POPBL-Based Education and Training System on Robotics Training Effectiveness

*Chien-Pen, Chuang 、 **Yi-Jeng, Huang 、 ***Guo-Hao, Lin 、 ***Yu-Chun Huang

*Professor **Doctorial Candidate *** GraduateDepartment of Industrial Education

National Taiwan Normal University Taipei, R.O.C

INTRODUCTION(1)

Five Types of robotics education Robot Subject Instruction(RSI) Robot-Assisted Instruction (RAI) Robot-Managed Instruction (RMI) Robot-Represented Routine (RRR) Robot-Directed Instruction (RDI)

INTRODUCTION(2)

Robot Education Status in Taiwan

Robotics instruction of RSI’s quality and quantity had not yet reached the standards. (Zhang and Zhang, 2008)

Taiwan’s robotics instruction followed a more traditional didactic instruction and was ineffective currently.(Chuang, 2004)

INTRODUCTION(3)

What is the better Robot instructions? PBL is a popular instruction for robot

education and it has proved that it have a better performance than didactic instruction. (Arlegui, Fava & Menegatti,2008 ; Mayo,2005)

Disadvantage of PBL Problem based on Scenario is so huge,

complex, unclean. Searching answer freely

To go out of focus and get inefficient.

INTRODUCTION(4) Merrill(2007) proposed that at the beginning of PBL,

teachers should give students smaller and less complex tasks or projects to correspond with students’ entry behavior, such as prior knowledge.

Authentic problems or tasks in the real world should be given step by step, and a teacher’s role gradually changed from an instructor to an assistant.

POPBL is in order to solve learner’s insufficient prior and lack of clean direction.(Helbo and Borch,2006; Egon Moesby,2005)

INTRODUCTION(5)

This study apply the POPBL teaching strategy to robotics programs and discuss its learning performance and satisfaction.

POPBL METHODOLOGY

Research Subjects Samples in this experiment were 30

students currently enrolled at Department of Applied Electronics Technology, National Taiwan Normal University (NTNU) (22 males and 7 females ).

One student was suspended later and thus the number of effective samples was reduced to 29.

Research Framework

Research Process

RESEARCH TOOL

RESEARCH TOOLs POPBL Robotics Learning Satisfaction

Survey Pretest and Posttest Questions

POPBL Robotics Learning Satisfaction Survey

Credibility Analysis

POPBL Robotics Learning Satisfaction Survey

Validity Analysis Content validity Construct Validity

Pretest and Posttest Questions The Study chose and develop items by

experts from Robotics Association The questions and items should have

expert validity 25,50,25 questions for hard, medium and

easy level correspondingly. The items were related to

20 → mechanical structure 60 → electronics circuit 20 → programming

FINDINGS AND DISCUSSION(1)

A. Robotics Instruction Effectiveness Examination

Mean SD N

Robotics expertise (pretest) 64.76 5.617 30

Robotics expertise (posttest) 68.21 9.073 30

Source of Variation SS df MS F Partial η2 Partialω2 Statistical Power

Within groups 172.4138 1 172.414 5.855** 0.173 0.077 0.647 Within groups (error)

Between groups 2363.483 28 84.410 Between groups

(error)824.5862 28 29.450

Overall 3360.483 57*p<.05 ** p<.01 *** p<.001

FINDINGS AND DISCUSSION(2) Robotics Teaching Satisfaction

(by items)Item Mean SD t-value

A1. How satisfied are you with POPBL way of teaching? 3.34 0.553 3.360***

A2. How satisfied are you with “robot making in small groups”? 3.45 0.572 4.218***

A3. How satisfied are you with “in-group discussion”? 3.41 0.568 3.923***

A4. How satisfied are you with “assistant-assisted learning”? 3.62 0.494 6.769***

A5. How satisfied are you with “manufacturer introducing technology in class”?

3.17 0.759 1.223

A6. How satisfied are you with “autonomous learning”? 3.41 0.568 3.923***

A7. How satisfied are you with “discussion with other groups”? 3.24 0.511 2.544**

A8. How satisfied are you with “experiment equipment”? 3.10 0.772 0.722

A9. How satisfied are you with “experiment site”? 3.14 0.743 1.000

A10. How satisfied are you with “teaching material”? 3.21 0.620 1.797*

*p<.05 ** p<.01 *** p<.001

Robotics Teaching Satisfaction(by construct)

Aspect Mean SD t-value

Teaching material and method 3.20 0.564 1.892*

Learning support 3.40 0.507 4.274***

Learning style 3.37 0.448 4.416***

Overall 3.32 0.425 4.087***

*p<.05 ** p<.01 *** p<.001

The overall satisfaction had reached significant, indicating that students were satisfied after receiving POPBL strategy

Project Completion(1)

Basic Function “start by sound control”, “stop at places without track”, “go straight at constant speed”, “able to go around a curve”, “able to turn left”, “able to turn right”, “able to pass through short break point”.

Project Completion(2)

Speed Function “go clockwise” “go counter clockwise”.

characteristics section “LED display left or right turn”, “able to play music during performance”, “unique design”, “unique function”.

Project Completion(4)

Project Completion Group Technical Evaluation Performance

Team T1 T 2 T 3 T 4 T 5 T 6 T 7 T 8 T 9 T 10Basic

Function 75 75 75 55 65 55 45 55 65 48

Speed 10 5 6 10 6 7 8 10 5 10Character

istics 30 30 13 10 30 40 20 50 35 30

Total 115 110 94 75 101 102 73 115 105 88

Project Completion(5)

POPBL Robotics Technology Learning Overall Performance

Mean SD t

Robotics technology learning performance

70 10.509 5.717***

*p<.05 ** p<.01 *** p<.001

Conclusion

Learning Performance that students’ cognition, problem-solving

ability and design concepts improved significantly.

Conclusion

LEARNING SATISFACTION “POPBL WAY OF TEACHING” “ROBOT MAKING IN SMALL GROUPS” “IN-GROUP DISCUSSION” “ASSISTANT-ASSISTED LEARNING” “AUTONOMOUS LEARNING” “DISCUSSION WITH OTHER GROUPS” “TEACHING MATERIAL”

Further Study

Research Design Adopting Quai-Experimental Design Expending samples Different Courses