Teaching Innovation in STEM Education Using an Unmanned Aerial Vehicle (UAV)

Multi-ethnic computational thinking and cultural respect in unmanned aerial vehicle-assisted culturally responsive teaching

Introduction

As education systems worldwide begin to accept and implement computational thinking, the educators of both elementary and higher education are considering the cultivation of students’ computational thinking abilities. It is hoped that students effectively analyze and deconstruct all kinds of complex issues with computational thinking, and seek computer-executable ways to solve real-world problems. Through the integration of program education, students can learn and develop the abilities to practically apply their theoretical learning in information technology education. With the promotion of the concept of multicultural education, an increasing number of educational arenas are gradually introducing the concept of multicultural education to inculcate in students respect for different ethnic cultures via multicultural integration.

Methods

In this study, unmanned aerial vehicle (UAV) technology was used to introduce culturally responsive teaching. The objective was to build a UAV-assisted culturally responsive teaching environment for multi-ethnic students that is based on their different thinking mechanisms formed by their respective cultures and living environments. Multi-ethnic students can attempt to solve problems employing computational thinking that is implemented when programing to control UAV. With the influence of culturally responsive teaching, the UAV-assisted learning strategies helped students and teachers of multi-ethnic groups understand different cultures and learn through mutual aid and cooperation.

Results and Discussion

This study discussed the computational thinking abilities via different dimensions: logical thinking, programming ability, and cultural respect. The results showed that the introduction of UAV-assisted culturally responsive teaching method benefits not only indigenous students. For Han Chinese students as well, owing to the influence of cultural understanding, their overall learning effectiveness and cultural respect will be strengthened. Thus, this method improves the learning effectiveness in programming of multi-ethnic students, as well as of students with weaker prior programming ability. The method can also enhance the cognition and comprehension of different cultures in multicultural education.

UAV-Based Smart Educational Mechatronics System Using a MoCap Laboratory and Hardware-in-the-Loop

Within Industry 4.0, drones appear as intelligent devices that have brought a new range of innovative applications to the industrial sector. The required knowledge and skills to manage and appropriate these technological devices are not being developed in most universities. This paper presents an unmanned aerial vehicle (UAV)-based smart educational mechatronics system that makes use of a motion capture (MoCap) laboratory and hardware-in-the-loop (HIL) to teach UAV knowledge and skills, within the Educational Mechatronics Conceptual Framework (EMCF). The macro-process learning construction of the EMCF includes concrete, graphic, and abstract levels. The system comprises a DJI Phantom 4, a MoCap laboratory giving the drone location, a Simulink drone model, and an embedded system for performing the HIL simulation. The smart educational mechatronics system strengthens the assimilation of the UAV waypoint navigation concept and the capacity for drone flight since it permits the validation of the physical drone model and testing of the trajectory tracking control. Moreover, it opens up a new range of possibilities in terms of knowledge construction through best practices, activities, and tasks, enriching the university courses.

Examining the Influence of Using First-Person View Drones as Auxiliary Devices in Matte Painting Courses on College Students’ Continuous Learning Intention

In terms of the teaching process of matte painting, it is essential for students to develop a sound understanding of the relationship between virtual and physical environments. In this study, first-person view (FPV) drones are applied to matte painting courses to evaluate the effectiveness of the teaching, and to propose more effective design suggestions for FPV drones that are more suitable for teaching. This provides students with a better learning environment using a digital education system. The results of the study indicate that the flow experience, learning interest, and continuous learning intention of students who use FPV drones in matte painting are significantly greater than those of students who only utilize traditional teaching methods. Furthermore, the technology incentive model (TIM) was developed in this study after being verified by the structural equation model. The results demonstrate that the second-order construct ‘technology incentive’ comprising perceived interactivity, perceived vividness, and novel experience positively influence students’ learning interest and continuous learning intentions under the mediation of flow experience.