GUY KEREN, MARINA FRIDIN
FACULTY OF INDUSTRIAL ENGINEERING AND MANAGEMENT, ARIEL
UNIVERSITY CENTER, ISRAEL
THE THERAPEUTIC...
ROBOTICS & EDUCATION
IROS 2012
We focused on children 4–6 years old: the preschool years are
considered critical for child...
IROS 2012
Geometric
al
Thinking
Geometry is
everywhere:
art, architecture,
engineering, robotics,
astronomy, sculptures …
Main theo...
Classical
Western
Music
Listening to the music
improve
 brain development, mathematical
and overall academic
achievement...
One person from Educational or Scientific Staff
~1m
SETUP
IROS 2012
IROS 2012
PROCEDURE
Introduction
Presentation of seasons in cyclic order, the robot explains,
dances, plays Vivaldi “Four ...
PROCEDURE
Geometricthinking
Level 0 - Recognition: child
recognizes the geometric shapes of
the robot; pays attention to t...
Thinking
about
thinking
Three components:
 Metacognitive knowledge:
knowledge and awareness of one’s
own cognitive proce...
METACOGNITION
IROS 2012
•Often ignoring in early education
•The question of whether metacognition is learnable
is still a ...
PROCEDURE PROTOCOL AND
SUBJECTS
IROS 2012
Group Boys Girls Total
1 4 1 5
2 2 2 4
3 4 4 8
Total 10 7 17
G3
n=8
G1
n=5
Timel...
IROS 2012
• Interaction Level (IL)
o Repeated measures (segments of the procedure) ANOVA, the
three between-subject factors: stage (...
RESULTS
• Interaction
Level
• Cognitive
• Meta
Cognitive
IROS 2012
CONCLUSIONS
IROS 2012
• Uncovered topics in preschool education: children
improved both geometrical thinking and
metacogni...
KAR
Ethical Issues and First
Meeting Procedure
Selective Attention and
Motor Training
Story Telling
Gender Differences...
IROS 2012
THANK YOU FOR ATTENTION
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Kindergarten Socail Assistive Robotics (KindSAR) for Children's Cognitive and Metacognitive Development in Pre-School Science Education

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Kindergarten Socail Assistive Robotics (KindSAR) for Children's Cognitive and Metacognitive Development in Pre-School Science Education

  1. 1. GUY KEREN, MARINA FRIDIN FACULTY OF INDUSTRIAL ENGINEERING AND MANAGEMENT, ARIEL UNIVERSITY CENTER, ISRAEL THE THERAPEUTIC AND EDUCATIONAL SOCIAL ROBOTICS LAB Kindergarten Assistive Robotic For Geometrical Thinking And Metacognitive Development IROS 2012
  2. 2. ROBOTICS & EDUCATION IROS 2012 We focused on children 4–6 years old: the preschool years are considered critical for children’s overall development (Chambers & Sugden, 2002) . We developed KINDERGARTEN ASSISTIVE ROBOTICS(KAR). • Robots as a tool for the teaching • Subjects closely related to the robotics field: mechatronics, electronics, programming, physics, mathematics; helped to improve problem solving, logic, and scientific inquiry (Benitti, 2011). • Participants ages 6 -16. • Not integrated into classroom activities, took place in an after-school or summer camp program. • Platform : mainly Lego • In the field of child care • Social Assistive Robotics : children with autism (Kozima, Nakagawa, & Yano, 2004). • iRobi in elementary school : wheeled robot, educational activities mainly through embedded computer-based games (Han, Jo, Park, & Kim, 2005) • AIBO, a robotic pet, in class work for 4 6-year-olds‒ (Yamamoto, Tetsui, Naganuma, and Kimura, 2006)
  3. 3. IROS 2012
  4. 4. Geometric al Thinking Geometry is everywhere: art, architecture, engineering, robotics, astronomy, sculptures … Main theory: van Hieles geometric thinking levels Often ignoring in early education (Sarama & Clements, 2009). Existing system (mostly for higher education):  Web-based virtual environment (Rafi, Khairul Anuar, Samad, Hayati, & Mazlan, 2005)  GeoCAL, a multimedia learning software (Chang et al., 2007) Main Problem : learning in 2D about 3D Possible Solution: embodiment system IROS 2012
  5. 5. Classical Western Music Listening to the music improve  brain development, mathematical and overall academic achievements (Cox & Stephens, 2006).  children’s spatial abilities (Fukui & Toyoshima, 2008). Listening is enough (Nieminen, Istok, Brattico, Tervaniemi & Huotilainen, 2011). Music stimulates arousing emotions (Zentner & Eerola, 2010). IROS 2012
  6. 6. One person from Educational or Scientific Staff ~1m SETUP IROS 2012
  7. 7. IROS 2012 PROCEDURE Introduction Presentation of seasons in cyclic order, the robot explains, dances, plays Vivaldi “Four Season” Finding button for each season, positive reinforcement feedback: dance Parting
  8. 8. PROCEDURE Geometricthinking Level 0 - Recognition: child recognizes the geometric shapes of the robot; pays attention to the visual characteristics of geometric patterns. Level 1 - Visual Association: infers shapes based on their characteristics. Robot asks children to look at the screen and take notice of the basic shape of its picture shown there. Robot asks children to inspect parts of its body and locate buttons on it. Robot asks children to distinguish between upper and lower parts of its body (hands, head) and front and back parts of its head (noting back and front buttons on the head). Visual motor skills: eye- hand coordination Robot asks children to push the relevant buttons. Level 2 - Description/Analysis: identifies attributes of geometric shapes such as spatial relationships between parts. van Hieles
  9. 9. Thinking about thinking Three components:  Metacognitive knowledge: knowledge and awareness of one’s own cognitive processes and products (Flavell & Wellman, 1977).  Metacognitive skills: the ability to use the metacognitive knowledge strategically in order to attain cognitive objectives (Desoete, 2008).  Metacognitive experiences: the awareness and feelings that arise when an individual encounters a task and processes the information related to it (Efklides, 2008). IROS 2012 META COGNITION
  10. 10. METACOGNITION IROS 2012 •Often ignoring in early education •The question of whether metacognition is learnable is still a matter of debate •Instructions: o Awareness, control of meta-task rather than task procedures o Self-monitoring o “Thinking aloud” (Kramarski & Mevarech, 2003) o Develop child’s linguistic component (Zohar, 2004) o Cooperative learning (Cross & Paris, 1988) o Visibility (Hennessey, 1999) o Motivation (Eisenberg, 2010)
  11. 11. PROCEDURE PROTOCOL AND SUBJECTS IROS 2012 Group Boys Girls Total 1 4 1 5 2 2 2 4 3 4 4 8 Total 10 7 17 G3 n=8 G1 n=5 Timeline (Days) First meeting procedure 81 15 22 G2 n=4 Four Seasons Procedure Session 1 Session 2 Cognitive Stage Robot teaches the children Session 1 Session 2 Metacognitive Stage A child (G2) teaches children (G3) using the robot 29
  12. 12. IROS 2012
  13. 13. • Interaction Level (IL) o Repeated measures (segments of the procedure) ANOVA, the three between-subject factors: stage (cognitive/metacognitive), session (1, 2), and gender (boy, girl). • Velocity of Learning (V) o Same as for IL • Metacognitive measurement (MM) o Observational checklist: 22 items for measuring metacognition and self-regulation DATA ANALYSIS IROS 2012 ∑= = 3 1 ** F FSss FWSignECIL RT AVE V )(1 +− =
  14. 14. RESULTS • Interaction Level • Cognitive • Meta Cognitive IROS 2012
  15. 15. CONCLUSIONS IROS 2012 • Uncovered topics in preschool education: children improved both geometrical thinking and metacognition • Gender: no differences • Key for successes: o Embodiment o Game-like activity o Collaborative work o Visual o Music, dance, free movement o Motivation, emotional arousing • A lot of future work….
  16. 16. KAR Ethical Issues and First Meeting Procedure Selective Attention and Motor Training Story Telling Gender Differences Team Decomposition Acceptance by Educational Staff Virtual Robot Spatial Cognition …….. IROS 2012
  17. 17. IROS 2012 THANK YOU FOR ATTENTION

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