Co-robotic Games for Low Resource Learners

适合资源匮乏学习者的协作机器人游戏

基本信息

批准号：
1906753
负责人：
Ross Higashi
金额：
$ 286.41万
依托单位：
Carnegie-Mellon University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-08-01 至 2024-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1906753&HistoricalAwards=false
关键词：
Co robotic Games Low Resource

项目摘要

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative research, approaches and resources for use in a variety of settings. Robots and robotics excite and challenge youths and adults. Unfortunately, the cost of purchasing robots or building useful robots is prohibitive for many low resource individuals and groups. This project will relieve this expense and provide an opportunity for resource limited individuals to experience the thrilling aspects of robotics by building a computer game that simulates robotic action. This project uses co-robotics wherein the participating player programs an avatar to assist in a symbiotic manner to achieve the goals of the game and participant. The game will provide access to the ideas and concepts such as programing, computational thinking and role assumption. The overarching goals are (1) to engage low-resource learners in STEM education through robotics in out-of-school spaces, and (2) to update the field of robotics-base STEM education to integrate the co-robotics paradigm.This project is designed to gain knowledge on how co-robotics can be used in the informal education sector to facilitate the integration of computational science with STEM topics and to expand the educational use of co-robotics. Because the concept of co-robotics is new, a designed-based research approach will be used to build theoretical knowledge and knowledge of effective interventions for helping participants learn programing and computational thinking. Data will be collected from several sources including surveys, self-reports, in game surveys, pre and post-tests. These data collection efforts will address the following areas: Technology reliability, Resolution of cognitive tension around co-play, Accelerate discovery and initial engagement, Foster role-taking and interdependence with co-robots, Investigate social learning, and Validate measures using item response theory analysis. The DBR study questions are:1.What design principles support the development of P3Gs that can effectively attract initial engagement in a free-choice OST space that offers large numbers of competing options? 2.What design principles support a P3G gameplay loop that enables learning of complex skills, computational thinking and co-robotics norms, and building of individual and career interest over the course of repeated engagement?3.What design principles support P3Gs in attaining a high rate of re-engagement within low-resource OST settings? 4.What kinds of positive impact can P3Gs have on their proximal and distal environment? In addition, the project will research these questions about design: 1.What technical and game design features are needed to accommodate technological interruption? 2.What design elements or principles mitigate competition for cognitive resources between real-time play and understanding the co-robotic's behavior in relation to the code the player wrote for it? 3.What design elements are effective at getting learners in OST settings to notice and start playing the game? 4.What designs are effective at encouraging learners to engage with challenging content, particularly the transition from manual play to co-play? 5.What design elements help players develop a stake in the role the game offers? 6.What social behaviors emerge organically around a P3G prototype that is not designed to evoke specific social interactions?This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

作为加强非正式环境学习的整体战略的一部分，前进的非正式STEM学习（AISL）计划为在各种环境中使用的创新研究，方法和资源提供了资金。机器人和机器人兴奋并挑战年轻人和成人。不幸的是，购买机器人或建造有用的机器人的成本对于许多低资源的个人和团体来说都是望而却步的。该项目将减轻这笔费用，并通过构建模拟机器人动作的计算机游戏，为资源有限的个人提供机会体验机器人技术的激动人心。该项目使用共同机制，其中参与的玩家为化身计划以共生方式协助实现游戏和参与者的目标。该游戏将提供对编程，计算思维和角色假设等思想和概念的访问。 The overarching goals are (1) to engage low-resource learners in STEM education through robotics in out-of-school spaces, and (2) to update the field of robotics-base STEM education to integrate the co-robotics paradigm.This project is designed to gain knowledge on how co-robotics can be used in the informal education sector to facilitate the integration of computational science with STEM topics and to expand the educational use of co-robotics.由于共同机制的概念是新的，因此将使用一种基于设计的研究方法来建立理论知识和有效干预措施的知识，以帮助参与者学习编程和计算思维。数据将从多个来源收集，包括调查，自我报告，游戏调查，预测试和后测试。这些数据收集工作将解决以下领域：技术的可靠性，围绕共同游戏的认知张力解决，加速发现和初步参与，培养角色扮演和与共同企业的相互依存，研究社会学习以及使用项目响应理论分析来验证措施。 DBR研究问题是：1。哪些设计原理支持P3G的开发，这些P3G可以有效地吸引最初的参与，以提供大量竞争选择的自由选择OST空间？ 2.哪些设计原理支持P3G游戏循环，该循环能够学习复杂的技能，计算思维和共同机器人的规范，以及在重复参与过程中建立个人和职业兴趣？3.哪些设计原理支持P3G在低资源OST设置内获得高率的P3G？ 4. P3G对其近端和远端环境产生哪些积极影响？此外，该项目将研究有关设计的这些问题：1。需要什么技术和游戏设计功能来适应技术中断？ 2.哪些设计元素或原理可以减轻实时游戏与了解共同动物相对于玩家编写的代码的行为之间的认知资源竞争？ 3.哪些设计元素可以有效地吸引OST设置中的学习者注意并开始玩游戏？ 4.哪些设计有效地鼓励学习者参与具有挑战性的内容，尤其是从手动播放到共同游戏的过渡？ 5.哪些设计元素有助于玩家为游戏提供的角色增加股份吗？ 6.围绕P3G原型的有机社会行为有机地出现，该原型并非旨在引起特定的社会互动？该奖项反映了NSF的法定使命，并使用基金会的知识分子优点和更广泛的影响评估标准，被认为值得通过评估来提供支持。

项目成果

期刊论文数量（3）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

The Design of Co-Robotic Games for Computer Science Education

计算机科学教育中的协作机器人游戏设计

DOI：
10.1145/3450337.3483472
发表时间：
2021
期刊：
CHI PLAY '21: Extended Abstracts of the 2021 Annual Symposium on Computer-Human Interaction in Play
影响因子：
0
作者：
Higashi, Ross;Harpstead, Erik;Solyst, Jaemarie;Kemper, Jonaya;Odili Uchidiuno, Judith;Hammer, Jessica
通讯作者：
Hammer, Jessica

Negotiating Systemic Racial and Gender Bias as a Minoritized Adult Design Researcher

作为少数成人设计研究员来协商系统性种族和性别偏见

DOI：
10.1145/3450337.3483479
发表时间：
2021
期刊：
CHI PLAY '21: Extended Abstracts of the 2021 Annual Symposium on Computer-Human Interaction in Play
影响因子：
0
作者：
Odili Uchidiuno, Judith;Solyst, Jaemarie;Kemper, Jonaya;Harpstead, Erik;Higashi, Ross;Hammer, Jessica
通讯作者：
Hammer, Jessica

“I'm a little less inclined to do it”: How Afterschool Programs’ Culture Impact Co-Design Processes and Outcomes

– 我不太愿意这样做 –：课后项目 – 文化如何影响协同设计流程和结果