ROBOTICS COMPETITION-BASED LEARNING FOR 21ST CENTURY STEM EDUCATION

This article proposes the Robotics Competition-based Learning (R-CBL) in the 21st century learning environment to integrate Science, Technology, Engineering, and Mathematics (STEM) education. This study has an attempt to highlight the connections between the STEM disciplines as well as the integration of 21st-century competencies to spark students’ interest towards the STEM. The problem statement revealed in this article is Malaysia may soon experience a serious human capital deficiency in the STEM field. Thus, it is important to practice a new pedagogy for 21st century integrated STEM education. The objectives of this study is to investigate the effectiveness of R-CBL to increase students’ interest towards STEM in “Robot Olympics Malaysia 2018”. The finding in this research shows the educational robotics as the digital tool can promote STEM learning among secondary school students. In conclusion, by practising Robotics Competition-based Learning in 21st century STEM classroom, learners are expected to have attentiveness in the integrated STEM curriculum. The implication of this pedagogy is to bridge the gap between the expected curriculums, written curriculum, and taught the curriculum. Keywords: robotics, competition, STEM education, 21st centur

Open-source digital technologies for low-cost monitoring of historical constructions

This paper shows new possibilities of using novel, open-source, low-cost platforms for the structural health monitoring of heritage structures. The objective of the study is to present an assessment of increasingly available open-source digital modeling and fabrication technologies in order to identify the suitable counterparts of the typical components of a continuous static monitoring system for a historical construction. The results of the research include a simple case-study, which is presented with low-cost, open-source, calibrated components, as well as an assessment of different alternatives for deploying basic structural health monitoring arrangements. The results of the research show the great potential of these existing technologies that may help to promote a widespread and cost-efficient monitoring of the built cultural heritage. Such scenario may contribute to the onset of commonplace digital records of historical constructions in an open-source, versatile and reliable fashion.Peer ReviewedPostprint (author's final draft

INTEGRATED 21ST CENTURY SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS (STEM) EDUCATION THROUGH ROBOTICS PROJECT-BASED LEARNING

Purpose of the study: To propose a new framework on integrated 21st century STEM education through Robotics Project-based Learning, and secondly, to outline a Robotics Project-based Learning curriculum in the perspective of integrated 21st century STEM education. Methodology: Content analysis was carried out to design a new framework. Secondary data collection technique was used. Main Findings: The proposed framework can identify itself with each STEM curriculum in Science, Technology, Engineering and Mathematics. Educational robotics as a tool to integrate the fours discipline through project-based learning. Applications of this study: The proposed framework is applicable in 21st century learning environment using student-centered approach. 21st century skills are enhanced through collaboration, creativity, critical thinking and communication while students carry out robotics project-based learning. Novelty/Originality of this study: A new pedagogy of STEM integration in Malaysia education system. Hands-on and minds-on activities through robotics project-based learning promote higher order thinking in students

Exposing Students to STEM Careers through Hands-on Activities with Drones and Robots

Autonomous robots have been used in a variety of ways from collecting specimen in hazardous environments to space exploration. These robots can be found in various manufacturing systems as Autonomous Guided Vehicles (AGVs) to transport parts and assemblies throughout the manufacturing system. They have also been used as a vehicle to convey design thinking and other STEM-related concepts in mechanical engineering/mechanical engineering technology, electrical engineering/electrical engineering technology, computer science, and computer engineering. Various outreach events have included robotics based activities that engage students in building and programming autonomous robots for the purpose of achieving a specific task. These events are often found in schools in a form of STEM outreach, career days, robotic competitions, or during residential on-campus programs. This paper focuses on three robotics related sessions conducted during a three-day summer residential program for high school students offered at Old Dominion University, Norfolk, Virginia during the summer educational program named ODU BLAST. ODU BLAST is part of a Virginia Space Grant Consortium initiative called Building Leaders for Advancing Science and Technology (BLAST), offered at three different universities in the Commonwealth of Virginia

A Study on Student Attitudes in Learning Programming using Physical Computing

Learning to program can be difficult for the students. Students must master language syntax, programming theory, and problem-solving techniques. Efforts have been made to assist students in understanding how to program. This study is intended to examine whether Arduino, as a teaching and learning tool, helps in generating students’ interests towards programming. Arduino is one of the physical computing tools which has an open-source electronics platform based on user-friendly hardware and software for creating different projects and applications. Arduino is easy to be used by beginners, yet flexible enough for advanced users to learn physical computing and programming. This study adopted a quantitative research method to measure the student’s attitude in learning programming using physical computing. The sample of this study is 56 students from the foundation program and undergraduate program. To gauge students’ perception, students’ attitude survey was adapted. The collected data were analyzed using descriptive analysis. Based on the analysis, the study found that the overall mean score was 4.253. The result indicated that student has a positive attitude in learning programming using physical computing

Robot at factory lite - a step-by-step educational approach to the robot assembly

In a robotics scope, an excellent way to test and improve knowledge is through competitions. In other words, it is possible to follow the results in practice, compare them with the development of other teams and improve the current solutions. The Robot At Factory Lite proposal simulates an Industry 4.0 warehouse scenario, applying education through Science, Technology, Engineering, and Mathematics (STEM) methodology, where the participants have to work on a solution to overcome its challenges. Thus, this article presents an initial electromechanical proposal, which is the basis for developing robots for this competition. The presented main concepts aim to inform the possibilities of using the robot’s parts and components. Thus, an idea can be sketched in the participants’ minds, inspiring them to use their imagination and knowledge through the presentation of this model.The authors are grateful to the Foundation for Science and Technology (FCT, Portugal) for financial support through national funds FCT/MCTES (PIDDAC) to CeDRI (UIDB/05757/2020 and UIDP/05757/2020), SusTEC (LA/P/0007/ 2021). The project that gave rise to these results received the support of a fellowship from ”la Caixa” Foundation (ID 100010434). The fellowship code is LCF/BQ/DI20/11780028.info:eu-repo/semantics/publishedVersio

Systematic mapping literature review of mobile robotics competitions

This paper presents a systematic mapping literature review about the mobile robotics competitions that took place over the last few decades in order to obtain an overview of the main objectives, target public, challenges, technologies used and final application area to show how these competitions have been contributing to education. In the review we found 673 papers from 5 different databases and at the end of the process, 75 papers were classified to extract all the relevant information using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method. More than 50 mobile robotics competitions were found and it was possible to analyze most of the competitions in detail in order to answer the research questions, finding the main goals, target public, challenges, technologies and application area, mainly in education.info:eu-repo/semantics/publishedVersio

Integrated 21st Century Science, Technology, Engineering, Mathematics (STEM) Education Through Robotics Project-Based Learning

Purpose of the study: To propose a new framework on integrated 21st century STEM education through Robotics Project-based Learning, and secondly, to outline a Robotics Project-based Learning curriculum in the perspective of integrated 21st century STEM education. Methodology: Content analysis was carried out to design a new framework. Secondary data collection technique was used. Main Findings: The proposed framework can identify itself with each STEM curriculum in Science, Technology, Engineering and Mathematics. Educational robotics as a tool to integrate the fours discipline through project-based learning. Applications of this study: The proposed framework is applicable in 21st century learning environment using studentcentered approach. 21st century skills are enhanced through collaboration, creativity, critical thinking and communication while students carry out robotics project-based learning. Novelty/Originality of this study: A new pedagogy of STEM integration in Malaysia education system. Hands-on and minds-on activities through robotics project-based learning promote higher order thinking in students

Integrated Robotics STEM Curriculum Towards Industry 4.0

In consideration of future employment in STEM domains, university graduates should be prepared to meet the demands of industry 4.0 – resulting from a fourth industrial revolution. Based on the technological concept of cyber-physical systems and the internet of things, it facilitates – among others - the vision of the smart factory. As a result, robotics education is faced with a large potential field of research, which ranges from the technical development and didactical students’ acceptance or the proof of concept of the terms of learning efficiency. This paper presents a conceptual framework to investigated which kinds of learning outcomes prefer in a robotics education in secondary school STEM curriculum. Building upon the results content analysis, a collaborative STEM curriculum using robotics as a platform was created within the collaborative competition environment. It is expected that the students exposed to the robotics curriculum in secondary school would continue to pursue the engineering course in university. Therefore, this is an important contribution towards a globalized and digitalized working world in terms of industry 4.0