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A situation that we had never imagined: Post-Fukushima virtual collaborations for determining robot task metrics

Martin, Stewart; Naamani, Catherine; Vallance, Michael

Authors

Stewart Martin

Catherine Naamani

Michael Vallance



Abstract

There is no consensus regarding a common set of metrics for robot task complexity in associated human-robot interactions. This paper is an attempt to address this issue by proposing a new metric so that the educational potential when using robots can be further developed. Tasks in which students in Japan and UK interact in a 3D virtual space to collaboratively program robots to navigate mazes have resulted in quantitative data of immersion, circuit task complexity and robot task complexity. The data has subsequently been collated to create a proposed new metric for tasks involving robots, which we have termed task fidelity. The paper proposes that task fidelity is a quantitative measure of a set robot task in relation to a learner's solution. By quantifying task fidelity educators utilising robots in schools and in higher education will be able to provide tasks commensurate with the expected successful outcomes achieved by the learners.

Citation

Martin, S., Naamani, C., & Vallance, M. (2015). A situation that we had never imagined: Post-Fukushima virtual collaborations for determining robot task metrics. International Journal of Learning Technology, 10(1), 30-49. https://doi.org/10.1504/IJLT.2015.069453

Journal Article Type Article
Online Publication Date May 14, 2015
Publication Date Jan 1, 2015
Deposit Date Oct 20, 2016
Publicly Available Date Oct 20, 2016
Journal International journal of learning technology
Print ISSN 1477-8386
Electronic ISSN 1741-8119
Publisher Inderscience
Peer Reviewed Peer Reviewed
Volume 10
Issue 1
Pages 30-49
DOI https://doi.org/10.1504/IJLT.2015.069453
Keywords Architectures for educational technology system; Improving classroom teaching; Robotics; Programming; Simulations; Virtual reality
Public URL https://hull-repository.worktribe.com/output/444422
Publisher URL http://www.inderscience.com/info/inarticle.php?artid=69453
Copyright Statement ©2016 the author
Additional Information This is the author's accepted manuscript of an article published in: International journal of learning technology, 2015, v.10 issue 1.

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