Innovative robotics teaching using LEGO sets

Galvan, Stefano; Botturi, Debora; Castellani, A.; Fiorini, Paolo

doi:10.1109/robot.2006.1641795

Cited by 23 publications

(18 citation statements)

References 11 publications

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“…Alves et al also relate that students find building robot prototypes a motivating activity [3]. Moreover, students show a deep interest in the application of concepts learned during classes featuring robots [14].…”

Section: B Robots As Motivatorsmentioning

confidence: 99%

“…Although robots are a great educational tool, Alves et al warn that the high cost of robots can prevent their being used in classrooms [3], [14]. In the same way, Lumsden and Ortega-Sanchez say that there is a lack of inexpensive and flexible mobile robotic 0018-9359/$31.00 © 2012 IEEE platforms [15].…”

Section: A Low-cost Educational Robotsmentioning

confidence: 99%

“…In the same way, Lumsden and Ortega-Sanchez say that there is a lack of inexpensive and flexible mobile robotic 0018-9359/$31.00 © 2012 IEEE platforms [15]. This reality led educators to propose several low-cost educational robots [2], [14]- [17] for teaching.…”

Section: A Low-cost Educational Robotsmentioning

confidence: 99%

“…It is a common belief that better learning happens when students are engaged and motivated [14], [20], [21]. According to Alves et al, robotics can be used as motivating element [3], and Rawat and Massiha verify that student feedback after robotic classes is "overwhelmingly positive" [5].…”

Section: B Robots As Motivatorsmentioning

confidence: 99%

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Increasing Students' Interest With Low-Cost CellBots

et al. 2013

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Abstract-This paper introduces the use of a flexible and affordable educational robot specifically developed for the practical experimentation inherent to technological disciplines. The robot has been designed to be reconfigurable and extendible, serving as an experimental platform across several undergraduate courses. As most students have a mobile cell phone, this was used as the main control computer for the so-called CellBot, thus avoiding any need to deal with the details of microcontrollers or other embedded computing devices. Assessment results are also presented, based on a pre-and post-survey of student opinion administered to 204 science and engineering students from several universities. Among the conclusions are that 83% of the students prefer to use these low-cost robots as tools to improve their learning of the theory in several disciplines, and 71% of the students stated that they prefer to have their own robot to experiment with, instead of using a didactic kit loaned to them by the university.

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Section: B Robots As Motivatorsmentioning

confidence: 99%

Section: A Low-cost Educational Robotsmentioning

confidence: 99%

Section: A Low-cost Educational Robotsmentioning

confidence: 99%

Section: B Robots As Motivatorsmentioning

confidence: 99%

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Increasing Students' Interest With Low-Cost CellBots

et al. 2013

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“…Therefore it has been an apparent choice for teaching robotics and mechatronics. In doing so, many instructors have used LEGO Mindstorm as the preferred robotics kit due to simplicity, reusability and ease of prototyping [14]. These kits have allowed instructors teach the concepts of direct and inverse kinematics and computation of simple arm trajectories.…”

Section: A Robotics To Support Related Studiesmentioning

confidence: 99%

CHARM: A platform for algorithmic robotics education & research

Singh¹,

Kurniawati²,

Naveh³

et al. 2014

2014 IEEE/RSJ International Conference on Intelligent Robots and Systems

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Abstract-This paper introduces autonomous sorting of moving coins via a robot as a multi-level task that supports the principled study of robotics fundamentals including kinematics, dynamics, perception, motion planning, controls, and optimization based around a widely obtainable, standardized, low-cost object (a coin). The paper also presents a demonstrated solution to this in the form of the CHARM (Coin Handling Arm for Robotics Mastery) robot, which addresses the autonomous coin sorting problem using an economical kit made from commodity computing hardware and three Dynamixel servomotors. From a learning perspective, this problem facilitates interdisciplinary practice across subject and grade levels with an algorithmic foundation that is central to modern robotics. Evidence supporting this approach is illustrated from case studies of student projects and, in particular, the CHARM robot. Beyond practice alone, by presenting a challenging (but manageable) research problem, we found that the coin sorting task teaches robotics in a principled way. Further, algorithmic complexity tiers the problem to academic levels. While motivated by robotics education, the (optimal) coin sorting problem may also be seen as an archetype problem for manipulation/motion-planning research. Thus, this also promotes a research foundation supporting later research opportunities.

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