The influence of digital artifacts is increasingly present in today’s life. To prepare pupils adequately for the challenges of an evermore digital world an early education on this topic is necessary. A playful access for pupils are robots, as they are an illustrative and practical example of many important computer science concepts.
In this paper we present the results of a study on the design and function of robots for the education of pupils between the age of eleven and thirteen. We both accompanied and designed teaching units with mobile and humanoid robots over multiple weeks. In these units we observed how pupils were able to learn concepts of computer science if they are explained with the help of a robot and how their perceptions to the robot changed over time. We further conducted an interview survey with the pupils as well as uninvolved adults to determine possible differences in design and functionality choices for robots. Based on our results we evaluated the used robots in the educational Units. We found that the contact to the robot helps pupils to gain a sense of familiarity towards digital concepts, that pupils were able to transfer knowledge from the known robot to an unknown artifact and that there is a clear difference between the perception of robots in adults and young pupils.
Kira Bungert, University of Bonn, Germany
Lilli Bruckschen, University of Bonn, Germany
Kathrin Müller, University of Paderborn, Germany
Maren Bennewitz, University of Bonn, Germany
This paper is part of the ECE2020 Conference Proceedings (View)
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