Recent robots in STEAM education

 最近於STEAM教育中的機器人

摘要

Robotics is increasingly entering the field of education. The tools, methods, and approaches of robotics contribute to the development of all areas of STEAM education, both individually and interdisciplinary. The present work aims to highlight the robots that are most effective in STEAM education and to classify robots used in education in terms of their frequency of use, features, flexibility, manufacturer, sensors, software, programming language, connection, recommended age, usefulness in education, and their cost. It turned out that there are packages for building robots, pre-assembled robots, and social robots. Their form can be animal, human, car, etc., and they have various properties; for example, they can move and fly. Moreover, most of the robots proposed for education use block-based programming; for example, the Scratch language. Common features of robots are that the robot follows a path, reacts to sounds, and recognizes obstacles, with various sensors; for example, vision. Finally, it turned out to be necessary to design an activity guide for each lesson, which will be accompanied by instructions and specific steps for teachers and students.

作者關鍵字

3D robots; educational robots; printable robots; robotics; STEAM education

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究背景與目的	This study aims to identify and classify robots used in STEAM education in recent years (2016–2022) based on their frequency of use, features, flexibility, cost, and educational applications.	本研究旨在針對2016–2022年間使用於STEAM教育的機器人進行分類，依其使用頻率、特性、靈活性、成本及教育應用進行研究與分類。
研究方法	The study conducted a systematic literature review and classified 13 robots used in STEAM education based on predefined criteria such as sensors, software, age range, and cost.	本研究採用系統性文獻回顧，根據預先定義的標準（如感測器、軟體、適用年齡範圍及成本）對13種使用於STEAM教育的機器人進行分類分析。
主要結果	1. Robots like Lego Mindstorms and NAO are the most commonly used.2. Low-cost robots, such as Otto DIY+ and Edison V2, provide flexibility and accessibility.3. Many robots lack comprehensive lesson plans for STEAM integration.4. Visual programming languages like Scratch dominate educational robotics. Robotics enhances student engagement, creativity, and interdisciplinary learning by integrating programming, mathematics, and engineering concepts. It also fosters teamwork and critical thinking.	1. Lego Mindstorms和NAO是最常用的機器人。2. 像Otto DIY+和Edison V2這類低成本機器人具有靈活性和可及性。3. 許多機器人缺乏完整的STEAM教案計畫。4. 視覺化程式語言如Scratch在教育機器人中占主導地位。機器人透過結合編程、數學及工程概念，增強了學生的學習興趣、創造力與跨學科學習能力，並促進團隊合作及批判性思考。
討論與建議	There is a need for affordable and flexible robots that are accessible for all students. Comprehensive lesson plans tailored for STEAM education should be developed. Robotics education should further emphasize integration across STEAM disciplines.	需要設計更多經濟實惠且靈活的機器人，讓所有學生都能使用。應發展專為STEAM教育設計的完整教案。機器人教育應進一步強調跨STEAM學科的整合應用。
未來研究方向	1. Investigate the long-term educational impacts of using robots in STEAM education.2. Develop inclusive robotic tools and curricula for diverse learning needs.3. Explore how visual programming can better transition students to advanced coding languages.	1. 探討機器人在STEAM教育中的長期教育影響。2. 開發能適應多樣化學習需求的包容性機器人工具和課程。3. 探索視覺化程式語言如何更有效地引導學生進階學習編程語言。

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Kalaitzidou, M., & Pachidis, T. P. (2023). Recent robots in STEAM education. Education Sciences, 13(3), 272. https://doi.org/10.3390/educsci13030272

Student satisfaction and self-efficacy in a cooperative robotics course

 在合作式機器人課程中的學生滿意度與自我效能感

摘要

In this study, LEGO robotics and cooperative learning were integrated into the design of a course. In the course, preservice teachers had to complete their assignments by cooperating, solving problems, and conducting team discussions. After the course, questionnaires were used to understand the advantages and disadvantages of the design of the robotics course, student satisfaction with the course, and changes of the preservice teachers' confidence in learning LEGO robotics. The satisfaction questionnaire covered three dimensions: teaching environment, teaching content, and teaching method. Results showed that by the end of the semester, students' satisfaction with the cooperative robotics course had improved. Furthermore, the results showed positive effects on preservice teachers' perceived selfefficacy when learning LEGO robotics. © Society for Personality Research (Inc.).

作者關鍵字

Cooperative learning; Preservice teacher; Robotics; Satisfaction; Self-efficacy

項目	摘要（英文）	摘要（翻譯）
研究背景與目的	This study integrated LEGO robotics and cooperative learning in a course for preservice teachers to enhance satisfaction and self-efficacy.	本研究將 LEGO 機器人和合作學習融入課程，旨在提高準教師的課程滿意度和自我效能感。
研究方法	Participants: 6 female preservice teachers. Tools: Satisfaction questionnaire (26 items), self-efficacy scale (6-point Likert). Procedure: 18 weeks of LEGO robotics course, including team-based activities, journaling, and evaluations.	參與者：6名女性師培生。工具：滿意度問卷（26項目）和自我效能量表（6分制）。程序：18週 LEGO 機器人課程，包含小組活動、日誌撰寫與評估。
研究結果	1. Satisfaction improved in teaching environment, content, and methods. 2. Self-efficacy in robotics increased for most participants, especially in programming and task execution.	1. 教學環境、內容和方法的滿意度提升。2. 參與者的機器人操作自我效能提高，尤其是在編程與任務執行方面。
研究貢獻	1. Demonstrated benefits of cooperative learning in robotics education. 2. Highlighted importance of team collaboration for skill development.	1. 證實了合作學習在機器人教育中的益處。2. 突出了團隊合作在技能發展中的重要性。
限制	Small sample size (6 participants); results may not be generalizable.	樣本規模小（6名參與者），結果可能無法普及。
未來研究方向	1. Increase sample size to validate findings. 2. Explore effects of gender diversity in robotics education. 3. Investigate long-term impacts of LEGO robotics training on teaching practices.	1. 擴大樣本規模以驗證研究結果。2. 探索性別多樣性對機器人教育的影響。3. 調查 LEGO 機器人訓練對教學實踐的長期影響。

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Liu, E. Z. F., Lin, C. H., & Chang, C. S. (2010). Student satisfaction and self-efficacy in a cooperative robotics course. Social Behavior and Personality: An International Journal, 38(8), 1135–1146. https://doi.org/10.2224/sbp.2010.38.8.1135