Ardosia: Simulating Circuits and Robotic Systems in a Single Learning Platform

Campos, Francisco M.

doi:10.1109/tlt.2023.3243688

Cited by 1 publication

(1 citation statement)

References 51 publications

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“…The above can be observed in the number of studies and reviews that have focused on the use of rigid robotics as in [28]- [30]. Furthermore, recent studies have developed educational platforms composed primarily of rigid robots [20], [21], [23], [111], [112]. The above suggests that while robotics has been an element of interest in recent years, soft robotics are underused as an educational platform.…”

Section: Regarding the Third Research Questionmentioning

confidence: 96%

Experimenting With Soft Robotics in Education: A Systematic Literature Review From 2006 to 2022

Cayetano-Jiménez,

Martinez-Ríos,

Bustamante-Bello

et al. 2024

IEEE Trans. Learning Technol.

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Educational robotics (ER) is a discipline of applied robotics focused on teaching robot design, analysis, application, and operation. Traditionally, ER has favored rigid robots, overlooking the potential of soft robots (SRs). While rigid robots offer insights into dynamics, kinematics, and control, they have limitations in exploring the depths of mechanical design and material properties. In this regard, SRs present an opportunity to expand educational topics and activities in robotics through their unique bioinspired properties and accessibility. Despite their promise, there is a notable lack of research on SRs as educational tools, limiting the identification of research avenues that could promote their adoption in educational settings. This study conducts a Systematic Literature Review (SLR) to elucidate the impact of SRs across academic levels, pedagogical strategies, prevalent artificial muscles, educational activities, and assessment methods. The findings indicate a significant focus on K-12 workshops utilizing soft pneumatic actuators. Furthermore, SRs have fostered the development of fabrication and mechanical design skills beyond mere programming tasks. However, there is a shortage of studies analyzing their use in higher education or their impact on learning outcomes, suggesting a critical need for comprehensive evaluations to determine their effectiveness, rather than solely relying on surveys for student feedback. Thus, there is an opportunity to explore and evaluate the use of SRs in more advanced settings and multidisciplinary activities, urging for rigorous assessments of their influence on learning outcomes. By undertaking this, we aim to provide a foundation for integrating SRs into the educational robotics curriculum, potentially transforming teaching methodologies and enriching students' learning experiences.

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