Collaborative Robotic Instruction: A Graph Teaching Experience. Mitnik, R., Recabarren, M., Nussbaum, M., & Soto, A. *Computers and Education*, 53(2):330-342, 2009. Paper abstract bibtex 3 downloads Graphing is a key skill in the study of Physics. Drawing and interpreting graphs play a key role in the understanding of science, while the lack of these has proved to be a handicap and a limiting factor in the learning of scientific concepts. It has been observed that despite the amount of previous graph-work- ing experience, students of all ages experience a series of difficulties when trying to comprehend graphs or when trying to relate them with physical concepts such as position, velocity and acceleration. Several computational tools have risen to improve the students’ understanding of kinematical graphs; however, these approaches fail to develop graph construction skills. On the other hand, Robots have opened new opportunities in learning. Nevertheless, most of their educational applications focus on Robotics related subjects, such as robot programming, robot construction, and artificial intelligence. This paper describes a robotic activity based on face-to-face computer supported collaborative learning. By means of a set of handhelds and a robot wirelessly interconnected, the aim of the activity is to develop graph construction and graph interpretation skills while also reinforcing kinematics concepts. Results show that students using the robotic activity achieve a significant increase in their graph interpreting skills. Moreover, when compared with a similar computer-simulated activity, it proved to be almost twice as effective. Finally, the robotic application proved to be a highly motivating activity for the students, fostering collaboration among them.

@Article{ mitnik:etal:2009,
author = {R. Mitnik and M. Recabarren and M. Nussbaum and A. Soto},
title = {Collaborative Robotic Instruction: A Graph Teaching
Experience},
journal = {Computers and Education},
volume = {53},
number = {2},
pages = {330-342},
year = {2009},
abstract = {Graphing is a key skill in the study of Physics. Drawing
and interpreting graphs play a key role in the
understanding of science, while the lack of these has
proved to be a handicap and a limiting factor in the
learning of scientific concepts. It has been observed that
despite the amount of previous graph-work- ing experience,
students of all ages experience a series of difficulties
when trying to comprehend graphs or when trying to relate
them with physical concepts such as position, velocity and
acceleration. Several computational tools have risen to
improve the students’ understanding of kinematical
graphs; however, these approaches fail to develop graph
construction skills. On the other hand, Robots have opened
new opportunities in learning. Nevertheless, most of their
educational applications focus on Robotics related
subjects, such as robot programming, robot construction,
and artificial intelligence. This paper describes a robotic
activity based on face-to-face computer supported
collaborative learning. By means of a set of handhelds and
a robot wirelessly interconnected, the aim of the activity
is to develop graph construction and graph interpretation
skills while also reinforcing kinematics concepts. Results
show that students using the robotic activity achieve a
significant increase in their graph interpreting skills.
Moreover, when compared with a similar computer-simulated
activity, it proved to be almost twice as effective.
Finally, the robotic application proved to be a highly
motivating activity for the students, fostering
collaboration among them.},
url = {http://saturno.ing.puc.cl/media/papers_alvaro/Mitnik_2009_Computers-&-Education.pdf}
}

Downloads: 3

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Soto},\n title\t\t= {Collaborative Robotic Instruction: A Graph Teaching\n\t\t Experience},\n journal\t= {Computers and Education},\n volume\t= {53},\n number\t= {2},\n pages\t\t= {330-342},\n year\t\t= {2009},\n abstract\t= {Graphing is a key skill in the study of Physics. Drawing\n\t\t and interpreting graphs play a key role in the\n\t\t understanding of science, while the lack of these has\n\t\t proved to be a handicap and a limiting factor in the\n\t\t learning of scientific concepts. It has been observed that\n\t\t despite the amount of previous graph-work- ing experience,\n\t\t students of all ages experience a series of difficulties\n\t\t when trying to comprehend graphs or when trying to relate\n\t\t them with physical concepts such as position, velocity and\n\t\t acceleration. Several computational tools have risen to\n\t\t improve the students’ understanding of kinematical\n\t\t graphs; however, these approaches fail to develop graph\n\t\t construction skills. 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