[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600014-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-600014-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","increasing-hispanic-students-awareness-and-use-of-floor-robots-through-structured-activities","Increasing Hispanic Students’ Awareness and Use of Floor-robots through Structured Activities","","When educators provide students opportunities to interact with educational technology such as floor-robots, outcomes may include higher awareness of new tools and stronger use and engagement. This case study engaged upper-elementary Hispanic students in structured and unstructured floor-robot activities with researcher and teacher support. Robots were used repeatedly during regular instruction in a Title I U.S.-Mexico border school to assess students’ interest in continued use and their perceptions of ease-of-use.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/increasing-hispanic-students-awareness-and-use-of-floor-robots-through-structured-activities/600014/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/increasing-hispanic-students-awareness-and-use-of-floor-robots-through-structured-activities/600014.png","ImageObject",300,407,{"name":42,"@type":43},"nayy☆","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What was the purpose of using floor-robots in the case study?","Question",{"text":62,"@type":63},"To increase Hispanic upper-elementary students’ awareness and use of educational technology, and to evaluate interest in continued floor-robot use and perceptions of ease-of-use.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were the floor-robots introduced to students?",{"text":67,"@type":63},"They were introduced on multiple occasions during regular instructional class time in a Title I school on the U.S.-Mexico border.",{"name":69,"@type":60,"acceptedAnswer":70},"Which types of floor-robots were used in the study?",{"text":71,"@type":63},"Two types were used: a Roamer floor-robot and a Thymio floor-robot.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},600014,1792759924,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Increasing Hispanic Students’ Awareness and Use of Floor-robots  \nthrough Structured Activities  \nJane Elizabeth Casey  \nTexas A&M University Central Texas, USA  \nORCID: 0000-0002-3331-0879  \nLisa K. Pennington  \nGovernors State University, USA  \nORCID: 0000-0002-3599-934X  \nDallas Lopez  \nTexas A&M International University, USA  \nORCID: 0000-0003-4987-836X  \nReceived: 8 Feb 2020 Accepted: 27 Jul 2020  \nAbstract  \nWhen educators provide students with opportunities to interact with educational technology such as floor-robots, it may: (a) increase students’ awareness of new educational tools, and (b) enhance students’use and engagement with new technologies. This case study provided upper-elementary, Hispanic students with opportunities to engage in structured and unstructured activities with floor-robots, with direct support from researchers and the cooperating teacher. These educational robots were introduced to student-participants on multiple occasions during regular instructional class time in a Title I school on the U.S.-Mexico border to determine: (a) students’ interest in continued use of floor-robots; and (b) students’ perceptions of ease-of-use of floor-robots. Floor-robots were selected largely because researchers had access to two types: a Roamer floor-robot and a Thymio floor-robot. For students from underserved populations, it is important that educators strengthen students’ self-efficacy in science, technology, engineering, and mathematics (STEM) areas (Mau & Li, 2018), as well as increase students’awareness and use of newer educational technologies, which is a growing field and includes floor-robots.  \nHowever, in-service teachers may need guidance, support, and professional development when selecting and using new educational technologies such as floor-robots. Student-participants’ post-study surveysand interviews provided researchers with insight into elementary students’ : (a) interest in floor-robots and robotics,(b) perceived ease-of-use, (c) preferred type of floor-robot in this particular study, and,(d) opinions on the potential uses and downsides of floor-robots.  \nKeywords: Hispanic students, floor-robots, English language learners  \nINTRODUCTION  \nNext Generation Science Standards (NGSS) promote science, technology, engineering and mathematics (STEM) learning for all K-12 learners, but not all schools provide the same level of support in the teaching and learning of science and mathematics (Aschbacher, Li, & Roth, 2010) or similar access to new educational technologies. Schools with large student-populations from low socio-economic status (SES) backgrounds may not have sufficient funds to allocate toward new and/or innovative educational technology, which limits students’ awareness and opportunities. Likewise, Aschbacher et al. (2010) noted that family support in low  \nSES homes may be lacking in terms of support for pursuing STEM careers, even for students who desired to follow a STEM career. Compounding the inequity in allocation of funds and lack of family support for various reason, schools serving large populations of students from low SES communities often have a higher percentage of minority students, including Hispanic students. Hispanic students are also more likely to be first-generation college students with limited knowledge in the intricacies involved in pursuing and persisting in a college path (Engle & Tinto, 2008; Perna, 2015) . Many schools serving underserved (i.e., at-risk, minority, English language learner) students continue to be focused on increasing students’ academic scores on state mandated tests. Thus, there is a heavy emphasis on testing and less focus on scientific inquiry, which plays out through middle and high school and may lead to a lower self-efficacy in STEM ability (Conley, Pintrich, Vekiri, & Harrison, 2004) . This can impact pursuit of higher education and/or STEM career choices.  \nCritical Issues in STEM Education  \nAt the present time, female and minority student","cbCaivXbxUgHnt5d","https://ap.wps.com/l/cbCaivXbxUgHnt5d","pdf",603392,14,"English","# Abstract\n## Purpose and setting\n## Educational robots and research questions\n## Relevance to STEM self-efficacy\n# Introduction\n## STEM access and equity\n## Focus on testing and self-efficacy\n## Underrepresentation and support needs\n# Critical Issues in STEM Education\n## Barriers for female and minority students\n## Importance of instruction and access to technology\n# Promising Potential Supports\n## Educational robots for awareness and STEM career understanding","[{\"question\":\"What was the purpose of using floor-robots in the case study?\",\"answer\":\"To increase Hispanic upper-elementary students’ awareness and use of educational technology, and to evaluate interest in continued floor-robot use and perceptions of ease-of-use.\"},{\"question\":\"How were the floor-robots introduced to students?\",\"answer\":\"They were introduced on multiple occasions during regular instructional class time in a Title I school on the U.S.-Mexico border.\"},{\"question\":\"Which types of floor-robots were used in the study?\",\"answer\":\"Two types were used: a Roamer floor-robot and a Thymio floor-robot.\"}]","Increasing Hispanic Students’ Awareness and Use of Floor-robots through Structured Activities | PDF",1792089868,35]