Humanoid robots: learning a programming language to learn a traditional language

ABSTRACT

This research is part of a larger three-year study investigating the impact of humanoid robots on students’ learning and engagement. In this case study, Aboriginal and non-Aboriginal students worked with a humanoid robot to develop, in parallel, both their programming skills and their understanding of the traditional Narungga language and culture. For six months a school engaged students in learning two languages: the coding language required to program the robot and the Narungga language. Qualitative data were collected and triangulated to determine how the humanoid robot was utilised in the classroom and re-occurring themes were identified through the case study. This research drew on questionnaires, interviews and journals from teachers to understand the impact of humanoid robots on student learning. The case study demonstrated how using humanoid robots enhanced pride and interest in Aboriginal language and culture.

KEYWORDS:

• Coding
• programming
• humanoid robots
• Aboriginal students
• language and culture

Acknowledgments

The authors would like to thank Dr William Keane for proof reading and editing this paper.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Therese Keane

Therese Keane has been a stalwart for empowering girls in STEM for over 20 years. Her passion and many achievements have been acknowledged by her peers in her receiving numerous national and state awards. Therese is currently the Deputy Chair of the Department of Education (Strategic Initiatives and Partnerships) at Swinburne University. She has worked in a variety of school settings where she has taught IT and led in K–12 education as the Director of ICT.

Christina Chalmers

Christina Chalmers is a Senior Lecturer in Mathematics and Technologies Education in the School of Teacher Education & Leadership at the Queensland University of Technology. Her research focuses on: group metacognition; computer - supported collaborative learning; mathematics teaching and learning; and robotics-based STEM education. Chris is the project leader for the Robotics@QUT program, where she works with over 50 schools in low SES areas.

Marie Boden

Marie Boden is a researcher in the School of IT & Electrical Engineering at The University of Queensland. Her research focus is in Interaction Design and her expertise on the design of technology for teaching and learning in school classrooms. Marie’s research methods include co-design with teachers on new designs of technology for support of the teaching and learning in classrooms.

Monica Williams

Monica Williams is an Educational Consultant at the Association of Independent Schools of South Australia. She has been leading educational change in digital technologies, pedagogy, literacy, and Aboriginal and Torres Strait Islander education for 20 years, working at the local, sector and national levels. She works with school leaders to build capacity in schools to embed technologies into effective pedagogical practices.