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Integrating Q.bo Robot in ESL: Developing Robot-Assisted Pedagogies for Enhanced Language Learning
파딜라 존에드워드,이강희 한국지식정보기술학회 2024 한국지식정보기술학회 논문지 Vol.19 No.3
This paper explores innovative robotics applications within English as a Second Language (ESL) education through the development of three robot-assisted learning scenarios. The Q.bo robot, a consumer-oriented, open-source robotics platform made by TheCorpora, has an open-source design that can enable multisensory instruction in language learning and provide a flexible approach to implementing robotics in different teaching methods. In this regard, three learning scenarios are developed to show how the robot's versatility can potentially help in augmenting ESL instruction. The first scenario is vocabulary acquisition using ArUco card detection, in which Q.bo detects unique cards to display AR-based media. The second scenario is action-based instructions, which make the robot do actions using action-related cue cards. Lastly, an interactive quiz in ESL designed in Python allows the learners to interact with the robot and thus receive instant feedback. Using the robot's basic features as a starting point, despite the lack of recent technical updates and modern feature support from the developers, we successfully developed ESL-driven programs from scratch and demonstrated how we tested these scenarios. We also analyzed each learning scenario regarding educational effects, implementation complexity, and adaptability and compared each scenario's scalability, adaptability, and potential improvements. Our findings suggest that integrating robotics opens new ways for interaction and immersive opportunities in teaching ESL.
파딜라 존에드워드,이강희 한국지식정보기술학회 2024 한국지식정보기술학회 논문지 Vol.19 No.3
This paper conducts a thorough comparison between traditional assessment methods and AI-powered tools within the context of an ESL school, specifically focusing on evaluating English speaking skills. The aim is to evaluate the precision, usability, and accessibility of a newly proposed AI-assisted assessment method that incorporates technologies from platforms like YouTube and Grammarly, emphasizing that it does not require complex implementation or involve prohibitive costs. Our investigation thoroughly examines the accuracy and reliability of these AI technologies in accurately determining language proficiency among ESL learners. This paper provides detailed insights into both the potential and the limitations of current AI tools for precise evaluation of language skills. Our findings indicate that the AI-powered approach generally yields results that are comparable to those of traditional methods. This underscores the potential of the proposed AI tools to both standardize and streamline the assessment process in educational contexts. By integrating AI tools that are freely accessible, such as those offered by YouTube for video content and Grammarly for text analysis, this method proposes a cost-effective and scalable solution for ESL programs. Such integration is poised to revolutionize assessment practices by significantly enhancing both reliability and accessibility, potentially leading to widespread adoption in educational settings across the globe.
Comparison of Biological Concept Assessment Scores by Handwriting and Computer Writing
성정화,파딜라 사라 메이라니,하민수 한국교원대학교 뇌기반교육연구소 2022 Brain, Digital, & Learning Vol.12 No.4
As students become accustomed to the digital environment, various discussions are taking place on the comparison of handwriting assessment and computer-based assessment methods. This study attempts to examine whether there are significant differences in the number of words, biological concept level, and biological concept confidence for each assessment when handwriting assessment or computer writing assessment is performed to confirm biological concepts. A descriptive assessment was conducted by selecting 13 questions related to life science and dividing 361 students from general high school into handwriting and computer writing groups. As a result of propensity score matching and linear regression analysis, the handwriting group showed significantly higher number of characters in the descriptive assessment answer and the concept score of the descriptive assessment than the computer writing group. There was no significant difference in the level of confidence of descriptive assessment. These results confirmed that students' concepts were accurately expressed when handwriting assessment was performed rather than computer writing assessment with an assessment tool.
Chelcea Mae Lagmay Darang,파딜라 사라 메이라니,하민수 한국교원대학교 뇌·AI기반교육연구소 2023 Brain, Digital, & Learning Vol.13 No.4
In the pursuit of effective scientific communication, scholars employ argumentation—anidea-anchoring process using reliable evidence. This study focuses on nurturing scientificargumentation skills among 280 high school students in the Philippines, specifically ingeneral biology, using Toulmin’s model. Participants from Bayambang National High Schoolresponded to a 15-item open-ended questionnaire; six items were used for Toulmin’sanalysis, categorizing responses into five levels. Using Chi-square tests, we exploredassociations between response distribution, grade levels, and gender differences. Resultsshow a correlation between grade levels and argumentation proficiency, notably 12th-gradestudents in levels 4 to 5. No significant gender-based differences emerged, indicating fairnessin argumentation skills. Emphasizing the positive impact of integrating argumentation andscientific literacy in fostering critical thinking, Toulmin's model for daily science assessmentsis recommended. Effective teacher questioning and dilemmatic queries stimulate diversethinking. Educators defining criteria for a "good" argument and providing targetedinstruction for students' proficiency are pivotal. Studying formative assessment in Philippinebiology refines practices, informs academia, and supports an inclusive education system foreducators and policymakers, recognizing the dynamic nature of argumentation skills.