Learning Robotics, with Robotics, by Robotics

Table of contents

1. Cover
2. Title
3. Copyright
4. Foreword
5. Preface
6. Introduction
   1. I.1. Origins, positioning and pedagogical exploitations of ER
   2. I.2. A cross-disciplinary heritage
   3. I.3. The educational robot: an ICT like others?
   4. I.4. Three learning paradigms of ER
   5. I.5. Research intentions and scientific questions
7. 1 Learning Robotics: Users’ Representation of Robots
   1. 1.1. Introduction: the ontological and pedagogical status of robots
   2. 1.2. What do we mean by robot representation?
   3. 1.3. Study 1: Robot representation
   4. 1.4. Results
   5. 1.5. Discussion
   6. 1.6. Conclusions, limits and perspectives
8. 2 Learning with Robotics: Functional and Social Acceptance of Robots
   1. 2.1. Functional and social acceptance of robots
   2. 2.2. Trust as a fundamental indicator of acceptance
   3. 2.3. Study 2: robot acceptance
   4. 2.4. Results
   5. 2.5. Discussion
   6. 2.6. Conclusions
9. 3 Learning by Robotics: The Impact of Educational Robots on Learning
   1. 3.1. Combining RBI and inquiry-based science
   2. 3.2. IBSE and the four dimensions of learning
   3. 3.3. Study 3: impacts of ER on learning
   4. 3.4. Results
   5. 3.5. Discussion
10. Conclusion and Perspectives
    1. C.1. The necessity of a cross-disciplinary methodology
    2. C.2. Broadening the field of robotics’ educative applications
    3. C.3. New perspectives for human–robot interaction design
11. Appendices
    1. Appendix 1
    2. Appendix 2
    3. Appendix 3
    4. Appendix 4
    5. Appendix 5
12. Bibliography
13. Index
14. End User License Agreement