通过使用模块立方体机器人技术,对不同年龄组的创造性解决问题的比较分析
Mehedi Hasan Anik1,2, Margarida Romero1
1MSc SmartEdTech, Université Côte d'Azur, Nice, France.
Frontiers in robotics and AI
|December 30, 2024
概括
创造性解决问题 (CPS) 技能随着年龄和经验的增长而得到改善. 这项研究发现,虽然年轻人最初表现出更多的独创性,但老年参与者通过使用教育机器人的实践提高了他们的创造性解决问题 (CPS) 能力.
科学领域:
- 认知心理学 认知心理学
- 教育技术的教育技术
- 人类发展 人类发展
背景情况:
- 创造性解决问题 (CPS) 是教育技术使用的关键技能.
- 数字工件,如教育机器人,为开发CPS提供了新的平台.
- 了解CPS与年龄相关的差异对于有效的教育设计至关重要.
研究的目的:
- 为了检查与年龄相关的差异,在CPS中不同的思维和解决问题的速度.
- 调查先前经验和创意意图对CPS绩效的影响.
- 探索教育机器人的有效性,促进整个生命周期的CPS.
主要方法:
- 各个年龄段的参与者参与了使用教育机器人的CreaCube CPS任务.
- 在两个连续的实例中评估了绩效,以评估学习和适应.
- 不同思维 (流动性,灵活性,独创性) 和解决问题的速度是关键指标.
主要成果:
- 最初,婴儿和儿童比老年人表现出更高的原创性,但解决问题更快,原创性较低.
- 在第二个实例中,青少年,年轻人和老年人在原创性方面表现出显著的改善.
- 之前的经验和创造性意图明显影响了各年龄组的CPS绩效趋势.
结论:
- CPS的能力在一生中不断发展,受到经验和意向的影响.
- 教育机器人可以定制以增强CPS,定制指令是关键.
- 模块化机器人技术提供了一个灵活的工具,可以在整个生命过程中培养创造性解决问题的能力.
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