ABSTRACT
The Qui-Bot H2O project involves developing four educational sustainable robots and their associated software. Robots are equipped with HRI features such as voice recognition and color sensing, and they possess a humanoid appearance. The project highlights the social and ethical aspects of robotics applied to chemistry and industry 4.0 at an early age. Here, we report the results of an interactive study that involved 212 students aged within the range of 3-18. Our educational robots were used to measure the backgrounds, impact, and interest of students, as well as their satisfaction after interacting with them. Additionally, we provide an ethical study of the use of these robots in the classroom and a comparison of the interactions of humanoid versus non-humanoid educational robots observed in early childhood learning. Our findings demonstrate that these robots are useful in teaching technical and scientific concepts in a playful and intuitive manner, as well as in increasing the number of girls who are interested in science and engineering careers. In addition, major impact measures generated by the project within a year of its implementation were analyzed. Several public administrations in the area of gender equality endorsed and participated in the Qui-Bot H2O project in addition to educational and business entities.
Subject(s)
Robotics , Child, Preschool , Female , Humans , Robotics/education , Child , AdolescentABSTRACT
We report a new learning approach in science and technology through the Qui-Bot H2O project: a multidisciplinary and interdisciplinary project developed with the main objective of inclusively increasing interest in computer science engineering among children and young people, breaking stereotypes and invisible social and gender barriers. The project highlights the social aspect of robotics applied to chemistry, at early ages. We successfully tested the project activities on girls between 3 to 13 years old. After taking part in the project, the users rated their interest in science and technology to be higher than before. Data collected during experiences included background information on students, measurements of the project's impact and students' interest in it, and an evaluation of student satisfaction of this STEM activity. The Qui-Bot H2O project is supported by the actions of territorial public administrations towards gender equality and the contributions of humanistic and technological universities and entities which specialize in education and business.
