Metrics and Methods for Evaluating Learning Outcomes and Learner Interactions in Robotics-Enabled STEM Education

摘要

This paper attempts to develop the metrics and methods for evaluating the learning outcomes and interactions of learners with robotic devices in robotics-enabled STEM education. For the learning outcomes, a survey was conducted with 20 middle school math and science teachers who received training on how to design, develop and implement roboticsenabled STEM lessons. Each teacher had also experience of implementing robot-enabled STEM lessons in actual classroom environment. The participating teachers responded the survey based on their training, classroom experience and observations, and self-brainstorming. The survey responses were then analyzed and the appropriate and comprehensive assessment metrics and methods for the learning outcomes of students were determined. The results showed that the expected learning outcomes were related not only to the educational gains, but also to the improvements in the behavioral, social, scientific, cognitive and intellectual aptitudes of students (learners). Validation and generalization procedures of the developed assessment metrics and methods were discussed. For the learner interactions, investigations were made when selected engineering students were learning fundamental mechanical engineering concepts using a specially designed robotic platform. Based on survey and observations, a set of criteria as well as their assessment methods were proposed that can be used to evaluate appropriate interactions between learners and learning tools (robotics devices) while learners learn with the learning tools. The proposed evaluation schemes can significantly justify the benefits and advantages of robot-enabled STEM education, benchmark the outcomes, ensure appropriate interactions between learners and learning devices, help improve preparations of instructors and teaching institutions, motivate education decision-makers to confer on robot-enabled STEM education and curricula development, and thus can promote the overall robot-enabled STEM education practices in K-16 education.