Differences in Learning Effects Depending on the Number of Group Members in Measurement and Control Learning of Technology Education Using Humanoid Robots in Junior High School

Abstract

Recently, robot technology, such as automatic driving of automobile and industrial production robots, has been receiving a lot of attention from society. Examples of teaching practice using robots have been reported in school education. This study focuses on a humanoid robot used for nurturing the ability to solve problems in measurement and control learning of technology education in junior high school. Inquiry activities for bipedal walking are introduced and their learning effects are evaluated. Learning contents that imitate rescue activities as problem-based learning are proposed. A teaching guidance plan and materials developed in previous research are revised, and the results of the teaching practices are described. Several groups with two or three learners are constructed, and their learning effects based on both learning forms are compared. Learning using the humanoid robot revealed that no significant difference exists in the learning form by number of learners, that learners’ emotions increase, and that their understanding of the learning content improves.