Robotics in diverse learning environments

Teaser

Video overview

#1. Robots can automatically perform:

Simple action sequences

Complex action sequences

Both the above

None of the above

#2. The six specific categories of robots are Autonomous Mobile Robots (AMRs),Automated Guided Vehicles (AGVs),Articulated Robots, Humanoids, Cobots and Hybrids.

True

False

#3. Cobots are commonly used to eliminate manual, dangerous, or tedious tasks from daily routines. In some cases, cobots can act by learning:

In response to human movements

In response to artificial movement/dynamics

In response to directions given by humans

#4. Various methods have been reported to realize self-learning robots. Fill in the missing one:

Intuitive collaboration.

... (sharing experiences)

Learning from observation and experience.

#5. Environmental robots are commonly used in:

commercial establishments

homes

public spaces

inspecting product shelves and spotting out-of-stock items

streamline store logistics

all the above

none of the above

#6. Collaborative robots are used in a variety of industries such as (fill in the gaps):

manufacturing,

... (healthcare),

law enforcement,

... (construction),

agriculture,

supply chain management.

#7. The name cobot comes from "collaborative robot". These robots are collaborative because they can work safely with other robots.

True

False

#8. Due to their ability to exhibit social behavior and personalize learning experiences, social robots have great potential to address the challenges of self-directed learning in higher education and enhance motivation by addressing basic psychological needs.

True

False

#9. When planning the use of robots in the classroom, there need to be considered the following four basic guidelines

True

False

#10. The basic guidelines are (mark the correct ones):

Have a clear objective

Use the robots to help with repetitive tasks

Use diverse technologies

Do not allow users to become too attached

Follow ethical guidelines

Do not delegate tasks to robots

#11. A humanoid robot, due to its physical shape increases engagement and has the ability to provide real-time feedback.

True

False

#12. The humanoid robot can create a rapport with the learner, which helps solve issues related to (fill in the missing one):

shyness,

... (reluctance),

confidence,

frustration that may arise when dealing with a human educator.

#13. In education, social robots are typically designed and programmed to play one (or more) of the following roles: a Tutor, a Teacher, and a Peer learner.

True

False

#14. In the role of a Tutor the robot (choose the right ones):

has infinite patience and can rehearse subjects for the period that the teacher has stipulated

is often seen as non-judgemental by the learners

deals in a perfect manner with sometimes complex tasks such as the native pronunciation of foreign languages

plays the role of a “teachable agent”

#15. In the role of a Teacher the robot (choose the right one):

manages to have learners spend more time and effort on learning activities and learn more

has infinite patience and can rehearse subjects for the period that the teacher has stipulated

assists with administrative tasks (registering students, checking prerequisite knowledge, setting learning tasks, providing feedback, etc.)

is often seen as non-judgmental by the learners

#16. In the role of a Peer-Learner the robot acts as a co-learner, as a colleague, as a classmate

True

False

#17. “Educational robotics” or “Robotics in Education” (RiE) are terms widely used to describe the educational use of robotics and electronic components as a learning tool.

True

False

#18. Robots as educators are most effective when the topic is relatively broad and the inputs to the robot are overall defined.

True

False

#19. The challenges that effectiveness of robots currently faces can be summarized as follows:

Social signal processing

Interactive dialogues

Understanding the intents and beliefs of people

Accessing the meaning of what is being said

All the above

None of the above

#20. Robots can be rather effective in a wide range of areas and subjects. In most cases the robot is functioning along with a screen, which is not only used to display educational content, but which also serves as an input device where the learner can enter responses or select exercises shortcutting the need for the robot to understand verbal input.

True

False

#21. Within content-based subjects robots:

are very appropriate for tutoring and adding additional exercises for practice

adapt to the learner’s profile and progress and will offer hints, encouragement and help at just the right time.

encourage learners to complete more exercises or to practice at home

all of the above

none of the above

#22. Within skill-based subjects robots:

asses easily the level of the learner through formative assessment or quizzes, upon which they (robots) can adapt their tutoring

adapt to the learner’s profile and progress and will offer hints, encouragement and help at just the right time

encourage learners to complete more exercises or to practice at home

all of the above

none of the above

#23. Robots can be used to enable geographically dispersed people to participate in important meetings and events.

True

False

#24. Tutor robots come in a variety of shapes and sizes, from simple 10 cm robots to large humanoid robots. Which robot is better suited is often determined by:

the human teacher

the environment where the teaching/tutoring happens

the application

the learners’ initial knowledge

the target audience

#25. Some robots have tracking devices that instructors place in the classroom or wear around their necks in order to:

adjust the view to see the board

see what is happening in class

know which direction to point the camera at

All of the above

None of the above

#26. A more immersive robot will be able to (add an additional one):

complement videos to enhance the student's learning experience

... (reduce feelings of isolation and isolation among learners)

encourage learner participation

#27. You can make robots move, hear, and see voices, participate in distance learning, and interact socially with your classmates. With video conferencing capabilities provided by robots, students no longer have to miss school for health reasons.

True

False

#28. Full social interaction requires robots to:

be able to interpret verbal and non-verbal social cues and respond appropriately,

recognize people by camera,

react to the presence of people,

make eye contact,

ask multiple-choice questions and waits for spoken answers

all of the above

none of the above

Finish

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Robotics in diverse learning environments

Teaser

Video overview

#1. Robots can automatically perform:

#2. The six specific categories of robots are Autonomous Mobile Robots (AMRs),Automated Guided Vehicles (AGVs),Articulated Robots, Humanoids, Cobots and Hybrids.

#3. Cobots are commonly used to eliminate manual, dangerous, or tedious tasks from daily routines. In some cases, cobots can act by learning:

#4. Various methods have been reported to realize self-learning robots. Fill in the missing one:

#5. Environmental robots are commonly used in:

#6. Collaborative robots are used in a variety of industries such as (fill in the gaps):

#7. The name cobot comes from "collaborative robot". These robots are collaborative because they can work safely with other robots.

#8. Due to their ability to exhibit social behavior and personalize learning experiences, social robots have great potential to address the challenges of self-directed learning in higher education and enhance motivation by addressing basic psychological needs.

#9. When planning the use of robots in the classroom, there need to be considered the following four basic guidelines

#10. The basic guidelines are (mark the correct ones):

#11. A humanoid robot, due to its physical shape increases engagement and has the ability to provide real-time feedback.

#12. The humanoid robot can create a rapport with the learner, which helps solve issues related to (fill in the missing one):

#13. In education, social robots are typically designed and programmed to play one (or more) of the following roles: a Tutor, a Teacher, and a Peer learner.

#14. In the role of a Tutor the robot (choose the right ones):

#15. In the role of a Teacher the robot (choose the right one):

#16. In the role of a Peer-Learner the robot acts as a co-learner, as a colleague, as a classmate

#17. “Educational robotics” or “Robotics in Education” (RiE) are terms widely used to describe the educational use of robotics and electronic components as a learning tool.

#18. Robots as educators are most effective when the topic is relatively broad and the inputs to the robot are overall defined.

#19. The challenges that effectiveness of robots currently faces can be summarized as follows:

#21. Within content-based subjects robots:

#22. Within skill-based subjects robots:

#23. Robots can be used to enable geographically dispersed people to participate in important meetings and events.

#24. Tutor robots come in a variety of shapes and sizes, from simple 10 cm robots to large humanoid robots. Which robot is better suited is often determined by:

#25. Some robots have tracking devices that instructors place in the classroom or wear around their necks in order to:

#26. A more immersive robot will be able to (add an additional one):

#27. You can make robots move, hear, and see voices, participate in distance learning, and interact socially with your classmates. With video conferencing capabilities provided by robots, students no longer have to miss school for health reasons.

#28. Full social interaction requires robots to:

Results

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