A case study of collaboration with multi-robots and its effect on children's interaction

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107187

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107187

Title:	A case study of collaboration with multi-robots and its effect on children's interaction
Authors:	黃武元;Hwang, Wu-Yuin;Wu, Sheng-Yi
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Collaboration;collaborative/cooperative;conflict;Conflict Resolution;Cooperation;Cooperative Learning;Coordinators;Elementary School Students;Grade 6;Instructional Effectiveness;Interaction;Interactive learning;Interpersonal Communication;Interpersonal Relationship;Learning Strategies;LEGO robot;limited resources;Observation;Questionnaires;Robotics;Robots;Student Behavior;Teaching Methods;Technology Uses in Education
Date:	2014-01-01
Issue Date:	2026-04-23 13:59:19 (UTC+8)
Publisher:	Taylor and Francis Ltd.;Abingdon: Routledge
Abstract:	摘要： Learning how to carry out collaborative tasks is critical to the development of a student's capacity for social interaction. In this study, a multi-robot system was designed for students. In three different scenarios, students controlled robots in order to move dice; we then examined their collaborative strategies and their behavioral interactions. The following three scenarios were used: three students to three robots, three students to two robots, and two students to three robots. The experimental samples comprised sixth-grade students in elementary schools, 16 groups in total, and each group comprised three students. The results revealed three collaborative strategies for solving problems that emerged from the three scenarios: (1) independent-control (like cooperation), (2) mutual-control (like collaboration), and (3) coordinator-directed (like collaboration with coordinator). This study also found that students completed a task better with the least required time when they adopted the mutual-control strategy. In addition, coordination in the mutual-control and coordinator-directed strategies was generally regarded as helpful to task completion. With respect to behavioral interactions, students understood the importance of coordination yet still recognized that the skill of negotiation had to be learned. Our results suggest that the mutual-control and coordinator-directed collaborative strategy increased the frequency of task related interactions. Because collaboration inevitably entails conflicts, we should guide students not only in preventing these conflicts but also in learning how to cope with conflict and communicate and coordinate with others. By working together, learners had to figure out how to reduce conflicts, which was both a benefit to the completion of their collaborative tasks and an important skill for their socialization. 出版者： Abingdon: Routledge 出版日期： 2014-08-01 出處： Interactive learning environments, 2014-08, Vol.22 (4), p.429-443 資源來源： Education Resources Information Center (ERIC) 版權： 2012 Taylor & Francis 2012 版權： 2012 Taylor & Francis 識別號： ISSN: 1049-4820 識別號： EISSN: 1744-5191 識別號： DOI: 10.1080/10494820.2012.680968
Appears in Collections:	[網路學習科技研究所 ] 期刊論文

Files in This Item:

File	Description	Size	Format
index.html		0Kb	HTML	18	View/Open

社群 sharing

Loading...