PRE2018 4 Group4: Difference between revisions
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Develop a robot technology in kindergarten which assists the teacher in education and reliefs work stress, with the quality of education staying the same or improving. Conduct extensive literature research and acquire practical experience to determine the best placement fit for the robot. | Develop a robot technology in kindergarten which assists the teacher in education and reliefs work stress, with the quality of education staying the same or improving. Conduct extensive literature research and acquire practical experience to determine the best placement fit for the robot. | ||
'''Target audience:''' kindergarten (4-6 years). Children are in one of their primary development stages, robots can have a major influence on them. | '''Target audience:''' kindergarten (4-6 years). Children are in one of their primary development stages, robots can have a major influence on them.<br /> | ||
'''Objectives:''' educational quality stays the same/improves with the use of assistive robots. Elevating stress for the teachers. | '''Objectives:''' educational quality stays the same/improves with the use of assistive robots. Elevating stress for the teachers. | ||
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# Lastly, program the Nao to perform that certain function. | # Lastly, program the Nao to perform that certain function. | ||
'''Milestones:''' know best position for the robot. Robot performs an actual task. | '''Milestones:''' know best position for the robot. Robot performs an actual task. <br /> | ||
'''Deliverable:''' lend “Nao” robot and program a task. | '''Deliverable:''' lend “Nao” robot and program a task. | ||
Revision as of 14:01, 1 May 2019
| Student | Student Number |
| Anne Aarts | 1026630 |
| Rick van Beek | |
| Bjarne Kraak | 1262580 |
| Paul van Dijk | 1278347 |
| Pelle Schram | 1252089 |
First meeting
Literature search pointed out that acceptance of robots in educational roles is a difficult subject. We chose to focus on educational robots in elementary school or below, as it includes a major part of child upbringing. We will focus on a robot with a more supportive role than an actual replacement. There is high demand for teachers, and robots form a solution to fill this gap between supply and demand.
Problem statement
Develop a robot technology in kindergarten which assists the teacher in education and reliefs work stress, with the quality of education staying the same or improving. Conduct extensive literature research and acquire practical experience to determine the best placement fit for the robot.
Target audience: kindergarten (4-6 years). Children are in one of their primary development stages, robots can have a major influence on them.
Objectives: educational quality stays the same/improves with the use of assistive robots. Elevating stress for the teachers.
With the pracitcal research, we want to ask teachers where they would see the robot fit best, rather than asking whether or not they want a robot in their classroom.
Users:
- Children: same quality of education. More equal distribution of attention among the children. More personal attention in general.
- Teacher: relief work stress.
- Parents: acceptance of the robots in the environment of the child. Give away a part of the child’s nursery.
- Government: better quality of education, less money spent if possible.
- Enterprises: want business opportunities.
Approach:
- Literature research to generate mutual understanding of the subject.
- Create a plan where the robot could fit, a general idea and discuss the several functions of a kindergarten teacher.
- Subsequently, visit a kindergarten class and experience the environment. Ask the teacher what their perspective is on the best placement of the robot in the class by discussing the previously made plan.
- Thereafter, discuss and choose the best placement of the robot in the class.
- Lastly, program the Nao to perform that certain function.
Milestones: know best position for the robot. Robot performs an actual task.
Deliverable: lend “Nao” robot and program a task.