Disruptive Lessons: Experiences With Transferring Knowledge in Engineering Robotics

• In Event: Teaching and Learning: Higher Education

Abstract

This study examined the effects of an Arduino microrobot activity on college students’ understanding of microcomputing, programming, as well as interest in robotics. Participants (n = 58) were recruited from Engineering Physics courses and surveyed before and after an Arduino microcomputing learning activity. Significantly higher scores were reported post-activity for understanding the basics of microcomputing and programming. Significant direct links were observed between competence and changes in understanding of microcomputing, in programming, as well as with changes in interest in robotics. Students’ sense of competency was positively associated with perceived knowledge transferability which in turn predicted performance in other science courses. Transferring complex engineering ideas to novel situations was beneficial regarding students’ learning gains associated with programming and microcomputing platforms.

Authors

• Joel Trudeau, Dawson College

• Tanya Chichekian, Université de Sherbrooke

• Tawfiq Jawhar, Concordia University