Design of teaching aids in STEAM education and fuzzy hierarchical analysis of their educational effect
Jui-Jung Wei 1 , Hsin-Hung Lin 2 * , Shieh-Liang Chen 1
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1 Department of Business Administration, Asia University, Taichung, TAIWAN2 Department of Creative Product Design, Asia University, Taichung, TAIWAN* Corresponding Author

Abstract

Focusing on problem-based learning (PBL) and the multi-disciplinary teaching of science, technology, engineering, arts, and mathematics (STEAM), we developed the evaluation tool of teaching aids in STEAM education to help students practice creative thinking and solution-finding. The fuzzy theory and the analytical hierarchy process were integrated for the evaluation of the acceptance of using robots in STEAM education. The fuzzy analytical hierarchy process (FAHP) was developed with the help of experts in education and industry who defined the goal, criteria, and alternatives (factors) of using teaching aids in STEAM education. FAHP was applied to the evaluation of three robots designed for STEAM education in this study. The result of the evaluation showed that the use of the designed robots in STEAM education was important in five criteria (structure, function, economy, aesthetic, and creativity). Among the alternatives, logic, creativity, simpleness, Avant-garde, and innovation were important for robots to be used for STEAM education. This indicated that artistic elements were important in the integration of them in STEAM education. The developed FAHP and questionnaire were useful in evaluating the acceptance of teaching aids in STEAM education. For the evaluation of the use of other teaching aids, the result of this study provides a basis and a reference for how teaching aids can be used for STEAM education.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 11, Article No: em2354

https://doi.org/10.29333/ejmste/13749

Publication date: 01 Nov 2023

Online publication date: 02 Oct 2023

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