Using the Robot-Assisted Attention-Engagement-Error-Feedback- Reflection (AEER) Pedagogical Design to Develop Machine Learning Concepts and Facilitate Reflection on Learning-to-Learn Skills: Evaluation of an Empirical Study in Hong Kong Primary Schools

Siu-Cheung Kong; Siu-Cheung Kong; Yin Yang

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Paper

Using the Robot-Assisted Attention-Engagement-Error-Feedback- Reflection (AEER) Pedagogical Design to Develop Machine Learning Concepts and Facilitate Reflection on Learning-to-Learn Skills: Evaluation of an Empirical Study in Hong Kong Primary Schools

Topics: AI Literacy; Higher Order Thinking Skills

In Proceedings of the 16th International Conference on Computer Supported Education - Volume 2: CSEDU, 155-162, 2024 , Angers, France

Authors: Siu-Cheung Kong ^{1

;

2} and Yin Yang ²

Affiliations: ¹ Artificial Intelligence and Digital Competency Education Centre, The Education University of Hong Kong, HKSAR, China ; ² Department of Mathematics and Information Technology, The Education University of Hong Kong, HKSAR, China

Keyword(s): Learning-to-Learn, Machine Learning, Neuroscience-Informed Pedagogical Framework, Primary Schools, Robots.

Abstract: This paper presents the results of an empirical study that aimed to evaluate the effectiveness of using robots to teach machine learning concepts to primary school students and consolidate their reflection on learning-to-learn skills. The pedagogical design of this study was based on the neuroscience-informed Attention-Engagement-Error-feedback-Reflection (AEER) framework. The study involved 87 Grade 5 students from Hong Kong. Data collection included pre- and post-tests on machine learning concepts, as well as pre- and post-questionnaires on learning-to-learn skills based on the AEER framework. The findings suggest that the use of purposely designed robots for understanding machine learning significantly enhanced primary school students’ understanding of machine learning concepts. Further, it can facilitate students’ reflection on their learning-to-learn skills, which have been nurtured over their years of study period, thereby effectively preparing them for the transition to second ary school education. The paper concludes with a discussion of the findings and provides potential directions for future research. (More)

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Paper citation in several formats:

Kong, S. and Yang, Y. (2024). Using the Robot-Assisted Attention-Engagement-Error-Feedback- Reflection (AEER) Pedagogical Design to Develop Machine Learning Concepts and Facilitate Reflection on Learning-to-Learn Skills: Evaluation of an Empirical Study in Hong Kong Primary Schools. In Proceedings of the 16th International Conference on Computer Supported Education - Volume 2: CSEDU; ISBN 978-989-758-697-2; ISSN 2184-5026, SciTePress, pages 155-162. DOI: 10.5220/0012505700003693

@conference{csedu24,
author={Siu{-}Cheung Kong. and Yin Yang.},
title={Using the Robot-Assisted Attention-Engagement-Error-Feedback- Reflection (AEER) Pedagogical Design to Develop Machine Learning Concepts and Facilitate Reflection on Learning-to-Learn Skills: Evaluation of an Empirical Study in Hong Kong Primary Schools},
booktitle={Proceedings of the 16th International Conference on Computer Supported Education - Volume 2: CSEDU},
year={2024},
pages={155-162},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0012505700003693},
isbn={978-989-758-697-2},
issn={2184-5026},
}

TY - CONF

JO - Proceedings of the 16th International Conference on Computer Supported Education - Volume 2: CSEDU
TI - Using the Robot-Assisted Attention-Engagement-Error-Feedback- Reflection (AEER) Pedagogical Design to Develop Machine Learning Concepts and Facilitate Reflection on Learning-to-Learn Skills: Evaluation of an Empirical Study in Hong Kong Primary Schools
SN - 978-989-758-697-2
IS - 2184-5026
AU - Kong, S.
AU - Yang, Y.
PY - 2024
SP - 155
EP - 162
DO - 10.5220/0012505700003693
PB - SciTePress