This paper describes our team's original thoughts about using badges to motivate student lear... more This paper describes our team's original thoughts about using badges to motivate student learning.
Computer science proficiency continues to grow in importance, while the number of students enteri... more Computer science proficiency continues to grow in importance, while the number of students entering computer science-related fields declines. Many rich programming environments have been created to motivate student interest and expertise in computer science. In the current study, we investigated whether a recently created environment, Robot Virtual Worlds (RVWs), can be used to teach computer science principles within a robotics context by examining its use in high-school classrooms. We also investigated whether the lack of physicality in these environments impacts student learning by comparing classrooms that used either virtual or physical robots for the RVW curriculum. Results suggest that the RVW environment leads to significant gains in computer science knowledge, that virtual robots lead to faster learning, and that physical robots may have some influence on algorithmic thinking. We discuss the implications of physicality in these programming environments for learning computer science. Keywords: algorithmic thinking; computer programming; physicality; programming environments; robotics; virtual simulations
Teaching mathematics in a technology classroom requires
more than simply using mathematics with t... more Teaching mathematics in a technology classroom requires more than simply using mathematics with technology. It requires designing the lesson to focus, motivate, and highlight the mathematics in a meaningful way.
Abstract
Background:
Robot-math is a term used to describe mathematics instruction centered on en... more Abstract Background: Robot-math is a term used to describe mathematics instruction centered on engineering, particularly robotics. This type of instruction seeks first to make the mathematics skills useful for robotics-centered challenges, and then to help students extend (transfer) those skills. A robot-math intervention was designed to target the proportional reasoning skills of sixth- through eighth-graders. Proportional reasoning lays the foundation for further progress within mathematics. It is also necessary for success in a number of other domains (engineering, science, etc.). Furthermore, proportional reasoning is a life skill that helps with daily decision making, planning, etc. However, it is a skill that is complex and often difficult for students. Previous attempts to design similar robot-math activities have struggled to focus students ’ attention on key mathematics concepts (in complex engineering domains), and to motivate students to use the math properly. The current intervention was designed with these challenges in mind. This intervention centers on a computer-based 3D game called Expedition Atlantis . It employs a game design that focuses student attention on a specific proportional reasoning task: students calculate correct quantities of wheel rotations to move the robot to desired locations. The software also offers individualized tutorials. Whole-class discussions around daily word problems promote further application of proportional reasoning outside the robot programming context. The 1-week intervention was implemented by three teachers at different schools with varying levels of ability among students. Results: Overall, within-participant comparisons revealed that the intervention was successful in improving the number of correct responses, the number of problems attempted, the proportions of correct responses, students ’ interest in robotics, and students ’ valuing of mathematics within robotics from pre- to post-test. Further analysis of teachers revealed that the two class sections of special education benefited most. Consideration was given to the qualities of the implementation that might have led to these enhancements. Conclusions: The success of this intervention suggests that robot-math activities might be successful when focused on a few target skills and when designed with individualized tutorials/prompts that motivate proper skills. Further investigations of student and implementation characteristics would help to refine these interventions further. Keywords: Robot-math; Gaming to learn; Proportional reasoning; Special education
This paper describes our team's original thoughts about using badges to motivate student lear... more This paper describes our team's original thoughts about using badges to motivate student learning.
Computer science proficiency continues to grow in importance, while the number of students enteri... more Computer science proficiency continues to grow in importance, while the number of students entering computer science-related fields declines. Many rich programming environments have been created to motivate student interest and expertise in computer science. In the current study, we investigated whether a recently created environment, Robot Virtual Worlds (RVWs), can be used to teach computer science principles within a robotics context by examining its use in high-school classrooms. We also investigated whether the lack of physicality in these environments impacts student learning by comparing classrooms that used either virtual or physical robots for the RVW curriculum. Results suggest that the RVW environment leads to significant gains in computer science knowledge, that virtual robots lead to faster learning, and that physical robots may have some influence on algorithmic thinking. We discuss the implications of physicality in these programming environments for learning computer science. Keywords: algorithmic thinking; computer programming; physicality; programming environments; robotics; virtual simulations
Teaching mathematics in a technology classroom requires
more than simply using mathematics with t... more Teaching mathematics in a technology classroom requires more than simply using mathematics with technology. It requires designing the lesson to focus, motivate, and highlight the mathematics in a meaningful way.
Abstract
Background:
Robot-math is a term used to describe mathematics instruction centered on en... more Abstract Background: Robot-math is a term used to describe mathematics instruction centered on engineering, particularly robotics. This type of instruction seeks first to make the mathematics skills useful for robotics-centered challenges, and then to help students extend (transfer) those skills. A robot-math intervention was designed to target the proportional reasoning skills of sixth- through eighth-graders. Proportional reasoning lays the foundation for further progress within mathematics. It is also necessary for success in a number of other domains (engineering, science, etc.). Furthermore, proportional reasoning is a life skill that helps with daily decision making, planning, etc. However, it is a skill that is complex and often difficult for students. Previous attempts to design similar robot-math activities have struggled to focus students ’ attention on key mathematics concepts (in complex engineering domains), and to motivate students to use the math properly. The current intervention was designed with these challenges in mind. This intervention centers on a computer-based 3D game called Expedition Atlantis . It employs a game design that focuses student attention on a specific proportional reasoning task: students calculate correct quantities of wheel rotations to move the robot to desired locations. The software also offers individualized tutorials. Whole-class discussions around daily word problems promote further application of proportional reasoning outside the robot programming context. The 1-week intervention was implemented by three teachers at different schools with varying levels of ability among students. Results: Overall, within-participant comparisons revealed that the intervention was successful in improving the number of correct responses, the number of problems attempted, the proportions of correct responses, students ’ interest in robotics, and students ’ valuing of mathematics within robotics from pre- to post-test. Further analysis of teachers revealed that the two class sections of special education benefited most. Consideration was given to the qualities of the implementation that might have led to these enhancements. Conclusions: The success of this intervention suggests that robot-math activities might be successful when focused on a few target skills and when designed with individualized tutorials/prompts that motivate proper skills. Further investigations of student and implementation characteristics would help to refine these interventions further. Keywords: Robot-math; Gaming to learn; Proportional reasoning; Special education
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Worlds (RVWs), can be used to teach computer science principles within a robotics context by examining its use in high-school classrooms. We also investigated whether the lack of physicality in these environments impacts student learning by comparing classrooms that used either virtual or physical robots for the RVW curriculum. Results suggest that
the RVW environment leads to significant gains in computer science knowledge, that virtual robots lead to faster learning, and that physical robots may have some influence on algorithmic thinking. We discuss the implications of physicality in these programming environments for learning computer science.
Keywords: algorithmic thinking; computer programming; physicality;
programming environments; robotics; virtual simulations
more than simply using mathematics with technology.
It requires designing the lesson to focus, motivate, and
highlight the mathematics in a meaningful way.
Background:
Robot-math is a term used to describe mathematics instruction centered on engineering, particularly
robotics. This type of instruction seeks first to make the mathematics skills useful for robotics-centered challenges,
and then to help students extend (transfer) those skills. A robot-math intervention was designed to target the
proportional reasoning skills of sixth- through eighth-graders. Proportional reasoning lays the foundation for further
progress within mathematics. It is also necessary for success in a number of other domains (engineering, science,
etc.). Furthermore, proportional reasoning is a life skill that helps with daily decision making, planning, etc. However,
it is a skill that is complex and often difficult for students. Previous attempts to design similar robot-math activities
have struggled to focus students
’
attention on key mathematics concepts (in complex engineering domains), and
to motivate students to use the math properly. The current intervention was designed with these challenges in
mind. This intervention centers on a computer-based 3D game called
Expedition Atlantis
. It employs a game design
that focuses student attention on a specific proportional reasoning task: students calculate correct quantities of
wheel rotations to move the robot to desired locations. The software also offers individualized tutorials. Whole-class
discussions around daily word problems promote further application of proportional reasoning outside the robot
programming context. The 1-week intervention was implemented by three teachers at different schools with
varying levels of ability among students.
Results:
Overall, within-participant comparisons revealed that the intervention was successful in improving the
number of correct responses, the number of problems attempted, the proportions of correct responses, students
’
interest in robotics, and students
’
valuing of mathematics within robotics from pre- to post-test. Further analysis of
teachers revealed that the two class sections of special education benefited most. Consideration was given to the
qualities of the implementation that might have led to these enhancements.
Conclusions:
The success of this intervention suggests that robot-math activities might be successful when focused
on a few target skills and when designed with individualized tutorials/prompts that motivate proper skills. Further
investigations of student and implementation characteristics would help to refine these interventions further.
Keywords:
Robot-math; Gaming to learn; Proportional reasoning; Special education
Worlds (RVWs), can be used to teach computer science principles within a robotics context by examining its use in high-school classrooms. We also investigated whether the lack of physicality in these environments impacts student learning by comparing classrooms that used either virtual or physical robots for the RVW curriculum. Results suggest that
the RVW environment leads to significant gains in computer science knowledge, that virtual robots lead to faster learning, and that physical robots may have some influence on algorithmic thinking. We discuss the implications of physicality in these programming environments for learning computer science.
Keywords: algorithmic thinking; computer programming; physicality;
programming environments; robotics; virtual simulations
more than simply using mathematics with technology.
It requires designing the lesson to focus, motivate, and
highlight the mathematics in a meaningful way.
Background:
Robot-math is a term used to describe mathematics instruction centered on engineering, particularly
robotics. This type of instruction seeks first to make the mathematics skills useful for robotics-centered challenges,
and then to help students extend (transfer) those skills. A robot-math intervention was designed to target the
proportional reasoning skills of sixth- through eighth-graders. Proportional reasoning lays the foundation for further
progress within mathematics. It is also necessary for success in a number of other domains (engineering, science,
etc.). Furthermore, proportional reasoning is a life skill that helps with daily decision making, planning, etc. However,
it is a skill that is complex and often difficult for students. Previous attempts to design similar robot-math activities
have struggled to focus students
’
attention on key mathematics concepts (in complex engineering domains), and
to motivate students to use the math properly. The current intervention was designed with these challenges in
mind. This intervention centers on a computer-based 3D game called
Expedition Atlantis
. It employs a game design
that focuses student attention on a specific proportional reasoning task: students calculate correct quantities of
wheel rotations to move the robot to desired locations. The software also offers individualized tutorials. Whole-class
discussions around daily word problems promote further application of proportional reasoning outside the robot
programming context. The 1-week intervention was implemented by three teachers at different schools with
varying levels of ability among students.
Results:
Overall, within-participant comparisons revealed that the intervention was successful in improving the
number of correct responses, the number of problems attempted, the proportions of correct responses, students
’
interest in robotics, and students
’
valuing of mathematics within robotics from pre- to post-test. Further analysis of
teachers revealed that the two class sections of special education benefited most. Consideration was given to the
qualities of the implementation that might have led to these enhancements.
Conclusions:
The success of this intervention suggests that robot-math activities might be successful when focused
on a few target skills and when designed with individualized tutorials/prompts that motivate proper skills. Further
investigations of student and implementation characteristics would help to refine these interventions further.
Keywords:
Robot-math; Gaming to learn; Proportional reasoning; Special education