Aim of the study was to investigate the cognitive processes involved and stimulated by educational robotics (LEGO® robots and Kodu Game Lab) in lower secondary school students. Results showed that LEGO® and KGL artifacts involve specific cognitive and academic skills. In particular the use of LEGO® is related to deductive reasoning, speed of processing visual targets, reading comprehension and geometrical problem solving; the use of KGL is related to visual-spatial working memory, updating skills and reading comprehension. Both technologies, moreover, are effective in the improvement of visual-spatial working memory. Implications for Human-Robot Interaction and BICA challenge are discussed.
Caci, B., D’Amico, A., Chiazzese, G. (2013). Robotics and Virtual Worlds: An Experiential Learning Lab. In A. Chella, R. Pirrone, R. Sorbello, K.R. Jóhannsdóttir (a cura di), Biologically Inspired Cognitive Architectures 2012: Proceedings of the Third Annual Meeting of the BICA Society (Advances in Intelligent Systems and Computing) (pp. 83-87). Berlin : Springer Berlin Heidelberg [10.1007/978-3-642-34274-5_19].
Robotics and Virtual Worlds: An Experiential Learning Lab
CACI, Barbara;D'AMICO, Antonella;CHIAZZESE, Giuseppe
2013-01-01
Abstract
Aim of the study was to investigate the cognitive processes involved and stimulated by educational robotics (LEGO® robots and Kodu Game Lab) in lower secondary school students. Results showed that LEGO® and KGL artifacts involve specific cognitive and academic skills. In particular the use of LEGO® is related to deductive reasoning, speed of processing visual targets, reading comprehension and geometrical problem solving; the use of KGL is related to visual-spatial working memory, updating skills and reading comprehension. Both technologies, moreover, are effective in the improvement of visual-spatial working memory. Implications for Human-Robot Interaction and BICA challenge are discussed.
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