Demystifying Educational Robotics with FOCORE: from Very Low Cost Software and Hardware Technologies to the Development of New Methodologies and Curriculum for Continuing Teacher Education and Teaching of Brazilian Basic Education Students

Fernandes, Carla; Orivaldo, V. S.; Oliveira, Denilton Silveira; Garcia, Luciane Terra dos Santos; Burlamaqui, Aquiles Medeiros Filgueira; Melo, Júlio César Paulino de; Sarah, T. L.; Soares, Allyson Amilcar Angelus Freire; Souza, Anderson; Barrios-Aranibar, Dennis; Patiño-Escarcina, Raquel E.; Fabro, João Alberto; Burlamaqui, Akynara Aglaé Rodrigues Santos da Silva; Azevedo, Samuel; Kato, E.R.R.; Inoue, Roberto S.; Hernandes, Andre C.; Pazelli, Tatiana F. A. T.; Ogashawara, Osmar; Araujo, Luis Antonio Oliveira; Fontes, João Vitor de Carvalho; Hai, Alessandra Arce; Vivaldini, Kelen Cristiane Teixeira; Neris, Vânia Paula de Almeida; Neris, Luciano O.; Aroca, Rafael Vidal; Alsina, Pablo Javier; Gonçalves, Luiz Marcos Garcia

doi:10.1109/lars/sbr/wre51543.2020.9307032

Cited by 6 publications

(1 citation statement)

References 6 publications

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“…The case of RoboCupJunior at the BRO is described here as a use case, nonetheless, it can be used for other purposes, such as training and learning robotics through Educational Robotics. Actually, a Latin American network on Educational Robotics (FOCORE) intends to use this framework in a broader project for bringing Educational Robotics through the Internet to excluded individuals from the region [6].…”

Section: Introductionmentioning

confidence: 99%

sBotics - Gamified Framework for Educational Robotics

Nascimento

Neri

Ferreira

et al. 2021

J Intell Robot Syst

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This paper proposes a learning framework for Educational Robotics named sBotics, which includes a complete environment for teaching and programming skills acquisition designed for both teachers and K-12 students. Our framework has been developed using a gamified approach with the system and simulated environment developed in the Unity game engine. The main novelty of this platform is its ease-of-use combined with the flexibility to create a variety of scenarios with endless learning potential, in contrast to our evaluations where no alternatives with such characteristics were found for the K-12 range that we are targeting. Also as a contribution of our proposal, robot programs are treated as games that are affected by a disturbance model, which acts in the robotic system and environment variables. This model is introduced in order to approximate what happens in a real robot programming platform. Besides, it is possible for the user, throughout its use, to code in three levels of abstraction: its overly intuitive native programming language called R-Educ, BlockEduc (R-Educ version of Blockly), and C#. Programs can be compiled and interpreted by virtual robots executing any given command. As for teachers, the framework API offers tools that can be employed in the assembly and customization of the learning setup. The whole platform has been built as a tool dedicated to spreading the worlds of Robotics and Programming among youngsters, as well as making them more affordable to everyone. It has been validated by our experiments and is currently being used during the novel Coronavirus pandemic by the official RoboCupJunior Rescue trials in Brazil, currently with more than a thousand competing teams (about 5 thousands students).

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Section: Introductionmentioning

confidence: 99%

sBotics - Gamified Framework for Educational Robotics

Nascimento

Neri

Ferreira

et al. 2021

J Intell Robot Syst

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A Sim-to-real Practical Approach to Teach Robotics into K-12: A Case Study of Simulators, Educational and DIY Robotics in Competition-based Learning

Joventino

Silva

Pereira

et al. 2023

J Intell Robot Syst

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Simulators in robotics are well-known tools for the development of new applications and training and integration of systems for remote operation or supervision. Therefore, robotics is one of the most used practices in science, technology, engineering, and mathematics-based educational frameworks, and, with COVID-19, simulators have become increasingly important. This study shows specific benefits achieved for K-12 students in an individualized family service plan/resource teachers for the gifted model based on a review. A simulator is typically adopted for undergraduates students to increase their ability to make technical-based decisions and move smoothly between the real and virtual worlds, with a strong emphasis on the feedback from both. It enables students to develop abilities to build robots without needing commercial kits. In a sim-to-real approach, early simulation allows improved team integration and reduced reliance on skills, equalizing the abilities of students, regardless of their backgrounds. Simultaneously, simulation encourages students to work harder in real implementation by equalizing their class level, resulting in competition-based learning.

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