Exploring Educational Robots and Robotics for Learning and Development. The 2nd International Workshop of the EATEL SIG EduRobotX 2024.

Introduction 09:00 – 09:30

Overview of workshop objectives and agenda. Brief introduction of the facilitators, the SIG EduRobotX, and the participants.

Short Presentations 09:30 – 10:10

4 presentations x 10 min each = 40 min

1. Integrating Programmable Robots to Foster Computational Thinking in Early Childhood Classrooms

Authors: Anna Gamarra-Expósito, Estefania Martín-Barroso and María Zapata-Cáceres

Abstract: Computational thinking and educational robotics are becoming key competencies for creating competent digital citizens in today’s world. The development of these skills has been gradually implemented in Primary and Secondary Education, but there is still a long way to go, especially in their use in Early Childhood Education. The use of these technologies from an early age has shown to have positive effects on students’ education. This paper presents an intervention among 3-year-old students using the Bee-Bot robot. The study includes both unplugged activities and activities with the robot to develop computational thinking skills. The results show an improvement in the acquisition of these concepts with meaningful learning after conducting the robotics sessions. Additionally, the obtained results are analysed and options for their improvement are discussed. The difficulties and limitations of this study are also addressed.

2.  Towards Social Inclusion Among Older Adults: a Workshop on the Use of Instagram Social Network Facilitated by NAO

Authors: Dan Kohen-Vacs and Gila Kurtz

Abstract:  Older adults risk social exclusion due to health and psychological conditions, especially in emergencies. In this paper, we present our efforts to explore ways to teach older adults the use of Instagram social network to help them cope with challenges related to social isolation. We designed a workshop facilitated by NAO (Humanoid Robot) to teach older adults to reduce such risks. We illustrate five learning units included in this workshop, each addressing a prominent aspect of using Instagram, which is crucial for enabling older adults to communicate and foster their social inclusion. In this sense, we present an experiment we conducted along with feedback that was generally positive, highlighting perceptions of NAO as an effective mediator for the mentioned activity. However, NAO’s limited gesture initiation was a challenge. This study proposes a framework for personalized training on social networks for older adults mediated by a humanoid robot.

3. STEM Education with Robotics Activities: A Task-Centered Teachers Professional Development Program

Authors: Doaa Saad, Igor Verner, and Rinat B. Rosenberg-Kima

Abstract: The study explores the impact of a task-centered professional development on teachers’ self-efficacy, anxiety, and attitudes toward integrating robotics into STEM education. This 30-hour program includes direct instruction in the context of three tasks based on the Task-Centered Instructional Strategy, focusing on developing the pedagogical, technological, and content competencies needed to implement robotics activities into STEM classes. Results revealed a significant increase in teachers’ self-efficacy regarding robotics activities and a significant decrease in anxiety, with attitudes also improving, though not significantly. This study supports the potential of task-centered professional development to train teachers with no prior technological knowledge to incorporate robotics activities into their STEM classrooms.

4. Building the Mental Model with Trust in Human-Robot Collaboration

Authors: Daniel Majonica, Nardie Fanchamps, Deniz Iren, and Roland Klemke

Abstract: This study investigates human-robot interaction within an educational setting, emphasizing trust and collaborative decision-making facilitated through augmented reality (AR) technology. Participants were tasked with repairing robot components and navigating a game-like environment with an AR device. The study aimed to understand how trust is established and maintained in interactions with autonomous robots. Preliminary findings indicate significant individual variability in trust levels towards the robot, with perceptions ranging from complete trust to skepticism.

Discussion 10:10 – 10:30

Breakout into small discussion groups based on presentation topics. Participants share their experiences, insights, and questions related to each presentation. Facilitators moderate discussions and encourage collaboration among participants.

Break 10:30 – 11:00

Coffee & dance break with live music

Short Presentations 11:00 – 11:40

4 presentations x 10 min = 40 min

5. Design and Development of an Educational Escape Room with the Humanoid Robot NAO

Authors: Niklas Bäcker and Ilona Buchem

Abstract: This study investigates the integration of gamification and robotics to enhance student engagement and learning outcomes. Using the STAR model, the EER was designed to integrate NAO’s interactive capabilities effectively. An exploratory study with 13 undergraduate students demonstrated a positive impact on learning experience and increased motivation. The findings suggest that combining EERs with robotics can significantly improve learning engagement. The paper concludes by addressing the challenges and limitations encountered in this study.

6. Exploring the Influence of Group Size and Interaction Rate on Students’ Perceptions of Humanoid Robots in Higher Education

Authors: Hanna Elisabeth Bruch and Ilona Buchem

Abstract: This paper addresses the topic of humanoid robots in higher education. Through the playful interaction “Planning Poker with NAO”, the use of humanoid social robots is examined with a focus on the impact on the variables of the group size and the amount of direct interaction with the robot. By using a between-groups design with three test groups and pre-experimental and post-experimental-questionnaires the data of 52 participants is collected and descriptively analyzed. Evaluating the data, tendencies can be determined that a lower group size and more direct interaction with the robot results in a positive perception of the interaction and an acknowledgement of the robots’ potential benefits compared to human teachers. This paper emphasizes how important it is to use standardized surveys to ensure that all participants have a similar attitude towards robots before participating in the study.

7. Exploring Greek students’ intention to use Telepresence Robots in Higher Education

Authors: Maria  Perifanou

Abstract: This paper aims to present the findings of a series of pilot studies that took place in the context of the TRinE Erasmus+ project and evaluated the potential of using Telepresence Robots (TR) in Higher Education (HE) settings in Greece. The main goal of this study was to measure the acceptance of TR based on students’ feedback, following their experience in the classroom. This was achieved by deploying a Technology Acceptance Model (TAM) approach. The participants involved in the study were in total 5 HE teachers and 104 HE students. Both students and educators participated in completing a validated questionnaire, which was tailored to the technology of the TR. The findings unveiled generally positive perceptions among the in-class students regarding  the usage of the TR. Moreover, the results showcased even more positiveperceptions among the out-of-class students concerning TR utilization. Overall, these findings suggest that integrating TR into educational environments has the potential to foster dynamic and interactive learning environments, which couldultimately enhance student engagement and improve learning outcomes.

8. Personalized Learning Artificial Intelligence: Exploring Multimodal Social Robotics in the Classroom

Authors: Aaron Elkins, Uyiosa Philip Amadasun and Sabine Matook

Abstract: Social robots, equipped with advanced communication abilities, can now serve as versatile classroom assistants. These robots understand and respond to speech, visual cues, and nonverbal signals, creating dynamic learning environments. Drawing on communication theory, they adapt to various learning styles and work alongside teachers to enhance education. We explore personalized instruction and improved student engagement through multimodal interactions with robot teaching assistants. Our research examines potential benefits, including individualized learning, increased motivation, and support for multilingual and special needs education. We address challenges in visual processing, communication, and cognitive load management. This work advances AI in Education by showing how AI-enhanced robots can create more effective and inclusive learning experiences.

Discussion 11:40 – 12:00

Breakout into small discussion groups based on presentation topics. Participants share their experiences, insights, and questions related to each presentation. Facilitators moderate discussions and encourage collaboration among participants.

12:00 – 12:30

Chat & connect break with live music

12:30 – 13:30

Lunch

Interactive Sessions 13:30 – 14:30

• Interactive Workshop Activity 1: Showcasing Good Examples of Robot-assisted Learning
• Interactive Workshop Activity 2: Evidence-informed Activities in Robotics Education
• Interactive Workshop Activity 3: Networking and Creating Partnerships

Break 14:30 – 14:45

Coffee & connect break with live music

Wrap-up and Reflection 14:45 – 15:00

Summary of key insights and discussions from the workshop. Reflection on how new insights can be applied in participants’ own contexts. Opportunity for participants to share any final thoughts or questions including a short online evaluation in Google Forms and a visual display for feedback on the board.