-classification model. This limitation can result in potential misclassification issues as these approaches lack active feature learning capabilities due to fixed camera positions. Moreover, these scoring methods often solely focus on facial expressions and neglect other crucial factors, such as eye contact, hand gestures and body movements, thereby leading to potential biases or inaccuracies in scoring. To address these limitations, this study introduces Robotics-based Presentation Skill Scoring (RPSS), which employs a multi-model analysis. RPSS captures and analyses four key presentation parameters in real time, namely facial expressions, eye contact, hand gestures and body movements, and applies the fuzzy Delphi method for criteria selection and the analytic hierarchy process for weighting, thereby enabling decision makers or managers to assign varying weights to each criterion based on its relative importance. RPSS identifies five academic facial expressions and evaluates eye contact to achieve a comprehensive assessment and enhance its scoring accuracy. Specific sub-models are employed for each presentation parameter, namely EfficientNet for facial emotions, DeepEC for eye contact and an integrated Kalman and heuristic approach for hand and body movements. The scores are determined based on predefined rules. RPSS is implemented on a robot, and the results highlight its practical applicability. Each sub-model is rigorously evaluated offline and compared against benchmarks for selection. Real-world evaluations are also conducted by incorporating a novel active learning approach to improve performance by leveraging the robot's mobility. In a comparative evaluation with human tutors, RPSS achieves a remarkable average agreement of 99%, showcasing its effectiveness in assessing students' presentation skills. [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.)

Bu araştırmada kodlama eğitiminde eğitsel robot kullanımının, özel yetenekli öğrencilerin bilgi işlemsel düşünme becerisine etkisini incelemek amaçlanmıştır. Araştırmada deneysel yöntemler içerisinde yer alan kontrol gruplu ön test son test yarı deneysel desen kullanılmıştır. Araştırmanın çalışma grubu 2021-2022 eğitim öğretim yılında Konya ili Selçuklu ilçesinde bulunan bir Bilim ve Sanat Merkezine devam eden özel yetenekli 5. Sınıf öğrencileri oluşturmuştur. Araştırmaya kontrol grubunda 55 ve deney grubunda 55 olmak üzere toplam 110 öğrenci katılmıştır. Araştırmada öğrencilerin bilgi işlemsel düşünme düzeylerini belirlemek amacıyla, deney ve kontrol gruplarında ön test ve son test olarak, Korkmaz, Çakır ve Özden (2015) tarafından geliştirilen Bilgisayarca Düşünme Beceri Düzeyleri Ölçeği kullanılmıştır. Uygulama sürecinde deney grubu öğrencileri ile kodlama eğitimi blok tabanlı kodlama aracı mBlock ve eğitsel robot seti mBot kullanılarak gerçekleştirilmiştir. Kontrol grubunda ise, kodlama eğitimi blok tabanlı kodlama aracı mBlock kullanılarak gerçekleştirilmiştir. Deney ve kontrol grubunda aynı blok tabanlı kodlama yazılımı olan mBlock blok tabanlı kodlama yazılımı tercih edilmiştir. Araştırmadan elde edilen bulgular şu şekildedir: 1.Kodlama eğitiminde eğitsel robot kullanılan deney grubu öğrencilerin bilgi işlemsel düşünme becerilerinde uygulama sonunda artış olduğu görülmüştür. 2. Kodlama eğitimlerinde eğitsel robot kullanılmayan kontrol grubu öğrencilerinin de bilgi işlemsel düşünme becerileri son test puanlarında uygulama sonunda artış olduğu görülmüştür. 3.Deney ve kontrol grubu öğrencilerinin bilgi işlemsel düşünme erişleri karşılaştırıldığında meydana gelen farkın kodlama eğitiminde eğitsel robot kullanılan deney grubu öğrencilerinin lehine olduğu görülmüştür.

In recent years, the national policy has strongly promoted the integration of artificial intelligence technology and the field of education. In response to the national policy’s call, this paper proposes a robot-assisted teaching model. Taking the coordinate transformation model, velocity motion model, odometry motion model, and visual and auditory recognition model as design principles of the educational robot, the design of the educational robot is materialized by borrowing relevant hardware and programming software. The robot-assisted preschool education teaching model was created to explain the role of educational robots in preschool education. The research subjects were selected, and the teaching effect of robot-assisted preschool education was analyzed by combining theoretical knowledge of statistics. After the experimental intervention, in terms of learning quality, language expression ability, and cooperative literacy, there was a significant difference between the early childhood students in Group B and Group C, with P

Background: Sustainable design means to base design on any systems and methods that can fulfill any of the sustainability goals: reducing waste, recycling plastics, upcycle materials, etc., and having less of an impact on the environment. Therefore, a challenge arises: how to design products based on sustainable design. This research presents a case study, about how students in a university's design department, used sustainability practices in their projects, to adopt sustainability as a major aspect during the design process of a product. Methods: The researchers used STEM methodologies to educate and guide the students to adopt recycling and upcycling practices to design and develop an educational mobile robot for Educational Robotics and Mechatronics applications. Results: Students were encouraged to develop their problem-solving approaches when developing their designed robots, for a mechatronics project given to them. In this way, the researchers fostered the active and motivated participation of students; an increased interest was found related to several factors, including challenge, competition, group participation, and more. Conclusions: This research aimed to evidence the use of upcycled and recycled materials in product development to fulfill some of the sustainability goals. The research's results were very promising and has sparked an ongoing research. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Ahmet Kelesoglu Educational Faculty is the property of Journal of Ahmet Kelesoglu Educational Faculty 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]

This study aimed to identify the efficiency of the educational robot in teaching mathematics from the point of view of its teachers in the city of Jerusalem, and to achieve the goal of the study, the descriptive survey approach was relied on, where a questionnaire consisting of (20) items was developed, and after verifying its validity and stability, it was distributed to a sample of (52) from the original study population, who are mathematics teachers in the schools of the city of Jerusalem, and it was statistically processed using the statistical package program (SPSS), where the study found that the efficiency of the educational robot In teaching mathematics from the point of view of its teachers in the city of Jerusalem, it was significant, and it was found that there were no statistically significant differences at the level of significance (0.05≥ α) in the averages of the responses of the study sample members about the efficiency of the educational robot in teaching mathematics from the point of view of its teachers in the city of Jerusalem according to the variable of gender, academic qualification and specialization, Based on the results of this study, the researcher recommended many recommendations, the most important of which was that schools in Jerusalem should provide the educational robot and use it in teaching mathematics and other subjects, and mathematics teachers should continue to use the educational robot in teaching mathematics as much as possible and benefit from scientific experiments in education using the educational robot. [ABSTRACT FROM AUTHOR]

Copyright of China Medical Education Technology is the property of China Medical Education Technology Editorial Office 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.)

Productive collaborative learning and the utilization of educational robots as a tool for developing conceptual understanding and promoting student engagement and interest levels are considered crucial components of our teaching and learning environments. This is becoming more prevalent with the rise of making spaces where collaboration is a key principle and expectation for learning from one another. In this paper, we utilized Cultural-Historical Activity Theory (CHAT) to illustrate how norms and expectations around the educator's role and student's ways of acting and behaving in a hybrid making space disrupted the collaborative experience for a group of fifth-grade students engaged with an educational robotics task. In particular, the collaborative experience became fractured through three contradictions: through the introduction of time, an unclear relationship between students and teacher, and competition for a technological device or tool. Through the examples provided, we demonstrate ways that inattention to expectations and norms in making space design can create obstacles for teachers to foster collaboration and for students to leverage one another's knowledge and skills. We conclude with implications for the design of a collaborative activity within a space that accounts for formal and informal norms and expectations, and recommendations for tools intended for use in a collaborative environment. [ABSTRACT FROM AUTHOR]

Existing methods for scoring student presentations predominantly rely on computer-based implementations and do not incorporate a robotic multi-classification model. This limitation can result in potential misclassification issues as these approaches lack active feature learning capabilities due to fixed camera positions. Moreover, these scoring methods often solely focus on facial expressions and neglect other crucial factors, such as eye contact, hand gestures and body movements, thereby leading to potential biases or inaccuracies in scoring. To address these limitations, this study introduces Robotics-based Presentation Skill Scoring (RPSS), which employs a multi-model analysis. RPSS captures and analyses four key presentation parameters in real time, namely facial expressions, eye contact, hand gestures and body movements, and applies the fuzzy Delphi method for criteria selection and the analytic hierarchy process for weighting, thereby enabling decision makers or managers to assign varying weights to each criterion based on its relative importance. RPSS identifies five academic facial expressions and evaluates eye contact to achieve a comprehensive assessment and enhance its scoring accuracy. Specific sub-models are employed for each presentation parameter, namely EfficientNet for facial emotions, DeepEC for eye contact and an integrated Kalman and heuristic approach for hand and body movements. The scores are determined based on predefined rules. RPSS is implemented on a robot, and the results highlight its practical applicability. Each sub-model is rigorously evaluated offline and compared against benchmarks for selection. Real-world evaluations are also conducted by incorporating a novel active learning approach to improve performance by leveraging the robot’s mobility. In a comparative evaluation with human tutors, RPSS achieves a remarkable average agreement of 99%, showcasing its effectiveness in assessing students’ presentation skills.

Aimed at the poor recognition effect of current educational robots on objects with complex shapes and colors and the single design of related experiments, this paper proposes a robot teaching instrument. The robot adopts a servo motor with an encoder, a drive, and a variety of sensors to realize a motor current loop, speed loop, position loop, and closed-loop control functions. Three experimental schemes were designed: a PID adjustment experiment, a robot obstacle avoidance and object-grasping program writing experiment, and a complex object recognition experiment based on cascade classifiers. The robot is conducive to improving students' self-initiative ability, deepening their understanding of PID closed-loop control, multi-sensor fusion, and deep learning knowledge. It can improve students' programming ability, enabling them to effectively combine theory and practice, as well as to comprehensively apply professional knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal 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.)

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) 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.)

• This study compares the effects of coding education with educational robot (Bee-Bot) and unplugged coding activities on preschool students' computational thinking and executive function skills. • This study found a statistically significant difference in favor of the educational robot group between the post-test scores of computational thinking skills. • It was observed that there was no statistically significant difference between the post-test scores of both groups in terms of total executive function skills scores. • It was determined that there was no significant difference in computational thinking and executive function skills according to gender. This study compares the effects of coding education with educational robot and unplugged coding activities on pre-school students' computational thinking and executive function skills. This study used a pre-test and post-test comparison group quasi-experimental design. The study was conducted in a public kindergarten with 48 pre-school students (24 educational robot- BeeBot® group and 24-unplugged coding group) aged 5-6. The TechCheck-K test was used to measure computational thinking skills, and Executive Functions Battery-Computerized Touch was used to measure executive function skills. The process started with pre-test applications and ended with post-tests after four weeks (16 different sessions) of the implementation in both groups. The study found a statistically significant difference between the computational thinking pre-test and post-test scores of pre-school students in both groups in favor of the post-test. It was determined that there was a statistically significant difference in favor of the educational robot group between the post-test scores of computational thinking skills. In addition, when the findings regarding executive functions were evaluated, there was a statistically significant difference between the pre-test and post-test scores of total executive function in favor of the post-test in both groups. However, it was observed that there was no statistically significant difference between the post-test scores of both groups in terms of total executive function skills scores. In addition, when the post-test scores of pre-school students in two groups were evaluated, it was determined that there was no significant difference in computational thinking and executive function skills according to gender. Consequently, it was determined that coding education with an educational robot was more effective for gaining computational thinking skills than unplugged coding activities for pre-school students. However, it was observed that there was no difference between the two groups in terms of the development of executive function skills in pre-school education. [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]

Obesity is a chronic multifactorial pathology determined by many factors, including incorrect eating habits and a low level of physical activity. There is an urgent need to promote a persistent change in lifestyle in obese subjects, but very few individuals maintain long-term results achieved after diet therapies. Therapeutic Education (TE) has taken over an important role as a multidisciplinary intervention aimed at improving lifestyle and at acquiring new skills for the management of the disease. However, only a small portion of patients can maintain participation in such programs and fully benefit from them. Assistive technologies, and in particular assistive social robots, are powerful tools to boost independence and improve participation in educational activities. The aim of the research work described in this article is to evaluate the effect of employing a social robot as a therapeutic educational robot helping the expert therapist in the education activity. This article describes the implementation, deployment, and evaluation of a social educational robot used as a TE assistant. Although we cannot provide statistically significant results due to the limited number of people involved in the experimental protocol, all experimental results show a positive trend, indicating that the robot can enhance the social interactions between the patients and the therapist and among the patients, thus bringing to better overall results of the TE sessions, measured with standard tests for obesity management.

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]

The quality of a teaching method used in a classroom can be assessed by observing the facial expressions of students. To automate this, Facial Expression Recognition (FER) can be employed. Based on the recognized emotions of students, teachers can improve their lectures by determining which activities during the lecture evoke which emotions and how these emotions are related to the tasks solved by the students. Previous work mostly addresses the problem in the context of passive teaching, where teachers present while students listen and take notes, and usually in online courses. We take this a step further and develop predictive models that can classify emotions in the context of active teaching, specifically a robotics workshop, which is more challenging. The two best generalizing models (Inception-v3 and ResNet-34) on the test set were combined with the goal of real-time emotion prediction on videos of workshop participants solving eight tasks using an educational robot. As a proof of concept, we applied the models to the video data and analyzed the predicted emotions with regard to activities, tasks, and gender of the participants. Statistical analysis showed that female participants were more likely to show emotions in almost all activity types. In addition, for all activity types, the emotion of happiness was most likely regardless of gender. Finally, the activity type in which the analyzed emotions were the most frequent was programming. These results indicate that students' facial expressions are related to the activities they are currently engaged in and contain valuable information for teachers about what they can improve in their teaching practice. [ABSTRACT FROM AUTHOR]