Abstract
Educational robots are recognized in English language teaching (ELT). Working on the development of the concept Robot-Assisted Language Learning in Croatia, this study aimed to get insight into pupils’ perspectives, thus investigate perceptions, ideas, and preferences for such implementation. This kind of input could be used while designing future learning activities in the ELT to optimize the experience of pupils and therefore facilitate learning. Data for this study were obtained during a summer robotics camp and are related to robot design and learning scenario design. In this qualitative study participated 23 pupils whose perspectives were investigated with the short questionnaire. The results have shown that the pupils envisioned versatile robots (anthropomorphic and mechanomorphic) with various sensors (mostly ultrasonic and color), built from different materials (mostly LEGO kits pieces or metal), and applicable for teaching all four language skills (reading, listening, speaking, and writing).
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Notes
- 1.
P9 stands for the answer provided by participant No. 9. The abbreviation used to represent other participants are P1, P2, … and P23.
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Acknowledgment
This work has been supported by Croatian Science Foundation under the project UIP-2017–05-5917 HRZZ-TRES and Croatian robotic association. The work of doctoral students Petra Karabin and Ivana Storjak has been fully supported by the “Young researchers' career development project – training of doctoral students” of the Croatian Science Foundation DOK-2018–09 and ESF-DOK-2018–01.
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Karabin, P., Storjak, I., Cergol, K., Sovic Krzic, A. (2022). Pupils’ Perspectives Regarding Robot Design and Language Learning Scenario. In: Merdan, M., Lepuschitz, W., Koppensteiner, G., Balogh, R., Obdržálek, D. (eds) Robotics in Education. RiE 2021. Advances in Intelligent Systems and Computing, vol 1359. Springer, Cham. https://doi.org/10.1007/978-3-030-82544-7_14
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