Evaluation of a Snake Jaw Robot to Teach Integrated Biology, Mathematics, and Engineering

Abstract

Due to the popularity of biomimicry, the integration of biology and applied sciences is becoming increasingly visible in curricula, especially in museums where animal-related behaviors are popular. Recognizing the need for interactive tools that can make the integrated education fun and effective, a biologically accurate model of a snake jaw was developed to teach an integrated lesson on biology, mathematics, and engineering. The goal of this work was to evaluate the effect of using the snake jaw robot on students’ interest in engineering, biology, mathematics, perception of the robot’s effectiveness, and ability to make connections between nature and engineering. Data was collected by administering a survey with 71 sophomore mechanical engineering students at Villanova University. The group of students was given a short lesson on the python jaw, focusing on the quadrate bone’s function, followed by a demonstration. The group was split into two cohorts. The first cohort’s demonstration used the robot while the second cohort’s demonstration used an existing educational video. The survey was administered after the session. The results showed promise for both educational tools, the video, and the robot, compared to traditional lectures or problems commonly found in classes. The use of the robot showed significant benefit compared to the video when it came to students’ interest in engineering and integration as well as students’ ability to make connections between different disciplines. A complete understanding of the effectiveness of the robot can help (a) enhance educational programs by making them more integrated and hands-on, and (b) develop useful educational robots that can be used to instill an integrative mindset in students from a young age.