Resumen de Constructivist game-based robotics simulator in engineering education
Jer-Vui Lee, Zahari Taha, Hwa-Jen Yap, Azeddien Kinsheel
The aim of this study was to assess the learning environment of a constructivist game-based robotics simulator in engineeringeducation as compared with a similar non game-based conventional robotics simulator. It was assessed in terms of students’perceptions of the simulation-based environment and attitudes toward robotics lessons using simulation. This study employed aquantitative method via two questionnaires: the six scales of Constructivist Simulation-based Learning Environment Survey(CSLES) and the one scale of Test of Robotics Related Attitudes (TORRA). The sample consisted of 114 undergraduate and freshgraduate students (age 22 to 25) who had attended a formal course of automation and robotics. They were randomly assigned intotwo groups: the experimental group (n= 60) and control group (n= 54). The experimental group used a game-based roboticssimulator (G-IRSTS) and the control group used a conventional robot simulator (IRSTS). Using statistical methods, both CSLESand TORRA were found to exhibit good factor and reliability validity. The main finding of this study indicates that G-IRSTS ismore effective than IRSTS in terms of Negotiation, Inquiry learning, Reflective Thinking and Challenge.
