TY - GEN
T1 - ROBIN
T2 - 19th International Conference on Artificial Intelligence in Education, AIED 2018
AU - Ahmed, Ishrat
AU - Lubold, Nichola
AU - Walker, Erin
N1 - Funding Information:
Acknowledgments. The authors gratefully acknowledge Nicholas Martinez for his assistance in developing the initial version of the system. Support for this work was provided by NSF CISE-IIS-1637809.
Publisher Copyright:
© Springer International Publishing AG, part of Springer Nature 2018.
PY - 2018
Y1 - 2018
N2 - LEGO Mindstorms robots are a popular educational tool for teaching programming concepts to young learners. However, learners working with these robots often lack sufficient feedback on their programs, which makes it difficult for them to reflect on domain concepts and may decrease their motivation. We see an opportunity to introduce feedback into LEGO Mindstorms programming environments by having the robot itself deliver feedback, leveraging research on learning companions to transform the programmable robot into a social actor. Our robot, ROBIN, provides learners with automated reflection prompts based on a domain model and the student’s current program, along with social encouragement based on a theory of instructional immediacy. We hypothesize that by having the robot itself provide cognitive and social feedback, students will both reflect more on their misconceptions and persist more with the activity. This paper describes the design and implementation of ROBIN and discusses how this approach can benefit students.
AB - LEGO Mindstorms robots are a popular educational tool for teaching programming concepts to young learners. However, learners working with these robots often lack sufficient feedback on their programs, which makes it difficult for them to reflect on domain concepts and may decrease their motivation. We see an opportunity to introduce feedback into LEGO Mindstorms programming environments by having the robot itself deliver feedback, leveraging research on learning companions to transform the programmable robot into a social actor. Our robot, ROBIN, provides learners with automated reflection prompts based on a domain model and the student’s current program, along with social encouragement based on a theory of instructional immediacy. We hypothesize that by having the robot itself provide cognitive and social feedback, students will both reflect more on their misconceptions and persist more with the activity. This paper describes the design and implementation of ROBIN and discusses how this approach can benefit students.
KW - Feedback
KW - Immediacy
KW - LEGO mindstorms
UR - http://www.scopus.com/inward/record.url?scp=85049375521&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85049375521&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-93846-2_2
DO - 10.1007/978-3-319-93846-2_2
M3 - Conference contribution
AN - SCOPUS:85049375521
SN - 9783319938455
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 9
EP - 13
BT - Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings
A2 - Luckin, Rose
A2 - Porayska-Pomsta, Kaska
A2 - du Boulay, Benedict
A2 - Mavrikis, Manolis
A2 - Penstein Rosé, Carolyn
A2 - McLaren, Bruce
A2 - Martinez-Maldonado, Roberto
A2 - Hoppe, H. Ulrich
PB - Springer Verlag
Y2 - 27 June 2018 through 30 June 2018
ER -