The Robotics Institute

Carnegie Mellon Robotics Institute

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Abstract

During the summer of 2002, Robotic Autonomy was taught to thirty students at Carnegie Mellon West in cooperation with NASA/Ames (Moffett Field, CA). The authors at Carnegie Mellon University's Robotics Institute and at the University of Pittsburgh's Learning Research and Development Center planned a methodology for formally evaluating the educational efficacy of Robotic Autonomy. This article describes the educational analysis methodology and the statistically significant results of our analysis, demonstrating the positive impact of Robotic Autonomy on student learning beyond the boundaries of specific technical concepts in robotics. Educational robotics is gaining traction at all levels of the educational system, however formal analysis of its effectiveness has been lacking. This research project seeks to address this weakness by presenting statistically significant evidence of broad learning.

Notes

Associated Center(s) / Consortia: Vision and Autonomous Systems Center

Associated Lab(s) / Group(s): CREATE: Community Robotics, Education and Technology Empowerment

Number of pages: 6

Text Reference

Illah Nourbakhsh, Emily Hamner, K. Crowley, and K. Wilkinson, "Formal measures of learning in a secondary school mobile robotics course," Proceedings of the 2004 IEEE International Conference on Robotics and Automation (ICRA '04), April, 2004, pp. 1831 - 1836.

BibTeX Reference

@inproceedings{Nourbakhsh_2004_5570,
   author = "Illah Nourbakhsh and Emily Hamner and K. Crowley and K. Wilkinson",
   title = "Formal measures of learning in a secondary school mobile robotics course",
   booktitle = "Proceedings of the 2004 IEEE International Conference on Robotics and Automation (ICRA '04)",
   pages = "1831 - 1836",
   month = "April",
   year = "2004",
   volume = "2",
}

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