Designing a low-cost, expressive educational robot

Hsiu, Thomas; Richards, Steve; Bhave, Ajinkya; Perez-Bergquist, A.; Nourbakhsh, Illah

doi:10.1109/iros.2003.1249230

Cited by 23 publications

(10 citation statements)

References 6 publications

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“…12). Students are thus able to program the Trikebot by making direct modifications to two files using a text editor such as JEXT (JEXT 2003), then compiling and executing from a command line using javac and java. This programming process removes the complexity of teaching students how to use an elaborate IDE such as FORTE.…”

Section: Programming Interfacementioning

confidence: 99%

The Robotic Autonomy Mobile Robotics Course: Robot Design, Curriculum Design and Educational Assessment

et al. 2005

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Robotic Autonomy is a seven-week, hands-on introduction to robotics designed for high school students. The course presents a broad survey of robotics, beginning with mechanism and electronics and ending with robot behavior, navigation and remote teleoperation. During the summer of 2002, Robotic Autonomy was taught to twenty eight students at Carnegie Mellon West in cooperation with NASA/Ames (Moffett Field, CA). The educational robot and course curriculum were the result of a ground-up design effort chartered to develop an effective and low-cost robot for secondary level education and home use. Cooperation between Carnegie Mellon's Robotics Institute, Gogoco, LLC. and Acroname Inc. yielded notable innovations including a fast-build robot construction kit, indoor/outdoor terrainability, CMOS vision-centered sensing, back-EMF motor speed control and a Java-based robot programming interface. In conjunction with robot and curriculum design, the authors at the Robotics Institute and the University of Pittsburgh's Learning Research and Development Center planned a methodology for evaluating the educational efficacy of Robotic Autonomy, implementing both formative and summative evaluations of progress as well as an indepth, one week ethnography to identify micro-genetic mechanisms of learning that would inform the broader evaluation. This article describes the robot and curriculum design processes and then the educational analysis methodology and statistically significant results, demonstrating the positive impact of Robotic Autonomy on student learning well beyond the boundaries of specific technical concepts in robotics.

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Section: Programming Interfacementioning

confidence: 99%

The Robotic Autonomy Mobile Robotics Course: Robot Design, Curriculum Design and Educational Assessment

et al. 2005

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“…A new educational robot was designed and fabricated in quantity for this course [11]. The robotics curriculum, inspired by earlier efforts in robotics education [16,17], was synchronized to the competencies of the new robot.…”

Section: Introductionmentioning

confidence: 99%

Formal measures of learning in a secondary school mobile robotics course

Nourbakhsh

Hamner

Crowley

et al. 2004

IEEE International Conference on Robotics and Automation, 2004. Proceedings. ICRA '04. 2004

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Abstract-DuringThis article describes the educational analysis methodology and the statistically significant results of our analysis, demonstrating the positive impact of Robotic Autonomy on student learning, beyond the boundaries of specific technical concepts in robotics. Educational robotics is gaining traction at all levels of the educational system, however formal analysis of its effectiveness has been lacking. This research project seeks to address this weakness by presenting statistically significant evidence of broad learning.

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“…for robotic soccer [13], education [29], and communication with people [11]. Other low-cost robotic platforms include the Tetrixx kit [5], the Trikebot [9], and the VolksBot [1].…”

Section: Related Workmentioning

confidence: 99%

Playing Soccer with RoboSapien

Behnke

Müller

Schreiber

2006

RoboCup 2005: Robot Soccer World Cup IX

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Abstract. Due to limited availability of humanoid robots and the high costs involved, multi-agent experiments with humanoid robots have been at least difficult so far. With the introduction of RoboSapien, a low-cost humanoid robot developed for the toy market, this situation has changed. This paper describes how we augmented multiple RoboSapiens to obtain a team of soccer playing humanoid robots. We added a Pocket PC and a color camera to the robot base to make it autonomous. For a team of these augmented RoboSapiens, we implemented computer vision and self localization. We designed basic soccer skills, such as approaching the ball, dribbling the ball towards the goal, and defending the goal. We set up a soccer field and played test games in our lab to evaluate the system. The paper reports experiences made during these soccer matches as well as results on a scoring task. We also tested this system at RoboCup German Open 2005, where we played soccer matches against the Brainstormers Osnabrück, who also used augmented RoboSapiens.

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Designing a low-cost, expressive educational robot

Abstract: The

Cited by 23 publications

References 6 publications

The Robotic Autonomy Mobile Robotics Course: Robot Design, Curriculum Design and Educational Assessment

The Robotic Autonomy Mobile Robotics Course: Robot Design, Curriculum Design and Educational Assessment

Formal measures of learning in a secondary school mobile robotics course

Playing Soccer with RoboSapien

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