Enhancing Student Motivation and Efficacy through Soft Robot Design

This research paper evaluates student perceptual changes in engineering motivation and selfefficacy following participation in a soft robotics curriculum unit. Emerging from collaboration between researchers in the mechanical engineering department and technology and engineering education department at Purdue University, a novel design-based curriculum for student soft robot design has been pilot-tested at high schools this year. The present version of the curriculum materials is the result of previous years of pilot tests and refinement as we adapted laboratory procedures to a designand inquiry-based lesson appropriate for classroom use. It is currently being implemented by seven high-school teachers using the Engineering byDesign curriculum. This paper will describe the rationale for the project and psychosocial factors underpinning the theorized utility of the experience for promoting student engineering self-efficacy and motivation. Following an overview of theory behind the curriculum, we describe how these principles align with the student experience while fabricating soft robots. Finally, we offer preliminary reports on initial states and changes in student perceptions as they participated in the curriculum.

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