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Integrating cultural responsiveness into the educational setting is essential to the success of multilingual students. As social robots present the potential to support multilingual children, it is imperative that the design of social robot embodiments and interactions are culturally responsive. This paper summarizes the current literature on educational robots in culturally diverse settings. We argue the use of the Culturally Localized User Experience (CLUE) Framework is essential to ensure cultural responsiveness in HRI design. We present three case studies illustrating the CLUE framework as a social robot design approach. The results of these studies suggest co-design provides multicultural learners an accessible, nonverbal context through which to provide design requirements and preferences. Furthermore, we demonstrate the importance of key stakeholders (students, parents, and teachers) as essential to ensure a culturally responsive robot. Finally, we reflect on our own work with culturally and linguistically diverse learners and propose three guiding principles for successfully engaging diverse learners as valuable cultural informants to ensure the future success of educational robots.
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Bridging IoT Education Through Activities: A Game-Oriented Approach with Real-time Data Visualization
The rapid evolution of the Internet of Things (IoT) has underscored the importance of comprehensive educational strategies to impart IoT concepts and applications to a diverse audience. Given IoT’s pervasive impact, there is hence a pressing need for effective education in this area. Currently, there is a significant gap between existing educational strategies for IoT and the dynamic, engaging approaches needed to captivate a diverse audience, particularly young learners. The challenge lies in developing a methodology that not only educates but also motivates students e.g., from Grade 2 to Grade 12. To address this need, we developed an innovative, activity-based educational framework, integrating interactive and immersive learning methods, aimed at simplifying complex IoT concepts with smart agricultural application in mind for early learners. We outline this novel pedagogical approach, detailing how specific IoT components are taught through targeted activities. The paper should serve as a guide for educators to implement this framework and encourage readers to recognize the importance of adopting new teaching strategies for IoT. Through the imple- mentation of this framework, exemplified in a case study of a plant care game, we have observed an increased engagement and understanding of IoT concepts among our target students. These findings indicate the effectiveness of our approach in real-world educational settings.
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- Award ID(s):
- 2133355
- PAR ID:
- 10545747
- Publisher / Repository:
- IEEE
- Date Published:
- ISBN:
- 979-8-3503-5280-1
- Page Range / eLocation ID:
- 1 to 6
- Format(s):
- Medium: X
- Location:
- Princeton, NJ, USA
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/ISEC61299.2024.10665136
