Robotics in education

—This paper describes a study carried out with K-12 students. This study is focused on understanding the motivation of these students on the use of robots in the Project Area curricular unit and to understand whether they want to continue their studies in technology areas. K-12 students participated in the RoboParty® event, where the main task is to assemble and program a robot. In other words, the students, in a simple and entertaining way and guided by qualified tutors, learned how to build a robot. At the end of the academic year, a questionnaire was applied to identify and evaluate the K-12 students' opinions regarding the experience. The students' reaction to this experience as well to the direct contact with the university environment was quite positive.

Resumen: La robótica propicia la adquisición de competencias técnicas en áreas tales como electrónica, informática, mecánica, y transversales como trabajo en equipo, resolución de problemas y pensamiento crítico. La mayoría de los currículos en las instituciones de educación básica, media y superior del país que utilizan robots educativos no tienen en cuenta el contexto ni el usuario final del robot, incluidas las dos instituciones de este estudio: Tecnoacademia Sena Risaralda y Universidad de Manizales. En este trabajo se expone el diseño, implementación y validación de una herramienta de software 3D, que permitió configurar robots Lego Mindstorms EV3 y VEX Robotics EDR, para cumplir una tarea específica, teniendo en cuenta los requerimientos iniciales del usuario del robot. Se usaron herramientas de diseño mecatrónico basadas en el despliegue de la función de calidad QFD y Design Thinking. El software hará parte de los currículos de ambas instituciones en sus cursos de robótica. Palabras-clave: Robótica educativa; Ingeniería; Sensores; Modelado 3D; Diseño mecatrónico. Educational robotics tool based on Lego Mindstorms and VEX Robotics using 3D software and mechatronic design Abstract: Robotics encourages acquiring many technical skills in areas such as electronics, computer science, mechanics and also soft skills as teamwork, problem solving and critical thinking. Most of the curricula of elementary, middle and higher education institutions in Colombia that incorporate educational robots do not consider the context or the end user of the robot, including the two institutions involved in this study: Tecnoacademia Sena Risaralda and University of Manizales. In this work, design, implementation and testing of a 3D software tool is described.

The aim of this study is to explore critical design issues for educational robotics training camps and to describe how these factors should be implemented in the development of such camps. For this purpose, two robotics training camps were organized for elementary school students. The first camp had 30 children attendees, and the second had 22. As a research methodology, a multiple-case design approach was used. Interviews with children and instructors, observations, field notes, and camp evaluation forms were used as data collection methods. The data were analyzed by qualitative data analysis techniques and categorized into themes: instruction, group issues, competition, coaching, technical issues, challenges, and camp duration. Prominent findings indicate that instruction strategies for a robotics camp should be designed from simple to complex. The most effective and enjoyable part of the camps were the project studies, which should be highly encouraged. Robotics training camps should provide children a chance to practice what they have learned in school. Group size should allow for every child in the group to have tasks assigned at all times.

One of the open questions in Educational robotics is the role a robot should take in the classroom. The current focus in this area is on employing robots as a tool or in an assistive capacity such as the invigilator of an exam. With robots becoming commonplace in the classroom, inquiries will be raised regarding not only their suitability but also their ability to influence and control the morality and behaviour of the students via their presence. Therefore, as a means to test this cross-section of Educational robots with the underlying issue of morality and ethics we conducted an empirical study where the Nao robot invigilated an exam for a group of students. A between-subjects design (N = 56, 14 groups of 4 students) compared whether Nao was able to deter students from cheating and maintaining their discipline in comparison to a human invigilator or when there was no invigilator present. Our results showed that while explicit cheating rarely took place across all conditions, the students were significantly more talkative when they were invigilated by Nao. In conclusion, we discuss and speculate upon some of the ensuing implications towards not only the application of robots in education but also consequently the wider issue of the preservation of morality and ethics in a classroom in the presence of an agent.

Naturally, language carries knowledge and information. Language comprehension is an interactive process consisting of background knowledge, real inferencing, cognitive tasks and conceptual abilities. Successful comprehension, however, is actually the result of a complex cognitive process. According to the previous research when listeners are exposed to utterances, they can establish schemas generalizing over the sounds they hear or pronounce. Listeners in a communicational context use different cognitive strategies as mental knowledge and linguistic features according to the type of text for inferencing and comprehending. The purpose of the present study was to investigate the impact of different fiction and non-fiction passages on participants’ schematic knowledge. In this study for 60 male and female teenagers (13-19) and 60 male and female young adults (20-26) two fiction and non-fiction passages were read. The results showed that participant in these two age groups use different schematic knowledge for making inferencing and this also differed from fiction to non-fiction text.

The Research, Technological Development and Innova on System of SENA (SENNOVA) of Colombia, has the purpose of strengthening the standards of quality and relevance, through programs and projects as Tecnoacademias, defined as a STEM learning scenario, equipped with emerging technologies to develop innova on-oriented skills, through project training, to students of basic and secondary educa on, in courses such as Mathema cs, Physics, Chemistry, Biology, applied sciences such as Robo cs, Nanotechnology, Biotechnology and Virtual Technologies. This work presents some of the ac vi es carried out by the appren ces through the Educa onal Robo cs in Tecnoacademia Risaralda and Tecnoacademia Caldas sites, based on Industrial and Mechatronic Design methodologies, using LEGO MINDSTORM EV3 kits and Design Thinking for educators and LEGO , successfully applied in the EducarChile program. It is based on three fundamental pillars, which are empathy, collabora on and experimenta on, which are presented in the five (5) phases of the methodology. It should be noted that the tools of innova on and prototyping per se, do not serve much if the team that executes them is not immersed in a culture of tolerance, teamwork, leadership and if there is no feedback and if the capaci es are not taken into account and strengths of the work team. All this was achieved through different prototypes of robots of light and robust type originated in a PON scenario (problem, opportunity, needs). Introducción In Colombia, the Ministry of Na onal Educa on MEN (2008) proposes: to train in technology, by encouraging scien fic curiosity for the solu on of problems and needs of the environment; to propi ate the development of cri cal thought and reflec on, for the control of technology in society; to provide tools for innova on and crea vity, in the solu on of problems from different points of view. One of these tools is the Robo cs, and since the seven es (Ruiz, 1987), a new area of study called "Pedagogical Robo cs" is generated, which uses these artefacts, which

El presente trabajo da a conocer la estrategia diseñada e implementada por parte de la co-instructora del club Jugando con la Luz y facilitadora de la Linea de Robótica de la Tecnoacademia Risaralda, con la colaboración de los aprendices del Semillero SENA Tecnoacademia, en donde se construyó un prototipo basado en la herramienta robótica LEGO MINDSTORMS EV3, usando un sensor de color. El robot fue diseñado mediante metodología de diseño y STEM para que los estudiantes de Clubes de Ciencia Colombia 2019 se apropiaran de los conceptos de especto electromagnético, luz y señales, los cuales pueden verse aplicados en robótica móvil e industrial; sirviendo de motivación a investigar en las ciencias básicas, como punto de partida para el desarrollo de las ciencias aplicadas.

Özet
Bilim ve teknolojideki gelişmeler neticesinde, eğitim teknolojilerinde de yeni gelişmeler yaşanmaktadır. Robot teknolojilerinin gelişmesi tüm bilim dallarını etkilediği gibi eğitim alanında da robot kullanımı araştırma konusu olmuştur. Eğitimde yeni eğilimler arasında kendine yer bulan robotik setler, farklı disiplinlerin uygulama alanlarında çokça kullanılmaktadır. Çünkü araştırmalar, öğrencilerin yaparak yaşayarak daha kalıcı öğrenme elde ettiklerini göstermektedir. Anaokulu seviyesinden lisans seviyesine kadar tüm eğitim seviyelerinde robotik kullanımının etkilerini araştıran birçok çalışma bulunmaktadır. Bu araştırmada, uluslararası alanda 2007-2017 yıllıları arasında gerçekleştirilen 45 farklı makale içerik analizi yöntemiyle incelenmiştir. Bu bağlamda eğitimde robotik kullanımı üzerine yayımlanan araştırmalardaki güncel eğilimler elde ortaya konulmaya çalışılmıştır. Araştırmanın bulguları incelendiğinde eğitimde robotik kullanımına yönelik araştırmalarda en çok problem çözme ve işbirliği becerilerine etkinin incelendiği görülmektedir. Çalışma disiplini olarak ise disiplinler arası becerileri kapsayan STEM eğitimi öne çıkmaktadır. Ayrıca araştırmaların yayın yıllarına göre bakıldığında çalışmaların artarak devam ettiği görülmektedir. Araştırmalarda materyal olarak en çok LEGO Mindstorms NXT kitinin kullanıldığı ve örneklem grubu olarak ise ortaokul ve ilkokul öğrencilerinin daha çok seçildiği görülmektedir. Çalışmadan elde edilen bulguların, eğitimde robotik kullanımı konusunda yapılacak çalışmalara çeşitli boyutlarda ışık tutması beklenmektedir.
Anahtar Kelimeler: Eğitimde robotik kullanımı, Robotik setler, İçerik analizi, Eğilimler
Abstract
In consequence of the advancements in science and technology, new developments come into existence in educational technologies, too. As the advancement of robotic technologies affected all branches of science, use of robotics in the field of education has also been a research subject. Robotic kits which are among the latest trends in education have been widely-used in the application areas of the disciplines, because the researches show that students learn more permanently by doing and experiencing. There are many studies examining the effects of robotics use at all levels of education from kindergarten to undergraduate level. In this research, 45 different articles conducted internationally between the years of 2007-2017 were investigated by using content analysis method. In this context, the current trends in the studies published about the use of robotics in education are presented. When the findings of the study are investigated, it is observed that particularly the effects on problem solving and cooperation skills are examined in the studies about the use of robotics in education. As work discipline, STEM education which contains interdisciplinary skills comes to the forefront. Moreover, when the studies are evaluated by the year released, it is observed that the studies increasingly continue. It is observed that LEGO Mindstorms NXT kit is utilized as the material at most, and secondary school and primary school students are preferred as the sample group. It is expected that the findings obtained from the research will shed light on the other studies that will be conducted on the use of robotics in education with several dimensions.
Key words: Use of robotics in education, Robotic kits, Content analysis, Trends

Robots have become more common in our society as it penetrates the education system as well as in industrial area. More researches have been done on robotics and its application in education area. Are the usage of robots in teaching and learning actually work and effective in Malaysian context? What is the importance of educational robotics in education and what skills will be sharpened in using robotics in education? As programming is vital in educational robotics another issues arise – which programming is suitable for Malaysian schools and how to implement it among the students? As per whole discussion, a new robotic curriculum will be suggested. This paper present a review on educational robotics, its advantages to educational fields, the hardware design and the common programming software used which can be implemented among Malaysian students. The results from the overview will help to spark the interest to not only researchers in the field of human–robot interaction but also a...