教育机器人对学生学习效果影响的元分析
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摘要
教育机器人作为驱动智能教育发展的有力工具,受到全球教育界的广泛关注。然而,针对教育机器人对学生学习效果的影响这一焦点问题,学界尚未达成一致结论。在对31项相关主题的实验或准实验研究进行元分析后发现:从整体上看,教育机器人有助于提升学生的学习效果;从学段层面上看,教育机器人对幼教、小学、大学阶段学生的学习效果具有中等程度的促进作用,而对中学阶段学生学习效果的影响较小;从学科层面上看,教育机器人对体育、文史类学科学习效果的正向影响较大,而对艺术、理工类学科学习效果的影响不显著;从知识类型层面上看,教育机器人对理论型知识学习的促进作用更大,对实践型知识学习的促进作用稍弱;从实验周期层面上看,随着实验周期的延长,教育机器人对学习效果的促进作用逐渐减弱;从区域层面上看,国外教育机器人应用对学生学习效果的影响整体上要好于国内。未来的教育机器人研究与实践应当:第一,进一步提升教育机器人对学生学习效果的促进作用;第二,积极探索教育机器人应用与实践的有效模式;第三,强化教育机器人对学生学习效果影响的持续性;第四,推动针对教育机器人的国际交流与本土实践。
As a powerful tool to drive the development of intelligent education, educational robot has received extensive attention from the global education community. However, the academic community has not reached a consensus conclusion about the impact of educational robot on students' learning performance. After the analysis of experimental or quasi-experimental studies on 31 related topics by means of meta-analysis method, the study finds that on the whole, educational robot can improve the learning effect of students. Furthermore, from the level of the school, educational robot has a moderate promotion effect on early childhood, primary school, and university students, but has little effect on middle school students. From the perspective of disciplines, educational robot has a positive influence on sports, literature and history subjects, but the influence on art, science and engineering disciplines is not significant. From the perspective of knowledge type, educational robot is good for the study of theoretical knowledge, but has less influence on practical knowledge learning. From the experimental cycle level,with the extension of the experimental cycle, the role of educational robots in promoting learning is gradually weakened. From a regional perspective, the impact of educational robot applications on students' learning in foreign countries is better than that in domestic. Therefore, the future research and practice of educational robots should focus on:(1) the effects of educational robot in promoting students' learning can be further enhanced;(2) the effective modes of application and practice of educational robot need to be explored actively;(3) the continuing effect of educational robot on learning should be further strengthened;(4) the international exchange and local practices for educational robot need to be promoted.
As a powerful tool to drive the development of intelligent education, educational robot has received extensive attention from the global education community. However, the academic community has not reached a consensus conclusion about the impact of educational robot on students' learning performance. After the analysis of experimental or quasi-experimental studies on 31 related topics by means of meta-analysis method, the study finds that on the whole, educational robot can improve the learning effect of students. Furthermore, from the level of the school, educational robot has a moderate promotion effect on early childhood, primary school, and university students, but has little effect on middle school students. From the perspective of disciplines, educational robot has a positive influence on sports, literature and history subjects, but the influence on art, science and engineering disciplines is not significant. From the perspective of knowledge type, educational robot is good for the study of theoretical knowledge, but has less influence on practical knowledge learning. From the experimental cycle level,with the extension of the experimental cycle, the role of educational robots in promoting learning is gradually weakened. From a regional perspective, the impact of educational robot applications on students' learning in foreign countries is better than that in domestic. Therefore, the future research and practice of educational robots should focus on:(1) the effects of educational robot in promoting students' learning can be further enhanced;(2) the effective modes of application and practice of educational robot need to be explored actively;(3) the continuing effect of educational robot on learning should be further strengthened;(4) the international exchange and local practices for educational robot need to be promoted.
引文
[1]蔡锦丰(2009).LEGO MINDSTORMS提升国小学童问题解决能力与科学态度之研究[D].台东:台湾台东大学.
[2]邓静(2013).机器人课堂教学对小学生创新能力培养的研究[D].成都:四川师范大学.
[3]杜占元(2018).人工智能与未来教育变革[J].中国国情国力,(1):6-8.
[4]高惠玲(2007).高职资讯科专业实习课程应用Lego Mindstorms创新教学之研究[D].台东:台湾台东大学.
[5]顾小清,胡梦华(2018).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,(5):19-25.
[6]国务院(2017).国务院关于印发新一代人工智能发展规划的通知[EB/OL].[2018-06-20].http://www.gov.cn/zhengce/content/2017-07/20/content_5211996.htm#.
[7]黄荣怀,刘德建,徐晶晶等(2017).教育机器人的发展现状与趋势[J].现代教育技术,(1):13-20.
[8]李彤彤,庞丽,王志军(2018).翻转课堂教学对学生学习效果的影响研究--基于37个实验和准实验的元分析[J].电化教育研究,(5):99-107.
[9]李婷婷,钟柏昌(2017).中小学机器人教育的核心理论研究--论实验模拟型教学模式[J].电化教育研究,(9):96-101.
[10]林智皓(2007).乐高动手做教学对国小学童科学创造力影响之研究[D].台东:台湾台东大学.
[11]刘洲(2005).应用Lego Mindstorms在高中程式设计教学的成效探讨[D].台北:台湾师范大学.
[12]罗杰,冷卫东(2013).系统评价/Meta分析理论与实践[M].北京:军事医学科学出版社.
[13]乔福存,朱厚伟,吴树超(2017).机器人参与教学对小学生体育学习影响的实验研究[J].运动,(21):68-69.
[14]谢亚铮(2009).机器人辅助程式设计教学之学习成效与学生心智模型探讨[D].台北:台湾师范大学.
[15]许雅慧(2006).应用LEGO Mindstorms视觉化环境辅助程式设计观念学习[D].台北:台湾师范大学.
[16]王裕德,陈元泰,曾铃惠(2012).机器人问题导向程式设计课程对女高中学生学习程式设计影响之研究[J].科学教育月刊,(354):11-29.
[17]闫妮,钟柏昌(2018).中小学机器人教育的核心理论研究--论发明创造型教学模式[J].电化教育研究,(4):66-72.
[18]杨扬,沈志超,靳纯桥(2002).发表偏倚的原因、后果与预防研究[J].编辑学报,(3):170-172.
[19]曾义智(2006).应用机器人于程式设计教学--实体机器人与模拟软体使用成效比较[D].台北:台湾师范大学.
[20]张剑平,王益(2006).机器人教育:现状、问题与推进策略[J].中国电化教育,(12):65-68.
[21]张敬云,钟柏昌(2017).中小学机器人教育的核心理论研究--论科学探究型教学模式[J].电化教育研究,(10):106-111.
[22]浙江省教育厅(2018).浙江省教育厅办公室关于开展教育机器人应用试点示范建设工作的通知[EB/OL].[2018-06-28].http://jyt.zj.gov.cn/art/2018/6/15/art_1532985_27488095.html.
[23]钟柏昌(2016).中小学机器人教育的核心理论研究--机器人教学模式的新分类[J].电化教育研究,(12):87-92.
[24]钟柏昌,韩蕾(2018).中小学机器人教育的核心理论研究--论趣味交互型教学模式[J].电化教育研究,(9):88-95.
[25]中华人民共和国教育部(2018).教育部关于印发《教育信息化2.0行动计划》的通知[EB/OL].[2018-06-26].http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html.
[26]周进,安涛,韩雪婧(2018).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,(4).43-52.
[27]Alemi,M.,Meghdari,A.,&Ghazisaedy,M.(2015).The Impact of Social Robotics on L2 Learners’Anxiety and Attitude in English Vocabulary Acquisition[J].International Journal of Social Robotics,7(4):523-535.
[28]Barker,B.,Nugent,G.,&Grandgenett,N.et al.(2008).Examining 4-H Robotics in the Learning of Science,Engineering and Technology Topics and the Related Student Attitudes[J].Journal of Youth Development,2(3):1-12.
[29]Benitti,F.B.V.(2012).Exploring the Educational Potential of Robotics in Schools:A Systematic Review[J].Computers&Education,58(3):978-988.
[30]Casad,B.,&Jawaharlal,M.(2012).Learning through Guided Discovery:An Engaging Approach to K-12 STEMEducation[EB/OL].https://peer.asee.org/21643.
[31]Chauhan,S.(2017).A Meta-Analysis of the Impact of Technology on Learning Effectiveness of Elementary Students[J].Computers&Education,105:14-30.
[32]Chen,G.D.,Nurkhamid,&Wang,C.Y.et al.(2013).Digital Learning Playground:Supporting Authentic Learning Experiences in the Classroom[J].Interactive Learning Environments,21(2):172-183.
[33]Cohen,J.(1969).Statistical Power Analysis for the Behavioral Sciences[M].New York:Academic Press.
[34]Coxon,S.V.(2012).The Malleability of Spatial Ability under Treatment of a FIRST LEGO League-Based Robotics Simulation[J].Journal for the Education of the Gifted,35(3):291-316.
[35]Glass,G.V.(1976).Primary,Secondary,and MetaAnalysis of Research[J].Educational Researcher,5(10):3-8.
[36]Han,J.,Jo,M.,&Jones,V.et al.(2008).Comparative Study on the Educational Use of Home Robots for Children[J].Journal of Information Processing Systems,4(4):159-168.
[37]Hong,Z.,Huang,Y.,&Hsu,M.et al.(2016).Authoring Robot-Assisted Instructional Materials for Improving Learning Performance and Motivation in EFL Classrooms[J].Educational Technology&Society,19(1):337-349.
[38]Hsiao,H.,Chang,C.,&Lin,C.et al.(2015).“iRobiQ”:the Influence of Bidirectional Interaction on Kindergarteners’Reading Motivation,Literacy,and Behavior[J].Interactive Learning Environments,23(3):269-292.
[39]Hyun,E.,Kim,S.,&Jang,S.et al.(2008).Comparative Study of Effects of Language Instruction Program Using Intelligence Robot and Multimedia on Linguistic Ability of Young Children[C]//Buss,M.,&Kühnlenz,K.(2008).Proceedings of the 17th IEEEInternational Symposium on Robot and Human Interactive Communication.Munich:IEEE:187-192.
[40]Julià,C.,&Antolí,J.ò.(2016).Spatial Ability Learning Through Educational Robotics[J].International Journal of Technology&Design Education,26(2):1-19.
[41]Kazakoff,E.R.,Sullivan,A.,&Bers,M.U.(2013).The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood[J].Early Childhood Education Journal,41(4):245-255.
[42]Kim,S.W.,&Lee,Y.(2016).The Effect of Robot Programming Education on Attitudes towards Robots[J].Indian Journal of Science&Technology,9(24):1-11.
[43]Kim,T.,&Kang,M.(2010).Measuring the Effectiveness of Teaching Introductory Programming Using LEGO Mindstorms Robots[J].Journal of Internet Computing and Services,11(4):159-173.
[44]Lai,P.E.T.,Causo,A.,&Tzuo,P.W.et al.(2016).AReview on the Use of Robots in Education and Young Children[J].Journal of Educational Technology&Society,19(2):148-163.
[45]Lindh,J.,&Holgersson,T.(2007).Does Lego Training Stimulate Pupils’Ability to Solve Logical Problems?[J].Computers&Education,49(4):1097-1111.
[46]Nugent,G.,Barker,B.,&Grandgenett,N.et al.(2009).The Use of Digital Manipulatives in K-12:Robotics,GPS/GIS and Programming[C]//Proceedings of 39th IEEE Frontiers in Education Conference.Piscataway:IEEE Press:302-307.
[47]Nugent,G.,Barker,B.,&Grandgenett,N.et al.(2010).Impact of Robotics and Geospatial Technology Interventions on Youth STEM Learning and Attitudes[J].Journal of Research on Technology in Education,42(4):391-408.
[48]Ortiz,O.O.,Franco,J.á.P.,&Garau,P.M.A.et al.(2017).Innovative Mobile Robot Method:Improving the Learning of Programming Languages in Engineering Degrees[J].IEEE Transactions on Education,60(99):1-6.
[49]Paglia,F.L.,Rizzo,R.,&Barbera,D.L.(2011).Use of Robotics Kits for the Enhancement of Metacognitive Skills of Mathematics:A Possible Approach[J].Studies in Health Technology&Informatics,167:22-25.
[50]Park,J.(2012).A Study on Application of STEAMEducation with Robot in Elementary School[J].Journal of the Korea Society of Computer&Information,17(4):19-29.
[51]Park,J.(2014).A Study on the Effect of Science Learning Motivation Using Robot in Elementary School[J].Journal of the Korea Society of Computer and Information,19(6):139-149.
[52]Park,J.,&Kim,C.(2011).The Effects of the Robot Based Art Instruction on the Creativity in Elementary School[J].Journal of The Korean Association of information Education,15(2):277-285.
[53]Xia,L.,&Zhong,B.(2018).A Systematic Review on Teaching and Learning Robotics Content Knowledge in K-12[J].Computers&Education,127:267-282.
[2]邓静(2013).机器人课堂教学对小学生创新能力培养的研究[D].成都:四川师范大学.
[3]杜占元(2018).人工智能与未来教育变革[J].中国国情国力,(1):6-8.
[4]高惠玲(2007).高职资讯科专业实习课程应用Lego Mindstorms创新教学之研究[D].台东:台湾台东大学.
[5]顾小清,胡梦华(2018).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,(5):19-25.
[6]国务院(2017).国务院关于印发新一代人工智能发展规划的通知[EB/OL].[2018-06-20].http://www.gov.cn/zhengce/content/2017-07/20/content_5211996.htm#.
[7]黄荣怀,刘德建,徐晶晶等(2017).教育机器人的发展现状与趋势[J].现代教育技术,(1):13-20.
[8]李彤彤,庞丽,王志军(2018).翻转课堂教学对学生学习效果的影响研究--基于37个实验和准实验的元分析[J].电化教育研究,(5):99-107.
[9]李婷婷,钟柏昌(2017).中小学机器人教育的核心理论研究--论实验模拟型教学模式[J].电化教育研究,(9):96-101.
[10]林智皓(2007).乐高动手做教学对国小学童科学创造力影响之研究[D].台东:台湾台东大学.
[11]刘洲(2005).应用Lego Mindstorms在高中程式设计教学的成效探讨[D].台北:台湾师范大学.
[12]罗杰,冷卫东(2013).系统评价/Meta分析理论与实践[M].北京:军事医学科学出版社.
[13]乔福存,朱厚伟,吴树超(2017).机器人参与教学对小学生体育学习影响的实验研究[J].运动,(21):68-69.
[14]谢亚铮(2009).机器人辅助程式设计教学之学习成效与学生心智模型探讨[D].台北:台湾师范大学.
[15]许雅慧(2006).应用LEGO Mindstorms视觉化环境辅助程式设计观念学习[D].台北:台湾师范大学.
[16]王裕德,陈元泰,曾铃惠(2012).机器人问题导向程式设计课程对女高中学生学习程式设计影响之研究[J].科学教育月刊,(354):11-29.
[17]闫妮,钟柏昌(2018).中小学机器人教育的核心理论研究--论发明创造型教学模式[J].电化教育研究,(4):66-72.
[18]杨扬,沈志超,靳纯桥(2002).发表偏倚的原因、后果与预防研究[J].编辑学报,(3):170-172.
[19]曾义智(2006).应用机器人于程式设计教学--实体机器人与模拟软体使用成效比较[D].台北:台湾师范大学.
[20]张剑平,王益(2006).机器人教育:现状、问题与推进策略[J].中国电化教育,(12):65-68.
[21]张敬云,钟柏昌(2017).中小学机器人教育的核心理论研究--论科学探究型教学模式[J].电化教育研究,(10):106-111.
[22]浙江省教育厅(2018).浙江省教育厅办公室关于开展教育机器人应用试点示范建设工作的通知[EB/OL].[2018-06-28].http://jyt.zj.gov.cn/art/2018/6/15/art_1532985_27488095.html.
[23]钟柏昌(2016).中小学机器人教育的核心理论研究--机器人教学模式的新分类[J].电化教育研究,(12):87-92.
[24]钟柏昌,韩蕾(2018).中小学机器人教育的核心理论研究--论趣味交互型教学模式[J].电化教育研究,(9):88-95.
[25]中华人民共和国教育部(2018).教育部关于印发《教育信息化2.0行动计划》的通知[EB/OL].[2018-06-26].http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html.
[26]周进,安涛,韩雪婧(2018).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,(4).43-52.
[27]Alemi,M.,Meghdari,A.,&Ghazisaedy,M.(2015).The Impact of Social Robotics on L2 Learners’Anxiety and Attitude in English Vocabulary Acquisition[J].International Journal of Social Robotics,7(4):523-535.
[28]Barker,B.,Nugent,G.,&Grandgenett,N.et al.(2008).Examining 4-H Robotics in the Learning of Science,Engineering and Technology Topics and the Related Student Attitudes[J].Journal of Youth Development,2(3):1-12.
[29]Benitti,F.B.V.(2012).Exploring the Educational Potential of Robotics in Schools:A Systematic Review[J].Computers&Education,58(3):978-988.
[30]Casad,B.,&Jawaharlal,M.(2012).Learning through Guided Discovery:An Engaging Approach to K-12 STEMEducation[EB/OL].https://peer.asee.org/21643.
[31]Chauhan,S.(2017).A Meta-Analysis of the Impact of Technology on Learning Effectiveness of Elementary Students[J].Computers&Education,105:14-30.
[32]Chen,G.D.,Nurkhamid,&Wang,C.Y.et al.(2013).Digital Learning Playground:Supporting Authentic Learning Experiences in the Classroom[J].Interactive Learning Environments,21(2):172-183.
[33]Cohen,J.(1969).Statistical Power Analysis for the Behavioral Sciences[M].New York:Academic Press.
[34]Coxon,S.V.(2012).The Malleability of Spatial Ability under Treatment of a FIRST LEGO League-Based Robotics Simulation[J].Journal for the Education of the Gifted,35(3):291-316.
[35]Glass,G.V.(1976).Primary,Secondary,and MetaAnalysis of Research[J].Educational Researcher,5(10):3-8.
[36]Han,J.,Jo,M.,&Jones,V.et al.(2008).Comparative Study on the Educational Use of Home Robots for Children[J].Journal of Information Processing Systems,4(4):159-168.
[37]Hong,Z.,Huang,Y.,&Hsu,M.et al.(2016).Authoring Robot-Assisted Instructional Materials for Improving Learning Performance and Motivation in EFL Classrooms[J].Educational Technology&Society,19(1):337-349.
[38]Hsiao,H.,Chang,C.,&Lin,C.et al.(2015).“iRobiQ”:the Influence of Bidirectional Interaction on Kindergarteners’Reading Motivation,Literacy,and Behavior[J].Interactive Learning Environments,23(3):269-292.
[39]Hyun,E.,Kim,S.,&Jang,S.et al.(2008).Comparative Study of Effects of Language Instruction Program Using Intelligence Robot and Multimedia on Linguistic Ability of Young Children[C]//Buss,M.,&Kühnlenz,K.(2008).Proceedings of the 17th IEEEInternational Symposium on Robot and Human Interactive Communication.Munich:IEEE:187-192.
[40]Julià,C.,&Antolí,J.ò.(2016).Spatial Ability Learning Through Educational Robotics[J].International Journal of Technology&Design Education,26(2):1-19.
[41]Kazakoff,E.R.,Sullivan,A.,&Bers,M.U.(2013).The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood[J].Early Childhood Education Journal,41(4):245-255.
[42]Kim,S.W.,&Lee,Y.(2016).The Effect of Robot Programming Education on Attitudes towards Robots[J].Indian Journal of Science&Technology,9(24):1-11.
[43]Kim,T.,&Kang,M.(2010).Measuring the Effectiveness of Teaching Introductory Programming Using LEGO Mindstorms Robots[J].Journal of Internet Computing and Services,11(4):159-173.
[44]Lai,P.E.T.,Causo,A.,&Tzuo,P.W.et al.(2016).AReview on the Use of Robots in Education and Young Children[J].Journal of Educational Technology&Society,19(2):148-163.
[45]Lindh,J.,&Holgersson,T.(2007).Does Lego Training Stimulate Pupils’Ability to Solve Logical Problems?[J].Computers&Education,49(4):1097-1111.
[46]Nugent,G.,Barker,B.,&Grandgenett,N.et al.(2009).The Use of Digital Manipulatives in K-12:Robotics,GPS/GIS and Programming[C]//Proceedings of 39th IEEE Frontiers in Education Conference.Piscataway:IEEE Press:302-307.
[47]Nugent,G.,Barker,B.,&Grandgenett,N.et al.(2010).Impact of Robotics and Geospatial Technology Interventions on Youth STEM Learning and Attitudes[J].Journal of Research on Technology in Education,42(4):391-408.
[48]Ortiz,O.O.,Franco,J.á.P.,&Garau,P.M.A.et al.(2017).Innovative Mobile Robot Method:Improving the Learning of Programming Languages in Engineering Degrees[J].IEEE Transactions on Education,60(99):1-6.
[49]Paglia,F.L.,Rizzo,R.,&Barbera,D.L.(2011).Use of Robotics Kits for the Enhancement of Metacognitive Skills of Mathematics:A Possible Approach[J].Studies in Health Technology&Informatics,167:22-25.
[50]Park,J.(2012).A Study on Application of STEAMEducation with Robot in Elementary School[J].Journal of the Korea Society of Computer&Information,17(4):19-29.
[51]Park,J.(2014).A Study on the Effect of Science Learning Motivation Using Robot in Elementary School[J].Journal of the Korea Society of Computer and Information,19(6):139-149.
[52]Park,J.,&Kim,C.(2011).The Effects of the Robot Based Art Instruction on the Creativity in Elementary School[J].Journal of The Korean Association of information Education,15(2):277-285.
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