A low-cost classroom-oriented educational robotics system

Over the past few years, there has been a growing interest in using robots in education. The use of these tangible devices in combination with problem-based learning activities results in more motivated students, higher grades and a growing interest in the STEM areas. However, most educational robotics systems still have some restrictions like high cost, long setup time, need of installing software in children's computers, etc. We present a new, Iow-cost, classroom-oriented educational robotics system that does not require the installation of any software. It can be used with computers, tablets or smartphones. It also supports multiple robots and the system can be setup and is ready to be used in under 5 minutes. The robotics system that will be presented has been successfully used by two classes of 3rd and 4th graders. Besides improving mathematical reasoning, the system can be employed as a motivational tool for any subject

Overview of technologies for building robots in the classroom

This paper aims to give an overview of technologies that can be used to implement robotics within an educational context. We discuss complete robotics systems as well as projects that implement only certain elements of a robotics system, such as electronics, hardware, or software. We believe that Maker Movement and DIY trends offers many new opportunities for teaching and feel that they will become much more prominent in the future. Products and projects discussed in this paper are: Mindstorms, Vex, Arduino, Dwengo, Raspberry Pi, MakeBlock, OpenBeam, BitBeam, Scratch, Blockly and ArduBlock

Designing experiments using digital fabrication in structural dynamics

In engineering, traditional approaches aimed at teaching concepts of dynamics to engineering students include the study of a dense yet sequential theoretical development of proofs and exercises. Structural dynamics are seldom taught experimentally in laboratories since these facilities should be provided with expensive equipment such as wave generators, data-acquisition systems, and heavily wired deployments with sensors. In this paper, the design of an experimental experience in the classroom based upon digital fabrication and modeling tools related to structural dynamics is presented. In particular, all experimental deployments are conceived with low-cost, open-source equipment. The hardware includes Arduino-based open-source electronics whereas the software is based upon object-oriented open-source codes for the development of physical simulations. The set of experiments and the physical simulations are reproducible and scalable in classroom-based environments.Peer ReviewedPostprint (author's final draft

The Phoenix Drone: An Open-Source Dual-Rotor Tail-Sitter Platform for Research and Education

In this paper, we introduce the Phoenix drone: the first completely open-source tail-sitter micro aerial vehicle (MAV) platform. The vehicle has a highly versatile, dual-rotor design and is engineered to be low-cost and easily extensible/modifiable. Our open-source release includes all of the design documents, software resources, and simulation tools needed to build and fly a high-performance tail-sitter for research and educational purposes. The drone has been developed for precision flight with a high degree of control authority. Our design methodology included extensive testing and characterization of the aerodynamic properties of the vehicle. The platform incorporates many off-the-shelf components and 3D-printed parts, in order to keep the cost down. Nonetheless, the paper includes results from flight trials which demonstrate that the vehicle is capable of very stable hovering and accurate trajectory tracking. Our hope is that the open-source Phoenix reference design will be useful to both researchers and educators. In particular, the details in this paper and the available open-source materials should enable learners to gain an understanding of aerodynamics, flight control, state estimation, software design, and simulation, while experimenting with a unique aerial robot.Comment: In Proceedings of the IEEE International Conference on Robotics and Automation (ICRA'19), Montreal, Canada, May 20-24, 201

Teaching humanoid robotics by means of human teleoperation through RGB-D sensors

This paper presents a graduate course project on humanoid robotics offered by the University of Padova. The target is to safely lift an object by teleoperating a small humanoid. Students have to map human limbs into robot joints, guarantee the robot stability during the motion, and teleoperate the robot to perform the correct movement. We introduce the following innovative aspects with respect to classical robotic classes: i) the use of humanoid robots as teaching tools; ii) the simplification of the stable locomotion problem by exploiting the potential of teleoperation; iii) the adoption of a Project-Based Learning constructivist approach as teaching methodology. The learning objectives of both course and project are introduced and compared with the students\u2019 background. Design and constraints students have to deal with are reported, together with the amount of time they and their instructors dedicated to solve tasks. A set of evaluation results are provided in order to validate the authors\u2019 purpose, including the students\u2019 personal feedback. A discussion about possible future improvements is reported, hoping to encourage further spread of educational robotics in schools at all levels

Toward future 'mixed reality' learning spaces for STEAM education

Digital technology is becoming more integrated and part of modern society. As this begins to happen, technologies including augmented reality, virtual reality, 3d printing and user supplied mobile devices (collectively referred to as mixed reality) are often being touted as likely to become more a part of the classroom and learning environment. In the discipline areas of STEAM education, experts are expected to be at the forefront of technology and how it might fit into their classroom. This is especially important because increasingly, educators are finding themselves surrounded by new learners that expect to be engaged with participatory, interactive, sensory-rich, experimental activities with greater opportunities for student input and creativity. This paper will explore learner and academic perspectives on mixed reality case studies in 3d spatial design (multimedia and architecture), paramedic science and information technology, through the use of existing data as well as additional one-on-one interviews around the use of mixed reality in the classroom. Results show that mixed reality can provide engagement, critical thinking and problem solving benefits for students in line with this new generation of learners, but also demonstrates that more work needs to be done to refine mixed reality solutions for the classroom

Robot Composite Learning and the Nunchaku Flipping Challenge

Advanced motor skills are essential for robots to physically coexist with humans. Much research on robot dynamics and control has achieved success on hyper robot motor capabilities, but mostly through heavily case-specific engineering. Meanwhile, in terms of robot acquiring skills in a ubiquitous manner, robot learning from human demonstration (LfD) has achieved great progress, but still has limitations handling dynamic skills and compound actions. In this paper, we present a composite learning scheme which goes beyond LfD and integrates robot learning from human definition, demonstration, and evaluation. The method tackles advanced motor skills that require dynamic time-critical maneuver, complex contact control, and handling partly soft partly rigid objects. We also introduce the "nunchaku flipping challenge", an extreme test that puts hard requirements to all these three aspects. Continued from our previous presentations, this paper introduces the latest update of the composite learning scheme and the physical success of the nunchaku flipping challenge

Curriculum –Releasing Maths Anxiety with the Use of Robotics

info:eu-repo/semantics/publishedVersio

Implementing teacher-centered robotics activities in science lessons: The effect on motivation, satisfaction and science skills

In studies on the use of robotic in science education, students are generally expected to design and program robots in specially designed robotic laboratories and during extracurricular activities. Although researchers claim that the student-centered approach and active student participation is more effective, teachers generally have to apply traditional teaching strategies in the field of science education due to the high number of students, a lack of materials, insufficient time and lack of professional teaching skills. Robotics activities can be performed in a traditional classroom environment and within a teacher-centered lesson structure. The aim of this study was to investigate the effect of teacher-centered robotics activities performed in science lessons on students' motivation, to determine their satisfaction with the activities and to collect their opinions about the activities. A parallel mixed-methods design was used for data collection. The results of the study indicated that teacher-centered robotics activities increased the motivation of students to participate in science lessons. Moreover, when the interviews with the students were examined, all of them commented that engaging in robotics activities improved their science skills. In addition, the majority of students were satisfied with the robotics activities and had positive feelings about them, believing that they helped them to learn and were enjoyable and interesting