Abstract
Educational Robotics in inclusive learning environments creates a wide area of research where innovative teaching practices and theoretical approaches are developed and investigated in order for the new growing educational challenges to be met. In this context, an educational intervention research was carried out using mixed research methodology. The aim of the research was to investigate the effect of the“SAS Strategy Training” a strategy that developed to foster the participation of children with autism, at level 2, in inclusive teamwork with peers during construction and programming LEGO Mindstorms. 2 children, 10-11 years old, diagnosed with autism, at level 2, participated in two inclusive educational robotics teams with typical peers. Τhe SaS Strategy has been integrated in the collaboration script that was designed to support the interaction between the team members during their collaboration on programming LEGO Mindstorms. The “SaS Strategy Training” had encouraging results in reducing the barriers of the participation of the children with autism in teamwork with their typical peers. Critical questions, reflections and new research horizons emerged.
Highlights
Educational Robotics (ER) is an innovative and promising discipline with a focus on how robots can foster or support human learning processes in formal or informal learning environments (Barker & Ansorge, 2007)
The aim of the present study is to investigate the effectiveness of an educational intervention focused on teaching children with Autism Spectrum Disorder (ASD) at Level 2, a specific strategy, under the name Search and Share Strategy (SaSS), to foster their participation in teamwork with peers during inclusive ER constructive and programming activities with LEGO Mindstorms
This study aims at investigating the effects of SaSS Training in the participation of children with Level 2 ASD as “suppliers”, in teamwork with typical peers during the inclusive ER activities with LEGO bricks and ER LEGO Mindstorms
Summary
Educational Robotics (ER) is an innovative and promising discipline with a focus on how robots can foster or support human learning processes in formal or informal learning environments (Barker & Ansorge, 2007). The Educational Robots receive instructions designed and executed through algorithms by the children themselves, to control the behaviour of the robot and complete a specific task (Pivetti et al, 2020). The literature reveals a lot of difficulties that are being raised for the effective integration of ER in curriculum, this trend in education have been already introduced into the classroom, from kindergarten through high school, as the design, assembly and programming of ER require the use of principles from different sciences such as engineering, computers, mathematics, and physics. ER supports the learning processes in different ages and enhance of various skills such as logical reasoning, critical thinking, and creativity (Blanchard, Freiman, & Lirrete-Pitre, 2010; Miller, Nourbakhsh, & Siegwart, 2008), problem solving, social interaction and teamwork (Benitti, 2012). New research outcomes demonstrated that ER bridges gaps that lead to risks of social marginalization and subsequent risks of early school leaving by improving learning motivation, interest in learning itself and engagement of children with disabilities in active learning processes (Daniela & Lytras, 2019)
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