眼动仪和 fNIRS:利用神经科学工具评估儿童教育机器人活动中的学习体验

IF 3.4 Q2 NEUROSCIENCES
Eneyse Dayane Pinheiro , João Ricardo Sato , Raimundo da Silva Soares Junior , Candida Barreto , Amanda Yumi Ambriola Oku
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引用次数: 0

摘要

在技术教育领域,已经出现了向以学生为中心的方法转变的范式,如边做边学、建构主义和体验式学习。教育机器人技术可以让学生尝试构建自己的作品并与之互动,同时还能促进协作。然而,了解学生对这些方法的反应对于在教学过程中调整这些方法至关重要。从这个意义上说,功能性近红外光谱仪和眼球跟踪仪等神经科学工具可以发挥作用,调查学生体验到的相关状态。虽然这些工具已被用于教育研究,但它们在教学过程中的实际意义尚未得到广泛研究。在这篇表达我们立场的视角文章中,我们列举了四个儿童机器人课堂学习经验的实例,以说明这些工具的实用性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Eye-tracker and fNIRS: Using neuroscientific tools to assess the learning experience during children's educational robotics activities

In technology education, there has been a paradigmatic shift towards student-centered approaches such as learning by doing, constructionism, and experiential learning. Educational robotics allows students to experiment with building and interacting with their creations while also fostering collaborative work. However, understanding the student's response to these approaches is crucial to adapting them during the teaching-learning process. In this sense, neuroscientific tools such as Functional Near-Infrared Spectroscopy and Eye-tracker could be useful, allowing the investigation of relevant states experienced by students. Although they have already been used in educational research, their practical relevance in the teaching-learning process has not been extensively investigated. In this perspective article expressing our position, we bring four examples of learning experiences in a robotics class with children, in which we illustrate the usefulness of these tools.

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来源期刊
CiteScore
6.30
自引率
6.10%
发文量
22
审稿时长
65 days
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