Having an Einstein in class. Teaching maths with robots is different for boys and girls∗

Ivy S. Huang; Johan F. Hoorn

doi:10.1109/WCICA.2018.8630584

Having an Einstein in class. Teaching maths with robots is different for boys and girls∗

Research output: Chapter in Book / Report / Conference proceeding › Conference contribution › Academic › peer-review

Abstract

We conducted an experiment with Chinese schoolchildren being taught symbolic reasoning and solving equations of the form 2y + 3 = 7, using a Hanson Einstein robot together with video instruction. The children were unfamiliar to solving equations like these (baseline 0) and after robot tutoring, they were tested for learning outcomes, while they rated their appreciation of the robot. We found a crossover interaction effect of boys learning more from video and girls more from the robot. The effect was catalytic in that only the combination of factors worked (no main effects). Results are discussed in view of gender-specific technology application.

Original language	English
Title of host publication	Proceedings of the 2018 13th World Congress on Intelligent Control and Automation, WCICA 2018
Publisher	Institute of Electrical and Electronics Engineers Inc.
Pages	424-427
Number of pages	4
ISBN (Electronic)	9781538673454
DOIs	https://doi.org/10.1109/WCICA.2018.8630584
Publication status	Published - 31 Jan 2019
Event	13th World Congress on Intelligent Control and Automation, WCICA 2018 - Changsa, China Duration: 4 Jul 2018 → 8 Jul 2018

Conference

Conference	13th World Congress on Intelligent Control and Automation, WCICA 2018
Country/Territory	China
City	Changsa
Period	4/07/18 → 8/07/18

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1109/WCICA.2018.8630584

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title = "Having an Einstein in class. Teaching maths with robots is different for boys and girls∗",

abstract = "We conducted an experiment with Chinese schoolchildren being taught symbolic reasoning and solving equations of the form 2y + 3 = 7, using a Hanson Einstein robot together with video instruction. The children were unfamiliar to solving equations like these (baseline 0) and after robot tutoring, they were tested for learning outcomes, while they rated their appreciation of the robot. We found a crossover interaction effect of boys learning more from video and girls more from the robot. The effect was catalytic in that only the combination of factors worked (no main effects). Results are discussed in view of gender-specific technology application.",

author = "Huang, {Ivy S.} and Hoorn, {Johan F.}",

year = "2019",

month = jan,

day = "31",

doi = "10.1109/WCICA.2018.8630584",

language = "English",

pages = "424--427",

booktitle = "Proceedings of the 2018 13th World Congress on Intelligent Control and Automation, WCICA 2018",

publisher = "Institute of Electrical and Electronics Engineers Inc.",

address = "United States",

note = "13th World Congress on Intelligent Control and Automation, WCICA 2018 ; Conference date: 04-07-2018 Through 08-07-2018",

}

Huang, IS & Hoorn, JF 2019, Having an Einstein in class. Teaching maths with robots is different for boys and girls∗. in Proceedings of the 2018 13th World Congress on Intelligent Control and Automation, WCICA 2018., 8630584, Institute of Electrical and Electronics Engineers Inc., pp. 424-427, 13th World Congress on Intelligent Control and Automation, WCICA 2018, Changsa, China, 4/07/18. https://doi.org/10.1109/WCICA.2018.8630584

Having an Einstein in class. Teaching maths with robots is different for boys and girls∗. / Huang, Ivy S.; Hoorn, Johan F.

Proceedings of the 2018 13th World Congress on Intelligent Control and Automation, WCICA 2018. Institute of Electrical and Electronics Engineers Inc., 2019. p. 424-427 8630584.

Research output: Chapter in Book / Report / Conference proceeding › Conference contribution › Academic › peer-review

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N2 - We conducted an experiment with Chinese schoolchildren being taught symbolic reasoning and solving equations of the form 2y + 3 = 7, using a Hanson Einstein robot together with video instruction. The children were unfamiliar to solving equations like these (baseline 0) and after robot tutoring, they were tested for learning outcomes, while they rated their appreciation of the robot. We found a crossover interaction effect of boys learning more from video and girls more from the robot. The effect was catalytic in that only the combination of factors worked (no main effects). Results are discussed in view of gender-specific technology application.

AB - We conducted an experiment with Chinese schoolchildren being taught symbolic reasoning and solving equations of the form 2y + 3 = 7, using a Hanson Einstein robot together with video instruction. The children were unfamiliar to solving equations like these (baseline 0) and after robot tutoring, they were tested for learning outcomes, while they rated their appreciation of the robot. We found a crossover interaction effect of boys learning more from video and girls more from the robot. The effect was catalytic in that only the combination of factors worked (no main effects). Results are discussed in view of gender-specific technology application.

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Having an Einstein in class. Teaching maths with robots is different for boys and girls∗

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UN SDGs

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