教育机器人作为社会包容和教育干预的战略,在弱势青年社区的教育干预
Gustavo A Acosta-Amaya1, Juan A Peña-Palacio2, Jovani A Jiménez-Builes3
1GIS - Sustainable Engineering Research Group, Faculty of Engineering, Politécnico Colombiano Jaime Isaza Cadavid, Medellín, Colombia.
Frontiers in robotics and AI
|December 17, 2025
概括
教育机器人技术为拉丁美洲矿业地区的学龄外青年提供了包容性的途径. 这项干预措施促进了学生的参与和学校的重新注册,证明了技术在教育中的力量.
科学领域:
- 在STEM教育方面.
- 社会包容性 社会包容性
- 教育技术的教育技术
背景情况:
- 拉丁美洲矿区的成千上万的儿童由于劳动而缺乏正规教育.
- 扰乱的学校教育需要创新的教育干预措施,以促进社会包容.
研究的目的:
- 评估教育机器人作为社会包容和教学干预的战略.
- 评估机器人对不上学或有风险的青年和边缘化社区教师的影响.
主要方法:
- 在农村采矿地区,一项涉及2500名青年和250名教师的多地干预.
- 大学的工程学生设计机器人和学习材料;采用基于项目的学习和教师培训.
- 一种混合方法方法 (调查,采访,观察) 评估了动机,重新参与和教学实践.
主要成果:
- 增加学生参与度,协作学习和学校再入学率.
- 教师报告说,他们对技术的信心增强,学生的动机增加.
- 机器人作为调解文物,促进实践学习和弥合教育差距.
结论:
- 教育机器人技术可以成为在边缘化环境中包容,激励和公平的变革性工具.
- 大学社区的合作对于通过创新方法解决教育不平等至关重要.
- 维持长期影响和可扩展性是持续存在的挑战.
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