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Robotics Community Experiences: Leveraging Informal Design and Learning Experiences to Motivate Urban Youth in STEM

Robotics Community Experiences: Leveraging Informal Design and Learning Experiences to Motivate Urban Youth in STEM

Kimberley Gomez, Debra Bernstein, Jolene Zywica, Emily Hamner, Ung-Sang Lee, Jahneille Cunningham
Copyright: © 2016 |Pages: 28
ISBN13: 9781466687899|ISBN10: 1466687894|EISBN13: 9781466687905
DOI: 10.4018/978-1-4666-8789-9.ch006
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MLA

Gomez, Kimberley, et al. "Robotics Community Experiences: Leveraging Informal Design and Learning Experiences to Motivate Urban Youth in STEM." Human-Computer Interaction: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 120-147. https://doi.org/10.4018/978-1-4666-8789-9.ch006

APA

Gomez, K., Bernstein, D., Zywica, J., Hamner, E., Lee, U., & Cunningham, J. (2016). Robotics Community Experiences: Leveraging Informal Design and Learning Experiences to Motivate Urban Youth in STEM. In I. Management Association (Ed.), Human-Computer Interaction: Concepts, Methodologies, Tools, and Applications (pp. 120-147). IGI Global. https://doi.org/10.4018/978-1-4666-8789-9.ch006

Chicago

Gomez, Kimberley, et al. "Robotics Community Experiences: Leveraging Informal Design and Learning Experiences to Motivate Urban Youth in STEM." In Human-Computer Interaction: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 120-147. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-8789-9.ch006

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Abstract

In this chapter, the authors focus on the motivational and engagement aspects of robotics technical design experiences for youth participating in two different afterschool robotics programs: the Digital Youth Network (DYN) and Robot Diaries (RD). The programs each take a different approach to motivating and engaging participants with robotic technology and design. The authors analytically describe and compare the relationship between programmatic goals of each program and participant experiences. Programmatic goals influenced the participants' opportunities to engage with technology, increased their comfort level with technology, and helped them develop skills in adapting technology to facilitate individual and group-centered design goals. The authors offer recommendations for the design of robotics programs for youth and point to the importance of the role of audience and materials selection that engage and motivate youth, instructor roles, and instructor knowledge.

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