Teaching forward kinematics in a robotics course using simulations: transfer to a real-world context using LEGO mindstorms™

González-García, Salvador; Rodríguez-Arce, Jorge; Loreto, G.; Montaño-Serrano, Victor Manuel

doi:10.1007/s12008-020-00670-z

Cited by 14 publications

(9 citation statements)

References 31 publications

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“…It is important to point out the benefits associated with using virtual robotics in a webmediated learning process that is cited by the participants, including: achieving the desired outcomes related to STEM skills and knowledge; mobility and fixability; more student accessibility; lower costs; reinforcing knowledge through trial and error with no consequences; critical thinking; promoting interpersonal skills; improving team work; and improving problem solving and reasoning skills. These outcomes are also associated with learning with physical robotics, as established by many studies ( Witherspoon et al, 2016;Anwar et al, 2019;González-García et al, 2020;Lamb et al, 2020;Wright et al, 2021;Mistretta, 2022;Tengler and Sabitzer, 2022). The main barriers that were noted were associated with web-mediated cultural norms, lack of interest, and regulations/policies promoting positive practices related to virtual learning with robotics.…”

Section: Discussionmentioning

confidence: 82%

“…These studies support the argument that virtual robotics can achieve most-if not all-educational objectives when compared with real robotics. For instance, the study by González-García et al (2020) indicated that virtual robotics could provide a successful environment for knowledge application (reinforcement of knowledge) for the majority of students involved in learning kinematics, with improved critical thinking ability and problem-solving skills, which was identified by the Mistretta (2022) study.…”

Section: Introductionmentioning

confidence: 94%

“…Additionally, cost, flexibility, mobility (Alsoliman, 2018;Hammack and Ivey, 2019;Tengler and Sabitzer, 2022), and, more recently, unpredictable global circumstances such as the COVID-19 pandemic, are factors that should be considered when deciding on which STEM teaching methods, facilitated by robotics, should be implemented. Studies have highlighted that virtual robotics can compensate for the lack of physical presence by offering features like mobility, flexibility, and accessibility to all students (Gucwa and Cheng, 2017;Lamb et al, 2020). Therefore, it's important to explore the validity of virtual robotics as a contemporary and future solution for improved and accessible STEM teaching.…”

Section: Introductionmentioning

confidence: 99%

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Virtual robotics in education: The experience of eighth grade students in STEM

Alsoliman

2022

Front. Educ.

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Classroom teaching with robotics points to a more engaging learning environment in many respects, particularly in terms of tasks related to problem solving and critical thinking in education. Nevertheless, previous studies have cited many obstacles to using robotics in the classroom. These obstacles include the costs of supplying students with robots, fixing and modifying the robots, and school facilities and infrastructure that negatively influence a teacher’s ability to teach a particular STEM subject or to apply new teaching approaches with robotics; these issues seem to have discouraged some teachers from utilizing robotics in their teaching approaches. Accordingly, this study aims to facilitate teaching with robotics through the use of virtual robotics. The study explores the experience of eighth grade students and their teachers engaging with a virtual platform in five different K–12 schools that have formally incorporated physical robotics into STEM classroom teaching. A qualitative phenomenological approach is utilized to explore the experience, using focus groups with students and interviews with teachers. The focus of this study is on the processes of teaching and learning STEM with robotics via virtual platforms, and the perceived effectiveness and practicability of the virtual platform. The study revealed that the use of virtual classrooms and applications has become acceptable by many educational institutions, influenced to move to online platforms during the COVID-19 pandemic. This has laid the foundation for teachers and students, as the end users and main actors in education, to invest the time and effort in improving STEM and other related skills using virtual robotics. They were motivated by the perceived and acquired benefits that are associated with using virtual robotics in a web-mediated educational process. The main barriers were associated with web-mediated cultural norms and educational regulations/policies related to virtual learning. The main recommendations of the study are for teachers to be innovative, to observe, and to listen carefully to their students, relying on their pedagogical knowledge to use available technology to serve student-teacher objectives.

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Section: Discussionmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

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Virtual robotics in education: The experience of eighth grade students in STEM

Alsoliman

2022

Front. Educ.

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“…A dynamic model of a robotic manipulator can be obtained by using analytic methods such as Lagrangian Mechanics and Newton-Euler formulation but with an increase in the number of degrees of freedom, the dynamic equation becomes complicated and difficult to calculate on pen and paper. So, the MATLAB sim-mechanics toolbox is used for modeling the complicated dynamic equation of the robotic manipulator in recent years reported in [7][8][9]. Robotic manipulators are used in many areas but in this study, the main focus has been done on robotic manipulators which can be used in casting applications.…”

Section: *Author For Correspondencementioning

confidence: 99%

“…Inverse kinematics is used for findings of joint angles from given end effector transformation matrix as given in equation ( 6) analytically joint angles are calculated according to closed-form solutions given in equations (7)…”

Section: Inverse Kinematicsmentioning

confidence: 99%

Trajectory tracking optimization and control of a three link robotic manipulator for application in casting

Jangid¹,

Kumar²,

Singh³

2021

IJATEE

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Designing Human–Robot Interaction Algorithms for Developing Metacognitive Skills

Barın Özkan,

Burak İnner,

Toz

et al. 2024

Comp Applic In Engineering

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In today's technology, robots are involved in all life aspects. Therefore, it is inconceivable that robots will not affect the field of education either. Robot simulators can help developers test and improve intelligent systems before putting them in natural environments. In this study, the use of robots in education has been discussed in relation to the development of metacognitive abilities. A simulation environment was prepared for testing and developing the methods that follow learning models in human–robot interaction. The simulation is about a humanoid robot making an engineering lesson plan. It has been tested on a group of academicians consisting of 64 (32 persons in the experimental group and 32 persons in the control group) persons working in Computer Engineering in the 2021–2022 academic year. The application process includes an 8‐week course period. The data as the result of the test were collected from both groups using the MCQ‐30 scale and from the experimental group by the metacognitive strategy questions after preparing the engineering lesson plans made by robot simulation. Evaluation of the data showed that the robot simulation was effective in the metacognition scores of the people in the experimental group, and the success level of the people in the control group did not change significantly, considering the results of the pretest and the posttest.

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Teaching forward kinematics in a robotics course using simulations: transfer to a real-world context using LEGO mindstorms™

Cited by 14 publications

References 31 publications

Virtual robotics in education: The experience of eighth grade students in STEM

Virtual robotics in education: The experience of eighth grade students in STEM

Trajectory tracking optimization and control of a three link robotic manipulator for application in casting

Designing Human–Robot Interaction Algorithms for Developing Metacognitive Skills

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