(Featured image from: Tobe, F. (2020). 4,000 student clubs to use Dash and Dot robots in global contest – The Robot Report. Retrieved 15 April 2020, from https://www.therobotreport.com/4000-student-clubs-to-use-dash-and-dot-robots-in-global-contest/)
Using robotics in education provides learners with a unique platform to engage in co-constructive learning experiences through problem solving, collaboration and process-focused learning (Jung & Won, 2018). It further allows students to engage in critical 21st Century learning skills – gaining insight into technological and mechanical language systems, developing computational thinking skills and engaging in design-based learning (Alimisis, 2013).
However, implementing robotics into educational settings is not a linear process. Different educational robots have different functionalities, hardware and software affordances, and appearances – hence it is critical that educators consider such features when determining the curricula, learning objectives and activities students will utilize this technology in. Research has even suggested that for robotics to be effectively and appropriately incorporated into educational settings, a comprehensive robotics curriculum is necessary (Berry, Remy & Rogers, 2016). However, while robotics has been known to develop STEM skills, how does it weigh in terms of fostering creativity?
Dash & Dot
Dash & Dot is a life-like robot that offers a wide-range of features, such as lights, sounds, sensors, and movement. While Dash & Dot is controlled by code, there are a wide range of platforms in which students can create their code, depending on their skill level – from simple visual path-drawing to advanced line coding.
Khanlari (2016) states that the capabilities of the teacher are big determinants on the viability of using robots within classroom activities, with a lack of coding knowledge often hindering the usage of robotics in the classroom. Hence the coding flexibility that Dash & Dot offers is highly beneficial in teaching contexts, as it allows teachers and students to use the technology creatively, regardless of their coding fluency.
At the most basic level, the “Path for Dash” allows students to draw a path, devising where their robot goes. Using drag-and-drop techniques, students can also add light effects, actions and voice recordings to the robot’s path. Teachers may easily use such functions with Stage 1-2 students. For example, for a Stage 2 history class, teachers may assign students to create and present a timeline of a certain event. Students may label the floor with different years and code the robot to do narrate key events that took place, accompanied by appropriate actions (or however students wish to represent their information). Similar activities can be done for creative writing.
However, the creativity students may use in such activities are still limited by the functions that the robot offers (Kanlari, 2016). Therefore, whilst using Dash & Dot may certainly engage students more than traditional methods, teachers must consider whether its engagement and intellectual value outweighs the hefty cost ($279.99 USD per robot) and creative limitations that using Dash & Dot may impose.
References
Alimisis, D. (2013). Educational Robotics: Open questions and new challenges. Themes In Science & Technology Education, 6(1), 63-71.
Berry, C., Remy, S., & Rogers, T. (2016). Robotics for All Ages: A Standard Robotics Curriculum for K-16. IEEE Robotics & Automation Magazine, 23(2), 40-46. doi: 10.1109/mra.2016.2534240
Jung, S., & Won, E. (2018). Systematic Review of Research Trends in Robotics Education for Young Children. Sustainability, 10(4), 905. doi: 10.3390/su10040905
Khanlari, A. (2016). Teachers’ perceptions of the benefits and the challenges of integrating educational robots into primary/elementary curricula. European Journal of Engineering Education, 41(3), 320-330.
Where Technology Meets Creativity 