PAL: A Framework for Physically Assisted Learning Through Design and Exploration With a Haptic Robot Buddy

Robots are an opportunity for interactive and engaging learning activities. In this paper we consider the premise that haptic force feedback delivered through a held robot can enrich learning of science-related concepts by building physical intuition as learners design experiments and physically explore them to solve problems they have posed. Further, we conjecture that combining this rich feedback with pen-and-paper interactions, e.g., to sketch experiments they want to try, could lead to fluid interactions and benefit focus. However, a number of technical barriers interfere with testing this approach, and making it accessible to learners and their teachers. In this paper, we propose a framework for Physically Assisted Learning based on stages of experiential learning which can guide designers in developing and evaluating effective technology, and which directs focus on how haptic feedback could assist with design and explore learning stages. To this end, we demonstrated a possible technical pathway to support the full experience of designing an experiment by drawing a physical system on paper, then interacting with it physically after the system recognizes the sketch, interprets as a model and renders it haptically. Our proposed framework is rooted in theoretical needs and current advances for experiential learning, pen-paper interaction and haptic technology. We further explain how to instantiate the PAL framework using available technologies and discuss a path forward to a larger vision of physically assisted learning.

Collaborative Systems for Design-Based Learning

This chapter explores use of Design-based learning (DBL) and digital tools to facilitate collaborative learning through design-based projects. Design-based learning (DBL) is an educational approach that incorporates hands-own, authentic, multidisciplinary design tasks to identify problems and design solutions. With DBL, students typically work in teams and are tasked designing solutions to open-ended problems. Teams develop conceptual solutions to problems and then work through the design process to arrive at the creation of an actual artifact. This artifact may be fully functional or simply a model, prototype, or other representation of the complete system. STEM instructors and students should give careful attention to selecting the digital tools for collaboration. Some collaborative tools offer affordances and features that compliment the communication processes in one phase of the design process while another other tool may be better suited for the tasks specific to another phase.