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Analysis of the Application of the bee-bot Robot for the Development of Social Reciprocity Skills in Students with Autism Spectrum Disorder

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INTERNATIONAL JOURNAL OF SOCIAL RObotICS 2025年第5期17卷 845-870页

作者： Perez-Vazquez, Elena Lorenzo, Gonzalo Lorenzo-Lledo, Alejandro Lledo, Asuncion Univ Alicante Dept Dev Psychol & Didact Alicante Spain

Increasingly, Information and Communication Technologies (ICT) are being used as a resource in the teaching-learning process of students with special educational needs. Specifically, the needs of children with autism spectrum disorder (ASD) seem to align perfectly with ICT, especially with Pedagogical Robotics, as it enables the creation of predictable and controllable environments. For this reason, the main aim of this research has been to apply the bee-bot robot to improve the social-emotional reciprocity responses of students with ASD. Therefore, a quantitative research based on a quasi-experimental methodology and a pre-test-post-test design has been developed. The sample of participants was composed by 22 children with ASD. In this sense, the experimental group was composed by 11 students who developed the activities through the mediation of the bee-bot robot. While the control group was composed by 11 other students who developed non-robotics mediated activities. An ad hoc instrument consisting of 44 items divided into three dimensions, related to the communication and social interaction area, was used. Each participant participated in ten individual sessions lasting fifteen minutes. The results indicate improvements in the post-test because of the use of robotics as a mediating learning tool. For example, there are improvements in items 1 and 2 related to attention with p values less than 0.05, as well as improvements in items 13, 15 and 16 related to the identification and discrimination of emotions. Furthermore, the results of the intra-group analysis show, on the one hand, significant differences on the part of the control group in item 13, related to emotion identification and discrimination skills. On the other hand, in the case of the experimental group, the number of items in which there are significant differences is greater. Specifically, participants in the experimental group show significant differences in items related to attention, basic social s

关键词： Robotics bee-bot Educational intervention Autism spectrum disorder Social reciprocity skills

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Learning Sequencing with bee-bot: A Study on Improving Computational Thinking and Motivation for Young Learners in Programming Education 54

Learning Sequencing with Bee-Bot: A Study on Improving Compu...

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54th IEEE Frontiers in Education Conference, FIE 2024

作者： Choi, Wan-Chong Choi, Iek-Chong Lam, Chan-Tong Mendes, António José Macao Polytechnic University Faculty of Applied Sciences China Cisuc University of Coimbra Coimbra Portugal School of Education City University of Macau China Cisuc University of Coimbra Dep. of Informatics Engineering Coimbra Portugal

ISBN: (纸本)9798350351507

This Research-to-Practice full paper presents an exploratory study investigating the impact of using a bee-bot educational robot simulator to enhance learning sequencing concepts and student motivation among Macao primary school students. Sequencing in computational thinking (CT) is understanding and applying the logical order of steps in problem-solving processes. We introduced a bee-bot computer simulator for children to learn sequencing. Our study adopted a pretest-posttest method involving 35 grade two students. The Computational Thinking Test for Beginners (BCTt) was used to assess CT abilities, and the Instructional Materials Motivation Survey (IMMS) was utilized to measure learning motivation. We found a significant improvement in sequencing ability and more advanced CT concepts (loops and conditions) and a significant correlation between those concepts. Departing from the existing literature, we delved deeper into how bee-bot's influence on sequencing extended to more advanced CT concepts. Moreover, considering the ARCS motivation model, this study examined how bee-bot affects learning motivation at the primary education level. After the intervention, the findings revealed that the students showed significantly higher learning motivation, meaning that the different learning activities using the bee-bot simulator positively influenced various sub-dimensions of the ARCS model: attention, relevance, confidence, and satisfaction. The correlation between the IMMS scores and the BCTt outcomes further suggested that enhanced motivation positively correlated with better CT abilities. © 2024 IEEE.

关键词： bee-bot Computational thinking K-12 programming education Learning motivation Sequencing

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Promoting Letter-Naming and Initial-Phoneme Detection Abilities Among Preschoolers at Risk for Specific Learning Disorder Using Technological Intervention With Two Types of Mats: With and Without Target Letter Forms

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2025年第8期62卷 2020-2041页

作者： Apelboim-Dushnitzky, Gila Tova, Oren Talpiot Coll 7 Yotveta St IL-58500 Holon Israel Bar Ilan Univ Ramat Gan Israel

This study tested the potential of a technological intervention procedure for promoting letter-naming and initial-phoneme detection skills among preschoolers at risk for Specific Learning Disorder. The study rational is based on evidence for paired associated learning of visual-verbal stimuli, integrated with the use of a tangible technological device (educational floor robot) as means for promoting letter knowledge. Two intervention groups (N = 60) participated. The intervention lasted for eight sessions of phonological training;each dedicated to one target letter. Participants were asked to navigate the robot's path from a current stopping point to the next according to phonological information processing. both groups went through the same procedure, but using a different type of mat (one with and one without a visual form of the letter). A control group (N = 30) of at-risk preschoolers received no intervention except for their preschool educational routine. We found that children who participated in phonological training with linkage to the visual form of the letter scored higher in post-intervention tests. Among other proposed explanations, we mention the advantages of using a tangible robot and seemingly three-dimensional letters, along with the tendency to consider visual features while processing language stimulus among children with dyslexia.

关键词： letter naming phoneme grapheme intervention bee-bot visuo-verbal processing

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Developing young children's computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy

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COMPUTERS IN HUMAN BEHAVIOR 2020年第0期105卷 105954-000页

作者： Angeli, Charoula Valanides, Nicos Univ Cyprus Nicosia Cyprus Educ Robot & Sci Org Nicosia Cyprus

The study examined the effects of learning with the bee-bot on young boys' and girls' computational thinking within the context of two scaffolding techniques. The study reports statistically significant learning gains between the initial and final assessment of children's computational thinking skills. Also, according to the findings, while both boys and girls benefited from the scaffolding techniques, a statistically significant interaction effect was detected between gender and scaffolding strategy showing that boys benefited more from the individualistic, kinesthetic, spatially-oriented, and manipulative-based activity with the cards, while girls benefited more from the collaborative writing activity. In regards to the children's problem-solving strategies during debugging, the results showed that the majority of them used decomposition as a strategy to deal with the complexity of the task. These results are important, because they show that children at this very young age are able to cope with the complexity of a learning task by decomposing it into a number of subtasks that are easier for them to tackle. The research contributes to the body of knowledge about the teaching of computational thinking. In addition, the study has practical significance for curriculum developers, instructional leaders, and classroom teachers, as they can use the results of this study to design curricula and classroom activities with a focus on the broader set of computational thinking skills, and not only coding.

关键词： Computational thinking Spatial relations Scaffolding Pre-primary school children Educational robotics bee-bot

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Exploring the development of mental rotation and computational skills in elementary students through educational robotics

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International Journal of Child-Computer Interaction 2022年 32卷

作者： Diago, Pascual D. González-Calero, José A. Yáñez, Dionisio F. Departament de Didàctica de la Matemàtica Universitat de València València Spain Departamento de Matemáticas Universidad de Castilla-La Mancha Albacete Spain Departamento de Matemáticas Universitat de València València Spain

Interest in educational robotics has increased over the last decade. Through various approaches, robots are being used in the teaching and learning of different subjects at distinct education levels. The present study investigates the effects of an educational robotic intervention on the mental rotation and computational thinking assessment in a 3rd grade classroom. To this end, we carried out a quasi-experimental study involving 24 third-grade students. From an embodied approach, we have designed a two-hour intervention providing students with a physical environment to perform tangible programming on bee-bot. The results revealed that this educational robotic proposal aimed at map-reading tasks leads to statistically significant gains in computational thinking. Moreover, students who followed the bee-bot-based intervention achieved greater CT level compared to students following a traditional instruction approach, after controlling student's prior level. No conclusive results were found in relation to mental rotation. © 2021 Elsevier B.V.

关键词： bee-bot Computational thinking Educational robotics Elementary education Mental rotation Tangible user interface

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Educational Robotics in Down Syndrome: A Feasibility Study

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TECHNOLOGY KNOWLEDGE AND LEARNING 2019年第2期24卷 315-323页

作者： Bargagna, S. Castro, E. Cecchi, F. Cioni, G. Dario, P. Dell'Omo, M. Di Lieto, M. C. Inguaggiato, E. Martinelli, A. Pecini, C. Sgandurra, G. IRCCS Fdn Stella Maris Dept Dev Neurosci Viale Tirreno 331 I-56128 Pisa Italy BioRobot Inst Polo St Anna Valdera Viale Rinaldo Piaggio 34 I-56026 Pisa Italy Univ Pisa Dept Clin & Expt Med Via Roma I-56125 Pisa Italy

Educational robotics (ER) uses robotic kits as a channel for education and collaborative learning in a play setting. Thanks to adaptability of robots, ER could facilitate inclusion of special-needs children, such as children with Down syndrome (DS), in learning programs. In a previous study, we provided evidence that ER could promote superior cognitive functions, such as executive functions, which are involved in problem solving, reasoning and planning in typically developing preschool children. In this preliminary study, we aimed to evaluate ER training feasibility, adapting methodology and previously experimented activities to promote executive functions in DS children. Eight DS children carried out 45-min weekly group sessions for 8 weeks in an ER laboratory (ER-Lab) using the bee-bot. Training setting was generally well-suited for this small sample of DS children. Due to sample heterogeneity, qualitative results of only two exemplificative children are presented and discussed. Results indicate that bee-bot is a very significant device for promoting interest, attention and interaction with adults and peers. Promotion of executive functions seemed to be possible in one child, who eagerly participated in ER-Lab activities.

关键词： Educational robotics Executive functions Down syndrome bee-bot

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The SEEDS pedagogy: Designing a new pedagogy for preschools using a technology-based toolkit

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International Journal of Child-Computer Interaction 2021年 27卷

作者： Dittert, Nadine Thestrup, Klaus Robinson, Sarah Computer Science Education University of Oldenburg Germany Danish School of Education Aarhus University Denmark Centre for Educational Development Aarhus University Denmark

World organisations like OECD and World Economic Forum point to creativity and collaboration as important 21st century competences that should be supported through schooling. The European project (SEEDS) set out to examine the development of these competences linked to digital technologies in preschools. We ask: “How can these competences be nurtured in young children, in preschools and kindergartens, and linked to digital technologies at the same time?” Through the use of a technology-based toolkit, developed during the project, a sequential pedagogy that starts from a basic understanding of a new technology towards open experimentation emerged. This pedagogy scaffolds a process that supports activities starting with the question ‘What can this technology do?’ to more advanced questions such as ‘What else do we want this technology to do?’ In this paper, we present the collaborative design that led to the development of a technology-based toolkit for preschools. Analysis of the practices where the toolkit was used led to the emergence of the SEEDS pedagogy. This pedagogy permits preschool teachers and children to start using an unknown technology and to raise dealing with it to a level of experimentation implementing creativity and collaboration. We demonstrate how this pedagogy supports teachers to guide children through different didactic phases and how creative and collaborative competences become visible to themselves and others. © 2020

关键词： bee-bot FabLab Kindergarten Makerspace Making Open pedagogy Preschool The experimenting community Toolkit

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Evaluating the effectiveness of an educational programming intervention on children's mathematics skills, spatial awareness and working memory

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EDUCATION AND INFORMATION TECHNOLOGIES 2018年第6期23卷 2879-2888页

作者： Messer, David Thomas, Lucy Holliman, Andrew Kucirkova, Natalia Open Univ Ctr Res Educ & Educ Technol Milton Keynes MK7 6AA Bucks England Univ Coventry Dept Psychol Coventry CV1 5FB W Midlands England UCL UCL Inst Educ 20 Bedford Way London WC1H 0AL England

This investigation concerns two questions: i). is simple educational programming with children, compared to working on mathematical tasks, more effective in increasing scores in mathematical abilities, spatial awareness and working memory? ii), is educational programming on a digital device, compared to similar paper and pencil programming activities, more effective in increasing mathematical abilities, spatial awareness and working memory? Forty-one 5 to 6 year olds from a UK infant school were randomly allocated to one of three groups: programming+iPad technology, programming using paper and pencils, and a comparison condition involving pencil and paper mathematical addition and subtraction tasks. Two 10-min intervention sessions took place each week, over a period of six weeks, with pre-intervention and post-intervention tests administered to assess children's mathematical abilities, spatial awareness and working memory. A series of mixed analyses of variance revealed that all three groups increased their mathematical abilities and spatial awareness. However, there were no significant increases in working memory, and there were no significant differences between any of the groups. These findings suggest that even a relatively short period of experience with programming can benefit other abilities and that the effects are similar to more directly targeted interventions. It was not found that programming using iPads resulted in higher scores than programming with paper and pencils.

关键词： Programming intervention Children education Working memory Spatial awareness Mathematical ability Spatial awareness bee-bot

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Expanding the Curricular Space with Educational Robotics: A Creative Course on Road Safety 13th

Expanding the Curricular Space with Educational Robotics: A ...

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13th European Conference on Technology Enhanced Learning (EC-TEL)

作者： Ioannou, Andri Socratous, Chrysanthos Nikolaedou, Elena Cyprus Univ Technol Cyprus Interact Lab CY-3036 Limassol Cyprus

ISBN: (纸本)9783319985725;9783319985718

While initiatives worldwide continue to place pressure on schools to improve STEM education, the already overcrowded curriculum often leaves little space for the integration of new courses or topics. Numerous benefits are reported in the literature about the use of educational robotics;yet, their integration in school contexts requires time that cannot be taken from other important courses. In the end, most educational robotics activities are done outside the curriculum such as in after-school programs and summer camps. The major contribution of this work is the presentation of a case of creative and non-intrusive integration of educational robotics to support the current school curricula. We present an example of expanding the curricular space, by integrating educational robotics in an existing course unit. In the absence of formal educational robotics curriculum and courses, the study presents an exemplar case of educational robotics integration in a creative and non-intrusive way. The lesson design and implementation are presented;the creative infusion can be realized and holds benefits for the students. Through educational robotics, students can practice new skills such as problem solving and teamwork, while they gain knowledge in the specific domain of the course unit.

关键词： Educational robotics Technology integration K-12 Expanding the curricular space bee-bot

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