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.
| 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 | |
| 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 | China |
| City | Changsa |
| Period | 4/07/18 → 8/07/18 |
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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
TY - GEN
T1 - Having an Einstein in Class. Teaching Maths with Robots is Different for Boys and Girls∗
AU - Huang, Ivy S.
AU - Hoorn, Johan F.
PY - 2019/1/31
Y1 - 2019/1/31
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.
UR - http://www.scopus.com/inward/record.url?scp=85062542824&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85062542824&partnerID=8YFLogxK
U2 - 10.1109/WCICA.2018.8630584
DO - 10.1109/WCICA.2018.8630584
M3 - Conference contribution
SP - 424
EP - 427
BT - Proceedings of the 2018 13th World Congress on Intelligent Control and Automation, WCICA 2018
PB - Institute of Electrical and Electronics Engineers Inc.
ER -