Assessing the Impact of an Adapted Robotics Programme on Interest in Science, Technology, Engineering and Mathematics (STEM) among Children with Disabilities
Why this work is in the frame
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Bibliographic record
Abstract
This study assessed the extent to which an adapted robotics programme fostered interest in science, technology, engineering and mathematics (STEM) among children with disabilities. This study included pre- and post-programme surveys. The sample involved 57 children with disabilities who participated in an adapted robotics programme held in a pediatric hospital. There were two main forms of the programme: junior group (aged 6–9) and intermediate group (aged 10–14). Statistical analyses showed that although both groups of children perceived they gained at least some knowledge about computing/robotics from the programme, juniors were significantly more likely to report learning a lot from the programme than intermediates. Further, the junior group showed a significant increased desire to pursue future careers in computing/robotics after the programme. However, the intentions of either group to actually study computing/robotics at school did not significantly increase. A thematic analysis of open-ended survey responses revealed that the intent of both groups of children for participating in the programme along with what they enjoyed the most during the programme was linked to STEM, socialisation and teamwork. Additionally, while the majority of the intermediate group liked everything about the programme, the majority of the junior group reported on some things they disliked.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it