Description

The relationship between technological and pedagogical innovation has recently created a new field of research at the crossroads between Psychology, Educational Sciences and Artificial Intelligence: Educational Robotics (ER).

Through analysis of the achievable educational goals based on the technological status and specific learning modes of different types of robots, it is possible to define three pedagogical paradigms: learning robotics, learning with robotics, and learning by robotics.

In this book we address these three paradigms through three themes: human representations of robots, the acceptance and trust shown when interacting with a humanoid, and learning favored by the development and programming of robots in an educational context. These themes allow the authors to fully explore, define and delimit this novel field of research for future application in educational and social contexts.

Finally, the book discusses contributions and limitations which have emerged from different methodologies of research, potential educational applications, and concepts of human–robot interaction for the development of the above paradigms.

Learning Robotics, with Robotics, by Robotics: Educational Robotics

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£138.95

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Hardback by Ilaria Gaudiello , Elisabetta Zibetti

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The relationship between technological and pedagogical innovation has recently created a new field of research at the crossroads between Psychology,... Read more

    Publisher: ISTE Ltd and John Wiley & Sons Inc
    Publication Date: 20/09/2016
    ISBN13: 9781786300997, 978-1786300997
    ISBN10: 1786300990

    Number of Pages: 272

    Non Fiction , Technology, Engineering & Agriculture , Education

    Description

    The relationship between technological and pedagogical innovation has recently created a new field of research at the crossroads between Psychology, Educational Sciences and Artificial Intelligence: Educational Robotics (ER).

    Through analysis of the achievable educational goals based on the technological status and specific learning modes of different types of robots, it is possible to define three pedagogical paradigms: learning robotics, learning with robotics, and learning by robotics.

    In this book we address these three paradigms through three themes: human representations of robots, the acceptance and trust shown when interacting with a humanoid, and learning favored by the development and programming of robots in an educational context. These themes allow the authors to fully explore, define and delimit this novel field of research for future application in educational and social contexts.

    Finally, the book discusses contributions and limitations which have emerged from different methodologies of research, potential educational applications, and concepts of human–robot interaction for the development of the above paradigms.

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