Toward Uncovering Meaning in Human-Robot Interactions

IF 2.1 2区 工程技术 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
John R. Haughery
{"title":"Toward Uncovering Meaning in Human-Robot Interactions","authors":"John R. Haughery","doi":"10.1109/TE.2024.3384255","DOIUrl":null,"url":null,"abstract":"Contribution: This study qualitatively uncovered meaning for why and what was motivating to undergraduates participating in an educational human—robot interaction (HRI) experience. A data corpus of four documents (groups) was evaluated from a quasi-experimental, nonequivalent control (\n<inline-formula> <tex-math>${n}\\,\\,=$ </tex-math></inline-formula>\n 23) and treatment (\n<inline-formula> <tex-math>${n}\\,\\,=$ </tex-math></inline-formula>\n 61) research design revealing three themes attributing meaning for why and what was motivating to students. Background: Engineering education literature has indicated a positive impact on student motivation and academic success from HRIs. However, rigorous research that attributes meaning for why and what are motivating to students in these HRI experiences is not readily available. Intended Outcomes: Results of this study represent substantial findings that answer questions of why and what are motivating in HRI experiences. However, future research is needed to further understand the nuanced dynamics and multidimensional aspects of motivation in HRIs. Application Design: To analyze the qualitative open-ended survey responses from students, structured term frequency (tf), tf – inverse document frequency (tf-idf), latent Dirichlet allocation (LDA) modeling, and content analysis were used, as these approaches are typical in computational text mining. Findings: When describing motivation toward the HRI, students were found to form a common lexicon to attribute why and what was motivating (e.g., “…[being] abl[e]” [to] see [the] robot follow [the line]…”). This suggests that the tangible, visual, immediate feedback experienced by students was why and what motivated them.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1000,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"IEEE Transactions on Education","FirstCategoryId":"5","ListUrlMain":"https://ieeexplore.ieee.org/document/10507852/","RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0

Abstract

Contribution: This study qualitatively uncovered meaning for why and what was motivating to undergraduates participating in an educational human—robot interaction (HRI) experience. A data corpus of four documents (groups) was evaluated from a quasi-experimental, nonequivalent control ( ${n}\,\,=$ 23) and treatment ( ${n}\,\,=$ 61) research design revealing three themes attributing meaning for why and what was motivating to students. Background: Engineering education literature has indicated a positive impact on student motivation and academic success from HRIs. However, rigorous research that attributes meaning for why and what are motivating to students in these HRI experiences is not readily available. Intended Outcomes: Results of this study represent substantial findings that answer questions of why and what are motivating in HRI experiences. However, future research is needed to further understand the nuanced dynamics and multidimensional aspects of motivation in HRIs. Application Design: To analyze the qualitative open-ended survey responses from students, structured term frequency (tf), tf – inverse document frequency (tf-idf), latent Dirichlet allocation (LDA) modeling, and content analysis were used, as these approaches are typical in computational text mining. Findings: When describing motivation toward the HRI, students were found to form a common lexicon to attribute why and what was motivating (e.g., “…[being] abl[e]” [to] see [the] robot follow [the line]…”). This suggests that the tangible, visual, immediate feedback experienced by students was why and what motivated them.
探索人与机器人互动的意义
贡献:本研究从定性角度揭示了大学生参与人机交互(HRI)教育体验的原因和动机。通过对准实验、非等效对照(${n}\\,=$ 23)和治疗(${n}\\,=$ 61)研究设计中的四个文档(组)的数据语料库进行评估,揭示了三个主题,即为什么和什么对学生有激励意义。背景:工程教育文献表明,人力资源指标对学生的学习动机和学业成功有积极影响。然而,目前还没有严谨的研究来说明在这些 HRI 体验中激励学生的原因和意义。预期成果:本研究的结果代表了实质性的发现,回答了在人力资源创新体验中为何和何为激励的问题。然而,未来的研究还需要进一步了解人力资源创新中动机的细微动态和多维方面。应用设计:为了分析学生的定性开放式调查回复,我们使用了结构化词频(tf)、tf-反向文档频率(tf-idf)、潜在德里赫利特分配(LDA)建模和内容分析,因为这些方法在计算文本挖掘中非常典型。研究结果在描述对人力资源创新的动机时,发现学生们形成了一个共同的词汇表来描述动机的原因和内容(例如,"......[能够][看到][机器人]跟随[线]......")。这表明,学生们体验到的具体、直观、即时的反馈是激励他们的原因和动力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
IEEE Transactions on Education
IEEE Transactions on Education 工程技术-工程:电子与电气
CiteScore
5.80
自引率
7.70%
发文量
90
审稿时长
1 months
期刊介绍: The IEEE Transactions on Education (ToE) publishes significant and original scholarly contributions to education in electrical and electronics engineering, computer engineering, computer science, and other fields within the scope of interest of IEEE. Contributions must address discovery, integration, and/or application of knowledge in education in these fields. Articles must support contributions and assertions with compelling evidence and provide explicit, transparent descriptions of the processes through which the evidence is collected, analyzed, and interpreted. While characteristics of compelling evidence cannot be described to address every conceivable situation, generally assessment of the work being reported must go beyond student self-report and attitudinal data.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信