Abstract:

Only 30% of EU students studying STEM subjects at university are female, according to a recent EU study [1]. Graduates from ICT programs represent 15-20% of the ICT workforce [2]. To introduce children to computational thinking and chemistry prior to social stereotypes influencing their career choices, [3], we present four robots, accompanied by chemistry experiences and programming challenges adapted to Spanish curriculums.

Our research is the result of the integrated collaboration of several universities specializing in technology and science (Universitat Politècnica de Catalunya in Manresa), as well as pedagogy (UVic -UCC in Manresa), as well as economic and social administration. A total of 22 members are part of the research team, which includes 15 institutions. We describe in [4,5] the design of the four robotic prototypes and the implementation of the ad hoc interfaces free of gender stereotypes. This project also includes materials that describe how to assemble robots from scratch. Three of the robots are controlled via web/app interfaces. One of them uses colored wooden blocks for tangible programming. Open access materials are available at [6].

Based on observation and data collected from 212 children between the ages of 3 and 18, the most popular robot is the one that has a humanoid appearance that can be replicated in 3D. Chemistry-capable robots are more appealing to children than mechanical ones. Children understand the importance of robots when it comes to ensuring precision or handling dangerous liquids. Verification of human-robot interaction (HRI) features such as verbalizing the color result of mixing is carried out. Education specialists observed children's actions in relation to executive functions such as anticipating and self-correcting. After expressing hypotheses and acting accordingly, students compared robot actions with theirs. Children sometimes mimicked the movements of the robot. Qui-Bot activities attracted both girls and boys equally. Currently, researchers are developing advanced HRI capabilities for Qui-Bots to make them suitable for children with special needs.

Acknowledgements: The Qui-Bot-H2O project is supported by the Spanish Ministerio de Economía y Competitividad under Grant FECYT2021-15626, Education and scientific vocations.

Refrerences:
[1] European Commission, Bridging the gender gap in STEM Strengthening opportunities for women in research and innovation 2022., http://bit.ly/408alx5
[2] Spanish Ministry of Science and Innovation. Scientific Report Women in Science 2021, https://bit.ly/40566m3
[3] Lin Bian and Sarah-Jane Leslie and Andrei Cimpian , Gender stereotypes about intellectual ability emerge early and influence childrens interests, Science, 355, 6323, 389-391, 2017, DOI: 10.1126/science.aah6524.
[4] Tarrés-Puertas, M.I.; Merino, J.; Vives-Pons, J.; Rossell, J.M.; Pedreira Álvarez, M.; Lemkow-Tovias, G.; Dorado, A.D. Sparking the Interest of Girls in Computer Science via Chemical Experimentation and Robotics: The Qui-Bot H2O Case Study . Sensors 2022, 22 (10), 3719. DOI: 10.3390/s22103719
[5] Tarrés-Puertas, M.I.; Costa, V.; Pedreira Alvarez, M.; Lemkow-Tovias, G.; Rossell, J.M.; Dorado, A.D. Child–Robot Interactions Using Educational Robots: An Ethical and Inclusive Perspective. Sensors 2023, 23, 1675. https://doi.org/10.3390/s23031675
[6] OCW Qui-Bot H2O project Home Page. https://quibot.upc.edu

Keywords:

Educational robotics, innovative technology for children, STEM, gender, stereotypes, diversity, inclusion.