Engineering Explorations Through Fiber Crafts and Soft Robotics Play

• In Event: Sociocultural Material Experiences With Digital and Physical Objects Across Learning Environments

Abstract

Objectives and perspectives: To counteract lopsided gender representation in engineering, soft robotics present promising opportunities (Jackson et al., 2021). Soft-robotics is an emerging field (Hawkes et al., 2021) that uses materials like silicone to create actionable system parts through pressured air or liquid (Whitesides, 2018). We approached pneumatics in combination with fiber crafts for engineering learning from a connected learning lens, which honors youth practices as catalysts for learning (Ito et al., 2020). We focused on how connected learning design elements supported engineering.

Methods and data: We analyzed semi-structured interviews (about 90 minutes) video data (about 280 minutes) of two sessions with a total of 12 youth (6 boys and 6 girls). During the sessions, youth connected and animated fiber crafts artifacts with silicone-based air powered actuators. We analyzed the data by creating narrative summaries (Carspecken, 1992) and iteratively and thematically analyzed how connected learning design elements (i.e., legitimizing youth interests, meaningful contributions to communities, making progress/achievement visible) intersected with engineering practices from the Next Generation Science Standards.

Results: We found that connected learning design elements supported youth in exploring engineering practices. The full paper shows three cases, we share one case here. Martina, a participant, dove into the actuators and how they interacted with the fabric. The connected learning element of sponsorship of youth interests was afforded with the space and tools she could use to interact with the materials and her peers. Engineering design practices were seen as Martina focused on combining fiber crafts with soft robotics. She explored the material properties and their interactions, and demonstrated how the fabric interacted with the actuator by inflating the actuator carefully with a bicycle pump (Engineering Design). She inquired how to get the fabric folds back to their flat state after inflating, and adjusted air pressure, sewing points and tension of the stitches to find a solution (Developing Possible Solutions). Martina then changed to an hourglass actuator, and tested how the air would interact differently with a non-standard circular actuator. She concluded the air interacts differently with the hourglass and did not successfully change the fabric piece (Optimizing the Design Solution). Connected learning elements provided a space where she could work on her project with materials that could bring forward her creations, allowing her to tinker and iterate on designs to solve problems.

Significance of the work: Connecting fiber crafts with pneumatic actuators made it possible for youth to engage in engineering from where they were at. This was possible because the activities made it possible to engage in producing narratives with complex materials, like creating a breathing person and exploring, as well as exploring combinations of materials toward the design. The work may support the exploration of mechanics of the fabric and placement of actuators in relation to the mechanics. This can engage youth in developing engineering design skills through familiar materials and bring about connected learning design elements that support their learning experience.

Authors

• Anna Keune, Technical University of Munich
  Presenting Author

• Santiago Hurtado, Technical University of Munich
  Presenting Author