A child-robot musical theater afterschool program for promoting STEAM education: A case study and guidelines

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dc.contributor.authorDong, Jiaen
dc.contributor.authorChoi, Koeunen
dc.contributor.authorYu, Shuqien
dc.contributor.authorLee, Yeajien
dc.contributor.authorKim, Jisunen
dc.contributor.authorVajir, Devanshuen
dc.contributor.authorHaines, Chelseaen
dc.contributor.authorNewbill, Phyllisen
dc.contributor.authorWyatt, Arianaen
dc.contributor.authorUpthegrove, Tanneren
dc.contributor.authorJeon, Myounghoonen
dc.date.accessioned2024-01-24T19:23:02Zen
dc.date.available2024-01-24T19:23:02Zen
dc.date.issued2023-03-16en
dc.description.abstractWith the advancements of machine learning and AI technologies, robots have been more widely used in our everyday life and they have also been used in education. The present study introduces a 12-week child-robot theater afterschool program designed to promote science, technology, engineering, and mathematics (STEM) education with art elements (STEAM) for elementary students using social robots. Four modules were designed to introduce robot mechanisms as well as arts: Acting (anthropomorphism), Dance (robot movements), Music and Sounds (music composition), and Drawing (robot art). These modules provided children with basic knowledge about robotics and STEM and guided children to create a live robot theater play. A total of 16 students participated in the program, and 11 of them were involved in completing questionnaires and interviews regarding their perceptions towards robots, STEAM, and the afterschool program. Four afterschool program teachers participated in interviews, reflecting their perceptions of the program and observations of children’s experiences during the program. Our findings suggest that the present program effectively maintained children’s engagement and improved their interest in STEAM by connecting social robots and theater production. We conclude with design guidelines and recommendations for future research and programs.en
dc.description.versionAccepted versionen
dc.format.extent17 page(s)en
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.1080/10447318.2023.2189814en
dc.identifier.eissn1532-7590en
dc.identifier.issn1044-7318en
dc.identifier.issueahead-of-printen
dc.identifier.orcidChoi, Koeun [0000-0001-7906-459X]en
dc.identifier.orcidWyatt, Ariana [0000-0003-2123-3287]en
dc.identifier.orcidJeon, Myounghoon [0000-0003-2908-671X]en
dc.identifier.orcidHaines, Chelsea [0000-0003-4148-8789]en
dc.identifier.urihttps://hdl.handle.net/10919/117661en
dc.identifier.volumeahead-of-printen
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectSocial robotsen
dc.subjectchild-robot theateren
dc.subjectSTEMen
dc.subjectSTEAMen
dc.subjecthuman-robot interaction (HRI)en
dc.subjectextracurricular programen
dc.titleA child-robot musical theater afterschool program for promoting STEAM education: A case study and guidelinesen
dc.title.serialInternational Journal of Human–Computer Interactionen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.otherArticleen
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/Engineeringen
pubs.organisational-group/Virginia Tech/Engineering/Industrial and Systems Engineeringen
pubs.organisational-group/Virginia Tech/Architecture, Arts, and Designen
pubs.organisational-group/Virginia Tech/All T&R Facultyen
pubs.organisational-group/Virginia Tech/Engineering/COE T&R Facultyen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciencesen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/Human Development and Family Scienceen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/CLAHS T&R Facultyen
pubs.organisational-group/Virginia Tech/Architecture, Arts, and Design/School of Performing Artsen
pubs.organisational-group/Virginia Tech/University Research Institutesen

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