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18.05.2018 | Article

A Practical Teacher–Robot Collaboration Lesson Application Based on PRINTEPS

verfasst von: Takeshi Morita, Shunsuke Akashiba, Chihiro Nishimoto, Naoya Takahashi, Reiji Kukihara, Misae Kuwayama, Takahira Yamaguchi

Erschienen in: The Review of Socionetwork Strategies | Ausgabe 1/2018

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Abstract

To support elementary school teachers in teaching by encouraging active learning while maintaining the interest of pupils, this study focuses on supporting teaching, learning, and monitoring the progress of students through a Teacher–Robot collaboration lesson application using not only laptops and tablets, but also robots and sensors. Since developing a lesson application is time consuming for teachers, we have developed an integrated intelligent application development platform named PRactical INTElligent aPplicationS (PRINTEPS) to aid Teacher–Robot collaboration. However, several functions and interfaces for education are missing. Therefore, in this study, we extend several functions for education to PRINTEPS. In addition, since it is necessary in learning and monitoring the progress of students to present learning content suitable to each pupil’s level of understanding, we also have provided support through the use of a tablet quiz system based on ontologies and rule bases. In the case study, we developed a Teacher–Robot collaboration lesson application and conducted lessons for sixth-grade pupils at an elementary school. From the case study, we have confirmed the effectiveness of our platform and the application.

Vorheriger Artikel PRINTEPS: An Integrated Intelligent Application Development Platform based on Stream Reasoning and ROS

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Titel: A Practical Teacher–Robot Collaboration Lesson Application Based on PRINTEPS
verfasst von: Takeshi Morita
Shunsuke Akashiba
Chihiro Nishimoto
Naoya Takahashi
Reiji Kukihara
Misae Kuwayama
Takahira Yamaguchi
Publikationsdatum: 18.05.2018
Verlag: Springer Japan
Erschienen in: The Review of Socionetwork Strategies / Ausgabe 1/2018
Print ISSN: 2523-3173
Elektronische ISSN: 1867-3236
DOI: https://doi.org/10.1007/s12626-018-0021-x

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