| 研究実績の概要 |
The aim of the research is to advance students’ declarative, procedural and meta-cognitive knowledge by implementing measurable robot-mediated interaction activities in a 3D virtual world. The pedagogic rationale is to combine a 3D simulation space for real world collaboration; in this case, the programming of robots contextualized by simulating a robot navigating within a restricted area. In AY2016 the project has been developed to be viewable via the Oculus Rift 3D head-mounted display. A number of interactions have been programmed in a nuclear power plant simulation: a radiation meter indicates radioactivity levels that provide a clue as to the nearness of the radioactive bins; a rear-view mirror for the robot controller; a birds-eye view is offered via a virtual drone that can be maneuvered; if the robot crashes, then the radioactive bins explode. Data is currently being collected as students in Japan and UK participate in tasks requiring collaboration and communication. Also, a comparison between the simulation and real-world robot tasks are being investigated. Initial findings suggest a development of measurable meta-learning, and a recognition of components of Computational Thinking.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
1: 当初の計画以上に進展している
理由
The research has revealed that knowledge development can be implemented and measured as Computational Thinking. It is reasoned that if the promotion of Computational Thinking across disciplines is desired by Education authorities, there needs to be a transformation in academic practice which is informed by research. For Computational Thinking, active learning, and 3D virtual worlds to transform education, quantifiable metrics of learning are therefore required. Moreover, cross-cultural participation can facilitate compatible development of knowledge, skills, attitudes, values, and ethics: apply knowledge to innovative situations, empower positive attitudes to active learning, influence emotional values associated with care and understanding, and promote ethical considerations of the impact of technological implementations. This can be achieved in the context of working with robots in a virtual 3D environment and the real world.
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| 今後の研究の推進方策 |
As 3D technologies are changing so rapidly the research must continue the design of the 3D virtual space with the Oculus Rift for a more engaging environment.
Year 3 will continue the implementation, with further with a specific emphasis on collecting data from virtual and real world tasks. In Phase 3 (FY2017) tasks of specified complexity will be conducted with students collaborating in the 3D virtual space. Data of learning and Computational Thinking (collated as knowledge) will be collected and analyzed, and then tasks iteratively made more complex. Researchers will record student procedures and conduct a post-task survey to determine extent of procedural, declarative and meta-cognitive knowledge development. International collaboration within a virtual scenarios for science, engineering and communication contexts will be used for post-task data collection.
Collect data with new students in and out of the university
Data analysis.
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