教育机器人对学生学习成果的影响——基于49篇实验或准实验研究论文的元分析
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摘要
人工智能时代让"数字土著"感受到了科技的魅力。机器人作为人工智能时代的标志性产物,在教学实践中得到了广泛的应用。该研究选取49篇国内外实证文献为研究对象,采用元分析的方法重点探究教育机器人对学生学习成果的作用效果,以及学科、实验周期、学段、教学模式对学生学习成果影响的差异。研究结果表明:(1)教育机器人对学习成果作用的综合效应值为0.501,教育机器人能够有效提升学生的学习成果,且在认知维度方面的提升效果更为显著;(2)教育机器人在不同学科都能起到正向显著作用,对数学和科学学科作用效果最为显著;(3)不同实验周期对学生学习成果都有正向促进作用,但实验周期长不意味着学习成果高;(4)教育机器人在不同学段都能有效促进学生学习成果,在小学阶段效果最佳;(5)不同教学模式中使用教育机器人对学生学习成果提升不存在显著差异等。基于研究结论,该文从教学者、制造者、研究者和推广者四个群体职责出发,提出进一步提升教育机器人教学效果的实践性建议。
In the age of artificial intelligence, students are feeling the charm of the technology. Robot is a typical product of the era of artificial intelligence and it has been widely used in teaching practice. In this study, researchers selected 49 empirical papers as the research objects. Meta-analysis method was used to explore the effect of educational robots on students' learning outcomes. In addition, the researchers also explored whether there were differences in the effects of disciplines, segments, experimental cycles,teaching models. The results show that:(1) the comprehensive effect value of educational robots on learning outcomes is 0.501. It indicates that educational robots can effectively improve students' learning outcomes. The improvement effect in cognitive dimension is more significant than non-cognitive participation;(2) Educational robots play a positive role in different disciplines,especially in science and math;(3) All kinds of experimental periods have positive effect on students' learning outcomes, however it does not mean that long experimental periods can achieve better learning outcomes;(4) Teaching with educational robots have positive impact on students' learning outcomes in different learning stages, and the effect is the best in elementary school.(5) There is no significant difference between two different teaching modes. Based on the research conclusion, this paper proposes practical suggestions to further enhance the effect of educational robot in the classrooms from the perspective of teachers, manufacturers, researchers and spreaders.
In the age of artificial intelligence, students are feeling the charm of the technology. Robot is a typical product of the era of artificial intelligence and it has been widely used in teaching practice. In this study, researchers selected 49 empirical papers as the research objects. Meta-analysis method was used to explore the effect of educational robots on students' learning outcomes. In addition, the researchers also explored whether there were differences in the effects of disciplines, segments, experimental cycles,teaching models. The results show that:(1) the comprehensive effect value of educational robots on learning outcomes is 0.501. It indicates that educational robots can effectively improve students' learning outcomes. The improvement effect in cognitive dimension is more significant than non-cognitive participation;(2) Educational robots play a positive role in different disciplines,especially in science and math;(3) All kinds of experimental periods have positive effect on students' learning outcomes, however it does not mean that long experimental periods can achieve better learning outcomes;(4) Teaching with educational robots have positive impact on students' learning outcomes in different learning stages, and the effect is the best in elementary school.(5) There is no significant difference between two different teaching modes. Based on the research conclusion, this paper proposes practical suggestions to further enhance the effect of educational robot in the classrooms from the perspective of teachers, manufacturers, researchers and spreaders.
引文
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[9]?zgen KORKMAZ.The Effect of Lego Mindstorms Ev3 Based Design Activities on Students’Attitudes towards Learning Computer Programming,Self-efficacy Beliefs and Levels of Academic Achievement[J].Modern Computing,2016,4(4):994-1007.
[10]Gwen Nugent,et,al.Impact of Robotics and Geospatial Technology Interventions on Youth STEM Learning and Attitudes[J].Journal of Research on Technology in Education,2010,42(4):391-408.
[11]Yu-Hui Ching,et al.Improving Student Attitudes in STEM through a project-based robotics curriculum[C].Texas:Annual Conference of the American Education Research Association,2018.
[12][13]郑明华.Meta分析软件应用与实例解析[M].北京:人民卫生出版社,2013.14-27.
[14]黄海涛.美国高等教育中的“学生学习成果评估”:内涵与特征[J].高等教育研究,2010,31(7):97-104.
[15]顾小清,胡梦华.电子书包的学习作用发生了吗?--基于国内外39篇论文的元分析[J].电化教育研究,2018,39(5):19-25.
[16]夏凌翔.元分析方法的几个基本问题[J].山西师大学报(社会科学版),2005,(3):34-38.
[17]李玉,柴阳丽等.思维导图对学生学业成就的影响效应--近十年国际思维导图教育应用的元分析[J].中国远程教育,2018,(1):16-28.
[18]Cohen J.A power primer[J].Psychological Bulletin,1992,112(1):155-159.
[19]黄甫全,王本陆.现代教学论学程[M].北京:教育科学出版社,1998.336-337.
[20]余胜泉,胡翔.STEM教育理念与跨学科整合模式[J].开放教育研究,2015,21(4):13-22.
[21]English,L.D.,&King,D.T.Stem learning through engineering design:fourth-grade students’investigations in aerospace[J].International Journal of Stem Education,2015,2(1):14-15.
[22]李刚,吕立杰.从STEM教育走向STEAM教育:艺术(Arts)的角色分析[J].中国电化教育,2018,(9):31-39.
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[24]吴永和,李彤彤.机器智能视域下的机器人教育发展现状、实践、反思与展望[J].远程教育杂志,2018,36(4):79-87.
[25]闫寒冰,郑东芳等.设计思维:创客教育不可或缺的使能方法论[J].电化教育研究,2017,38(6):34-40.
[26]杨绪辉,沈书生.设计思维方法支持下的创客教育实践探究[J].电化教育研究,2018,39(2):74-79.
[27]郑东芳.基于设计思维的STEM课程设计模式构建与应用研究[D].上海:华东师范大学,2018.70-79.
[28]祝智庭,闫寒冰.《中小学教师信息技术应用能力标准(试行)》解读[J].电化教育研究,2015,36(9):5-10.
[29]张屹,刘美娟等.中小学教师信息技术应用能力的现状评估--基于《中小学教师信息技术应用能力标准(试行)》的分析[J].中国电化教育,2014,(8):2-7.
[30]张哲,陈晓慧等.教师信息技术应用行为影响因素模型构建研究[J].中国电化教育,2018,(1):118-125.
[31]刘楚,徐显龙等.中小学信息技术教学应用效果区域比较研究--以东、中、西部部分省会城市学校为例[J].中国电化教育,2018,(11):1-8.
[32]萝卜圈.领先的3D机器人网络互动平台[EB/OL].http://www.irobotq.com/website2/tour.html,2018-11-30.
[2]国务院.新一代人工智能发展规划[EB/OL].http://www.gov.cn/zhengce/content/2017-07/20/content_5211996.htm,2018-11-30.
[3]A National Machine Intelligence Strategy for the United States[EB/OL].https//csis-prod.s3.amazonaws.com/s3fs-public/publication/180227_Carter_Machine Intelligence_Web.PDF?CLlXGg,2018-12-30.
[4]Ioannou,A.,&Makridou,E.Exploring the potentials of educational robotics in the development of computational thinking:a summary of current research and practical proposal for future work[J].Education&Information Technologies,2018,28(6):2531-2544.
[5]Eguchi,A.Educational robotics for promoting 21st century skills[J].Journal of Automation Mobile Robotics and Intelligent Systems,2014,8(1):5-11.
[6]Benitti,F.Exploring the educational potential of robotics in schools:a systematic review[J].Computers&Education,2012,58(3):978-988.
[7]周进,安涛等.国际机器人教育研究前沿与热点--基于Web of Science文献的可视化分析[J].开放教育研究,2018,24(4):43-52.
[8]Chi-Wei Chang,et al.Improving the authentic learning experience by integrating robots into the mixed-reality environment[J].Computers&Education,2010,55(4):1572-1578.
[9]?zgen KORKMAZ.The Effect of Lego Mindstorms Ev3 Based Design Activities on Students’Attitudes towards Learning Computer Programming,Self-efficacy Beliefs and Levels of Academic Achievement[J].Modern Computing,2016,4(4):994-1007.
[10]Gwen Nugent,et,al.Impact of Robotics and Geospatial Technology Interventions on Youth STEM Learning and Attitudes[J].Journal of Research on Technology in Education,2010,42(4):391-408.
[11]Yu-Hui Ching,et al.Improving Student Attitudes in STEM through a project-based robotics curriculum[C].Texas:Annual Conference of the American Education Research Association,2018.
[12][13]郑明华.Meta分析软件应用与实例解析[M].北京:人民卫生出版社,2013.14-27.
[14]黄海涛.美国高等教育中的“学生学习成果评估”:内涵与特征[J].高等教育研究,2010,31(7):97-104.
[15]顾小清,胡梦华.电子书包的学习作用发生了吗?--基于国内外39篇论文的元分析[J].电化教育研究,2018,39(5):19-25.
[16]夏凌翔.元分析方法的几个基本问题[J].山西师大学报(社会科学版),2005,(3):34-38.
[17]李玉,柴阳丽等.思维导图对学生学业成就的影响效应--近十年国际思维导图教育应用的元分析[J].中国远程教育,2018,(1):16-28.
[18]Cohen J.A power primer[J].Psychological Bulletin,1992,112(1):155-159.
[19]黄甫全,王本陆.现代教学论学程[M].北京:教育科学出版社,1998.336-337.
[20]余胜泉,胡翔.STEM教育理念与跨学科整合模式[J].开放教育研究,2015,21(4):13-22.
[21]English,L.D.,&King,D.T.Stem learning through engineering design:fourth-grade students’investigations in aerospace[J].International Journal of Stem Education,2015,2(1):14-15.
[22]李刚,吕立杰.从STEM教育走向STEAM教育:艺术(Arts)的角色分析[J].中国电化教育,2018,(9):31-39.
[23]David,S.What business leaders need to know about cognitive technologies[EB/OL].https://www2.deloitte.com/insights/us/en/focus/cognitive-technologies/what-is-cognitive-technology.html,2018-11-30.
[24]吴永和,李彤彤.机器智能视域下的机器人教育发展现状、实践、反思与展望[J].远程教育杂志,2018,36(4):79-87.
[25]闫寒冰,郑东芳等.设计思维:创客教育不可或缺的使能方法论[J].电化教育研究,2017,38(6):34-40.
[26]杨绪辉,沈书生.设计思维方法支持下的创客教育实践探究[J].电化教育研究,2018,39(2):74-79.
[27]郑东芳.基于设计思维的STEM课程设计模式构建与应用研究[D].上海:华东师范大学,2018.70-79.
[28]祝智庭,闫寒冰.《中小学教师信息技术应用能力标准(试行)》解读[J].电化教育研究,2015,36(9):5-10.
[29]张屹,刘美娟等.中小学教师信息技术应用能力的现状评估--基于《中小学教师信息技术应用能力标准(试行)》的分析[J].中国电化教育,2014,(8):2-7.
[30]张哲,陈晓慧等.教师信息技术应用行为影响因素模型构建研究[J].中国电化教育,2018,(1):118-125.
[31]刘楚,徐显龙等.中小学信息技术教学应用效果区域比较研究--以东、中、西部部分省会城市学校为例[J].中国电化教育,2018,(11):1-8.
[32]萝卜圈.领先的3D机器人网络互动平台[EB/OL].http://www.irobotq.com/website2/tour.html,2018-11-30.