Improving Early Robotics Education Using a Line-Following Robot Simulator

Lima, Pedro Vitor Soares Gomes de; Bezerra, Maria Helena Rocha de Alencar; Tavares, Ana Carolinna de Sousa; Fonseca, Jose Roberto; Teixeira, João Marcelo X. N.; Cajueiro, João Paulo Cerquinho; Melo, Guilherme Nunes; Henriques, Diogo

doi:10.1109/lars/sbr/wre.2018.00101

Cited by 6 publications

(3 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…O trabalho fornece o ambiente de simulac ¸ão como um test bed primário para programadores iniciantes do robô AIBO 5 da Sony, acelerando a curva de aprendizado. Mais um projeto de simulador robótico com proposta de facilitar o aprendizado de programac ¸ão para a plataforma de robótica Pololu 3PI 6 foi apresentado em [de Lima et al 2018]. Em [Carpin et al 2007] os autores apresentam uma proposta de simulador de código aberto de alta fidelidade que pode ser usado tanto em pesquisa quanto em educac ¸ão, o USARSim.…”

Section: Trabalhos Relacionadosunclassified

A 3D Simulator for a Social and Ludic Robotics Platform

Rocha,

Clua,

Muchaluat-Saade

2023

Anais Estendidos Do XXII Simpósio Brasileiro De Jogos E Entretenimento Digital (SBGames Estendido 2023)

View full text Add to dashboard Cite

Espera-se que os robôs se tornem dispositivos onipresentes com a capacidade de transformar a vida das pessoas. Robôs Socialmente Assistivos (SARs - Socially Assistive Robots) podem fornecer assistência aos humanos por meio de estímulos durante o processo de interação. Este trabalho apresenta uma proposta de simulador 3D para uma plataforma de robótica social de código aberto e baixo custo que pode ser utilizada em aplicações educacionais e terapias em saúde. O robô físico possui elementos de comunicação verbal e não verbal e pode expressar emoções através dos olhos e da boca, através das cores dos LEDs em seu tórax e também através de expressões corporais por meio de poses e movimentos (danças). O simulador proposto é capaz de reproduzir essas capacidades de forma similar ao robô físico, servindo como ferramenta auxiliar no processo de ensino/aprendizado e testes dos scripts de interação desenvolvidos para o robô. O robô simulado pode ser controlado através do mecanismo publish/subscribe do protocolo MQTT, pois cada uma de suas funcionalidades foi associada a um tópico e a uma mensagem. Para servir de prova de conceito para o simulador proposto neste trabalho, foi apresentado um vídeo demonstrativo com ambos os robôs, na versão física e na versão virtual (simulada).

show abstract

Section: Trabalhos Relacionadosunclassified

A 3D Simulator for a Social and Ludic Robotics Platform

Rocha,

Clua,

Muchaluat-Saade

2023

Anais Estendidos Do XXII Simpósio Brasileiro De Jogos E Entretenimento Digital (SBGames Estendido 2023)

View full text Add to dashboard Cite

show abstract

“…These simulations allow the user to have contact in real-time with the virtualized environment, and to have the possibility to perform actions similar to those that could be done in a real space [25]. It commonly provides development flexibility and extensive testing capability of the algorithm under different environments and many robot configurations [12], facilitating the implementation and testing of specific situations, boosting progress, and accelerating the algorithm development cycle [17].…”

Section: Simulated Learning Framework For Roboticsmentioning

confidence: 99%

sBotics - Gamified Framework for Educational Robotics

Nascimento

Neri

Ferreira

et al. 2021

J Intell Robot Syst

View full text Add to dashboard Cite

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).

show abstract

“…Rapid advances in robotics make robots to be able to do some specific tasks such as monitoring [1], delivering goods [2], football [3][4] [5], sorting fruit based on the type of fruit or the fruit color, or automatic watering plants [6]. Another kind of robot which is line following robot is one of the popular robots commonly used for educational purposes [7]. Line-following robots are popular to be used as an introduction for students on how to program the robot in a computer moving in a specific direction or with controlled speed.…”

Section: Introductionmentioning

confidence: 99%

Vision-Based Line Following Robot in Webots

Ma’arif

Nuryono

Iswanto

2020

2020 FORTEI-International Conference on Electrical Engineering (FORTEI-ICEE)

View full text Add to dashboard Cite

Line following robot is one of the popular robots commonly used for educational purposes. The most widely used sensors for the robots are photoelectric sensors. However, it is irrelevant, along with the development of autonomous vehicles and robotic vision. Robotic vision is a robot that can obtain information through image processing by the camera. The camera installed on the line following robot aims to detect image-based lines and to navigate the robot to follow the path. This paper proposed a method of image preprocessing along with its robot action for line-following robots. This includes image preprocessing such as dilation, erosion, Gaussian filtering, contour search, and centerline definition to detect path lines and to determine the proper robot action. The implementation of the robot is simulated using Webots simulator. OpenCV and Python are utilized to design line detection systems and robot movements. The simulation result shows that the method is implemented properly, and the robot can follow a different type of path lines such as zigzag, dotted, and curved line. The resolution of the cropped-image frame is the fundamental parameter in detecting path lines.

show abstract

Improving Early Robotics Education Using a Line-Following Robot Simulator

Cited by 6 publications

References 2 publications

A 3D Simulator for a Social and Ludic Robotics Platform

A 3D Simulator for a Social and Ludic Robotics Platform

sBotics - Gamified Framework for Educational Robotics

Vision-Based Line Following Robot in Webots

Contact Info

Product

Resources

About