Developing Cognition with Collaborative Robotic Activities

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dc.contributor.authorMitnik, Ruben
dc.contributor.authorNussbaum, Miguel
dc.contributor.authorRecabarren, Matias
dc.date.accessioned2024-01-10T13:12:16Z
dc.date.available2024-01-10T13:12:16Z
dc.date.issued2009
dc.description.abstractCognition, faculty related to perception, imagination, memory, and problem solving, refers to internal mental processes through which sensorial input is acquired, elaborated, used, and stored. One of its importances relies on the fact that it affects in a direct way the learning potential. It has been shown that, even thou cognitive processes develop side by side with biological maturity, this cognitive development can be enhanced by means of mediated learning as signaled by Feuerstein's Mediated Learning theory. Based on this theory is that we propose an intervention model that addresses school academic issues using technologically assisted small group collaboration, pursuing a dual academic objective: to thrive students' cognitive processes while addressing school curriculum topics. The purpose, therefore, is to balance the students' cognitive differences by means of in-school content-filled classroom activities. Our aim is to make use of peer mediation in a real world setting with a virtual construction of it. In this paper, we describe this novel intervention model along with an in-school usage experience. For this, we present an activity designed for high school students, specifically aimed to assist the learning of kinematics, graph interpretation, and graph plotting. In this activity the students work in groups of three, using a robot and wirelessly interconnected Personal Digital Assistants (PDA). By means of a controlled experiment, we show how technologically-supported peer mediation promotes the students' enrichment of their cognitive processes in each of the different stages of the mental act (input-elaboration-output), favoring communication skills, insight, and reasoning, while also restraining impulsive conduct and trial-and-error answers.
dc.format.extent14 páginas
dc.fuente.origenWOS
dc.identifier.issn1436-4522
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/78162
dc.identifier.wosidWOS:000271028400026
dc.information.autorucIngeniería;Mitnik R;S/I;5278
dc.information.autorucIngeniería;Nussbaum M;S/I;99303
dc.information.autorucIngeniería;Recabarren M;S/I;119045
dc.issue.numero4
dc.language.isoen
dc.nota.accesoSin adjunto
dc.pagina.final330
dc.pagina.inicio317
dc.publisherNATL TAIWAN NORMAL UNIV, TAIWAN
dc.revistaEDUCATIONAL TECHNOLOGY & SOCIETY
dc.rightsregistro bibliográfico
dc.subjectCognition development
dc.subjectRobotic assisted teaching
dc.subjectInteractive learning environments
dc.subjectFace-to-face computer supported collaborative learning
dc.subjectIntelligent tutoring systems
dc.subjectPEER MEDIATION
dc.subjectTEACHERS
dc.subjectPROGRAM
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleDeveloping Cognition with Collaborative Robotic Activities
dc.typeartículo
dc.volumen12
sipa.codpersvinculados5278
sipa.codpersvinculados99303
sipa.codpersvinculados119045
sipa.indexWOS
sipa.indexScopus
sipa.trazabilidadCarga SIPA;09-01-2024
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