Designing human–robot ınteraction algorithms for developing metacognitive skills
Yükleniyor...
Tarih
2025
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
John Wiley and Sons Inc
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
In today's technology, robots are involved in all life aspects. Therefore, it is inconceivable that robots will not affect the field of education either. Robot simulators can help developers test and improve intelligent systems before putting them in natural environments. In this study, the use of robots in education has been discussed in relation to the development of metacognitive abilities. A simulation environment was prepared for testing and developing the methods that follow learning models in human–robot interaction. The simulation is about a humanoid robot making an engineering lesson plan. It has been tested on a group of academicians consisting of 64 (32 persons in the experimental group and 32 persons in the control group) persons working in Computer Engineering in the 2021–2022 academic year. The application process includes an 8-week course period. The data as the result of the test were collected from both groups using the MCQ-30 scale and from the experimental group by the metacognitive strategy questions after preparing the engineering lesson plans made by robot simulation. Evaluation of the data showed that the robot simulation was effective in the metacognition scores of the people in the experimental group, and the success level of the people in the control group did not change significantly, considering the results of the pretest and the posttest. © 2024 Wiley Periodicals LLC.
Açıklama
Anahtar Kelimeler
CoppeliaSim, human–robot interaction, metacognition, robot simulation
Kaynak
Computer Applications in Engineering Education
WoS Q Değeri
Scopus Q Değeri
Q1
Cilt
33
Sayı
1
Künye
Barın Özkan, S., Burak İnner, A., Toz, M., & Ünlü, B. (2025). Designing human–robot ınteraction algorithms for developing metacognitive skills. Computer Applications in Engineering Education, 33(1). https://doi.org/10.1002/cae.22816
