My fifth-grade mathematics and science classroom is always abuzz with different activities and content-based games designed to make the curriculum come alive. As a result, students are highly engaged and motivated to learn. I'm always looking for new ideas to spark and sustain excitement in my classroom and recently introduced an educational robot to inspire students to engage with mathematics (see Figure 1). This article explores my journey of using robots to motivate students in learning academic content.
Can an Educational Robot Improve Student Engagement and Motivation?
Computer programming is a valuable educational activity that not only helps students improve their technology-specific problem-solving abilities, but also enhances their critical thinking (Wachenchauzer, 2004). An educational robot is an innovative and effective way to incorporate computer programming, allowing students to make and control real-world objects (Nickels & Cullen, 2017). Robotics can also be successfully incorporated into school curricula and daily lessons to support students’ academic growth in integrated Science, Technology, Engineering, and Mathematics (STEM) as it offers instant feedback and evidence of improved cognitive skills (Barker & Ansorge, 2007).
Figure 1. Dash is a robot that can respond to voices and sounds in classrooms, as well as dance and sing to create an interactive learning experience (www.makewonder.com/en/dash/).
Robotics Lesson
Teachers can transform a lesson by including robotics. For example, in a mathematics lesson related to order of operations, a teacher could first give students some order of operation problems to solve, placing the answers on the floor on separate sheets of paper. Next, students can program the robot to journey from a predetermined starting line to the correct answer, allowing teachers to check for understanding.
In a literacy lesson, teachers might place vocabulary definitions on the floor and have students race their robots to the correct meaning of the word. This would demonstrate to the teacher that students can identify the meaning of each vocabulary word.
Importantly, when starting the program, students should be placed into groups of two. Each group will need a robot and an iPad to program the robot (see Figure 2). Using robots to enhance the curriculum has endless possibilities!
Figure 2. Students programming Dash robots with their iPads.
Tips for Teachers
Bringing robotics into the classroom sparks immediate interest in students and actively engages them in the curriculum. Before beginning, make sure the use of robots is aligned with the district/state curricular goals (e.g., in mathematics, reading, etc.). If the focus remains solely on “playing” with the robot, students may enjoy the lesson, but critical content learning may be overlooked.
One of the platforms I used was Blockly. This is an easy way for students to program a robot using Wi-Fi. The Blockly app uses a snap tile approach, which makes programming easy for students. The following is a list of possible robotic programs for you to explore that can be used with Dash:
The cost of using robots can be a significant obstacle for schools. One idea for funding would be to ask the school PTA for funds to support STEM initiatives. In addition, many districts have opportunities for teachers to apply for grants. This can often be accomplished by providing the district with ideas and lesson plans along with the cost of the robots and any other necessary materials. For example, our school system has a computer science/engineering focus, which allows funds to be spent on robots for the students. Administrators often support funding for robotics programs, recognizing their potential to energize the classroom and deeply engage students in learning. The programming experiences of students with educational robots will be resounding throughout the school!
In my class, educational robots sparked student learning and created an engaging, motivation-filled environment enriched with 21st century skills. When teachers align the content goals with robotics activities in the classroom, they unlock a whole new world for students and witness student engagement and motivation soar to new heights.
References
Barker, Bradley S., and John Ansorge. "Robotics as means to increase achievement scores in an informal learning environment." Journal of Research on Technology in Education 39, no. 3 (2007): 229-243.
Nickels, Megan, and Craig J. Cullen. "Mathematical thinking and learning through robotics play for children with critical illness: The case of Amelia." Journal for Research in Mathematics Education 48, no. 1 (2017): 22-77.
Wachenchauzer, Rosita. "Work in progress-promoting critical thinking while learning programming language concepts and paradigms." In 34th Annual Frontiers in Education, 2004. FIE 2004., pp. F4C-13. IEEE, 2004.
|
|
Adam Finkle is a Robotics teacher at Goldsboro Elementary Magnet School in Sanford, Florida. He has taught at Goldsboro for the past 18 years with 15 years of experience teaching Math and Science across grade levels. He believes that student engagement and building relationships are key in the classroom. |