Abstract
Educational Robots are gaining popularity in classrooms but can increase the load on teachers compared to the use of more traditional technologies. Providing support to teachers can make teachers confident in including robots in their teaching routines. In order to support teachers in managing robotic activities in the classroom, it is important to first understand the challenges they face when engaging with these activities. To investigate these challenges, we observed three teachers managing robotic activities across fifteen standard school sessions, followed by retrospective interviews. In these sessions, students performed group activities on assembling and programming different robotic platforms. The results highlight a) how managing the additional technical complexity of the robotic activity is challenging for teachers b) teachers interventions focus on supporting students make connections between their programs and their robot behaviour in the real-world. Building on our results, we discuss how orchestration tools may be designed to help alleviate teachers challenges and support teachers interventions in robotic classrooms.
This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 765955 (ANIMATAS). Furthermore, this project is supported by the Swiss National Science Foundation through the National Centre of Competence in Research (NCCR) - Robotics.
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Shahmoradi, S., Kothiyal, A., Olsen, J.K., Bruno, B., Dillenbourg, P. (2020). What Teachers Need for Orchestrating Robotic Classrooms. In: Alario-Hoyos, C., RodrÃguez-Triana, M.J., Scheffel, M., Arnedillo-Sánchez, I., Dennerlein, S.M. (eds) Addressing Global Challenges and Quality Education. EC-TEL 2020. Lecture Notes in Computer Science(), vol 12315. Springer, Cham. https://doi.org/10.1007/978-3-030-57717-9_7
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