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Hirashima,T. et al. (Eds.) (2010). Workshop Proceedings of the 18th International Conference on Computers in Education. Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education. different cognitive abilities such as logical thinking, problem solving strategies, creativity, planning the actions of the workgroups (exchange of knowledge and integration of collaborative learning programming, applying the concepts learnt in the classroom). All these strategies are useful to students to create a complex prototype of Lego robot (constructing and reconstructing it). Eventually, the obtained results were satisfactory, considering that all teams solved the goal through cooperation and knowledge exchange. We perceived that the task enhanced the students’ motivation, especially when they observed how their robot worked according to the assignment. Therefore, students, through learning-by-doing approach, not only built their robots, but also improved their own mental knowledge. Furthermore, they learnt by a playful setting which is the ultimate goal of Edutainment Robotics. References [1] Barker, B.S., & Ansorge, J. (2007). Robotics as Means to Increase Achievement Scores in an Informal Learning Environment. Journal of Research on Technology in Education, 39(3), 229-243. [2] Bertacchini, P. A., Bilotta, E., Gabriele, L., Pantano, P., & Servidio, R. (2003). Investigating cognitive processes in robotic programmers developed by children in educational context. Proceeding of International Conference On Simulation And Multimedia in Engineering Education/Western MultiConference on Computer Simulation (ICSEE/WMC'03). Orlando (Florida): January 19-23. [3] Bertacchini, P. A., Bilotta, E., Gabriele, L., Pantano, P., & Servidio, R. (2006). Apprendere con le mani. Strategie cognitive per la realizzazione di ambienti di apprendimento-insegnamento con i nuovi strumenti tecnologici. Milano: Franco Angeli. [4] Bilotta, E., Gabriele, L., Servidio, R. & Tavernise, A. (2008). Motor-Manipulatory Behaviours and Learning: An Observational Study, iJOE , 4 (3). [5] Bilotta, E., Gabriele, L., Servidio, R., & Tavernise, A. (2009). Edutainment Robotics as Learning Tool, Z. Pan et al. (Eds.): Transactions on Edutainment III. Berlin Heidelberg: Springer-Verlag, LNCS 5940, 25– 35. [6] Druin, A., & Hendler, J. (Eds.) (2000). Robots for kids: Exploring New Technologies for Learning. San Francisco: Morgan Kaufman/Academic Press. [7] Johnson, J. (2003). Children, robotics, and education. Artificial Life Robotics, 7, 16-21. [8] Piaget, J. (1967). Lo sviluppo mentale del bambino. Torino: Einaudi. [9] Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books. [10] Papert, S. (1986). Constructionism: A New Opportunity for Elementary Science Education. Cambridge: MIT, Media Laboratory-Epistemology and learning group. [11] Mitnik, R., Recabarren, M., Nussbaum, M. & Soto, A. (2009). Collaborative robotic instruction: A graph teaching experience, Computers & Education, 53, 330–342. [12] Jardón, A., Paloma, Z., de la Casa, S. M. & Giménez, A. (2008). CEABOT: National wide Little humanoid robots competition; rules, experiences and new challenges. Workshop proceedings of Simpar 2008, Intl.Conf.On Simulation, Modeling and Programming for Autonomous Robots. Venice (Italy) November, 3-4. [13] Maia, L. D. O. da Silva, V. J. & de S. Rosa, R.E.V. (2009). An Experience to use Robotics to Improve Computer Science Learning, TX 39th ASEE/IEEE Frontiers in Education Conference. San Antonio: October 18 – 21. [14] Kato, S. & Tominaga, H. (2010). A Style and Tool for Group Exercise of Introductory Programming with LEGO Robot Control as Pre-Education Event. Paper presented at 9th International Conference on Information Technology Based Higher Education and Training, 29th April - 1st May 2010. Cappadocia, TURKEY. [15] Piaget, J. & Inhelder, B. (1966). La Psychologie de L’Enfant. Paris: P.U.F. [16] Harel, I. & Papert, S. (1991). Constructionism. New Jersey: Ablex Publishing. ICCE 2010 | 371
Hirashima,T. et al. (Eds.) (2010). Workshop Proceedings of the 18th International Conference on Computers in Education. Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education. Parents' Perception Toward Topobo Han Chuan FENG a *, Chun Hung LIN a , Eric Zhi Feng LIU a , Wan Ling CHANG a a Graduate institute of learning and instruction, National Central University, Taiwan *chuan1130@gmail.com, sjohn1202@gmail.com, totem@cc.ncu.edu.tw, enrin104@gmail.com Introduction In recent years, robots were received more attention in educational fields (Liu, Lin & Chang, 2010). Liu(2010)interviews 48 elementary school students, included fourth, fifth and sixth graders, and found that students perceived educational robots as a plaything, source of employment, and way to high technology. Moreover, the result reflects that the parents start focus on children’s technological capabilities from students’ perception of educational robots. The previous study (Liu, 2010) did not collect the perceptions of parents, however the parents is the most important person in deciding whether or not to attend the robotics course. Therefore, the purpose of this study is to investigate parents’ perception of programmable bricks. Methods 1.1 Participants The questionnaires were sent to 55 parents whose children were study in a kindergarten in northern Taiwan, and 26 questionnaires were returned. All the 26 questionnaires were valid. The response rate is 47%. Among the 26 parents, 10 were male, 16 were female. This kindergarten is in a research-oriented university, and 1 parent were 26 to 30 years of age; 9 parents were 31 to 35 years of age; 12 parents were 36 to 40 years of age; 4 parents were above 40 years of age.1 parent graduated from elementary school, 2 parents graduated from senior high school, 11 parents held bachelor’s degree, and 12 parents held master’s degree. 1.2 Instrument The scale developed from Liu (2010) was adopted to evaluate parents’ perception of programmable bricks. This questionnaire included two subscales: usefulness of programmable bricks; confidence in teaching kindergarten children with programmable bricks. The exploratory factor analysis was used in this study. The factor loading for all the item were higher than .70, and the total variance explained reached 77.76%. It showed this questionnaire has construct validity. The value of Cronbach’s α of this questionnaire were ranging from .768 to .928, and it showed this questionnaire is reliable. Results The result showed that the mean of the subscale, usefulness of programmable bricks (M=4.51, SD=.84), was significantly higher than the score of the subscale, confidence in teaching children with programmable bricks (M=3.35, SD=1.15) (t= 5.00, p
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Weiqin Chen, University of Bergens,
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