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dc.contributor.advisorHaddow, Paulinenb_NO
dc.contributor.authorStølsvik, Jan Torenb_NO
dc.date.accessioned2014-12-19T13:42:09Z
dc.date.available2014-12-19T13:42:09Z
dc.date.created2014-11-13nb_NO
dc.date.issued2014nb_NO
dc.identifier762920nb_NO
dc.identifierntnudaim:12175nb_NO
dc.identifier.urihttp://hdl.handle.net/11250/253959
dc.description.abstractIn the later years robotics has seen a huge increase within domestic use, and have now become an affordable tool in the daily life of most people. The goal of this project was to investigate the differences between a physical and virtual robot in terms of increased content knowledge, learning motivation, and interest in science, technology, engineering and mathematics (STEM). To investigate this we conducted an experiment at Trondheim m International School (THIS), using a quasi-experimental setup with two treatment group, virtual and physical robot. The results showed that there does not exist a statistically significant difference in content knowledge gain, motivation or interest between the robotics group and the simulator group.nb_NO
dc.languageengnb_NO
dc.publisherInstitutt for datateknikk og informasjonsvitenskapnb_NO
dc.subjectntnudaim:12175no_NO
dc.subjectMTDT Datateknologino_NO
dc.subjectIntelligente systemerno_NO
dc.titleInvestigating the effect of a robotic presence compared to a virtual robot in teaching angles and turn measurements to childrennb_NO
dc.typeMaster thesisnb_NO
dc.source.pagenumber142nb_NO
dc.contributor.departmentNorges teknisk-naturvitenskapelige universitet, Fakultet for informasjonsteknologi, matematikk og elektroteknikk, Institutt for datateknikk og informasjonsvitenskapnb_NO


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