Scaling-up an Educational Robotics Intervention for Informal Learning Environments
Bradley Barker, University of Nebraska-Lincoln, United States ; Neal Grandgenett, University of Nebraska at Omaha, United States ; Gwen Nugent, Viacheslav Adamchuk, University of Nebraska-Lincoln, United States
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Past research has shown that educational robotics, when paired with geospatial technologies and taught in an informal educational environment, can be an innovative strategy to teach youth about science, technology, engineering, and mathematics (STEM) concepts. While the interventions have been shown to have the potential to increase STEM content knowledge, such interventions are often equipment or resource heavy and serve relatively few children. Therefore this study examined the scaling-up of a 4-H Robotics intervention from 38 participants to 147. The 147 youth (ages 10-15) participated in the study in one of six summer camps held in Nebraska during 2008. Results indicated that participants scored higher on the posttest than the pretest. However, not all camps sites had significant increases in test scores.
Barker, B., Grandgenett, N., Nugent, G. & Adamchuk, V. (2009). Scaling-up an Educational Robotics Intervention for Informal Learning Environments. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3231-3236). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)