Teaching Newtonian physics with LEGO EV3 robots: An integrated STEM approach

Addido, Johannes; Burrows, Andrea C.; Walwema, Godfrey B.

doi:10.29333/ejmste/13232

Cited by 4 publications

(3 citation statements)

References 38 publications

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“…Arduino-series Platform Arduino, Arduino C [14,15] FRDM-KL05Z, C [16] TCLab Arduino Kit, MATLAB or Python [17] Arduino, LabView and Scratch [18] LEGO-series Platform LEGO EV3, MATLAB [19,20] LEGO EV3, Block-based Programming [21] LEGO EV3, EV3-G [22] LEGO EV3, LabView [23] LEGO EV3, Scratch [24] LEGO WeDo, Scratch [25] A review of this literature can provide insight into teaching trends and some details of the courses. However, most works in the literature focus on the course content, and few focus on the design methods of robotics experiments and students' hands-on experimental results.…”

Section: Graphical Programming Languagementioning

confidence: 99%

A Robotics Experimental Design Method Based on PDCA: A Case Study of Wall-Following Robots

Wong,

Pu,

Wong

2024

Sensors

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There is a lack of research that proposes a complete and interoperable robotics experimental design method to improve students’ learning outcomes. Therefore, this study proposes a student-oriented method based on the plan-do-check-act (PDCA) concept to design robotics experiments. The proposed method is based on our teaching experience and multiple practical experiences of allowing students to do hands-on experiments. It consists of eight steps, mainly including experimental goals, experimental activities, robot assembly, robot control, in-class evaluation criteria, and after-class report requirements. The after-class report requirements designed in the proposed method can help students improve their report-writing abilities. A wall-following robotics experiment designed using the PDCA method is proposed, and some students’ learning outcomes and after-class reports in this experiment are presented to illustrate the effectiveness of the proposed method. This experiment also helps students to understand the fundamental application of multi-sensor fusion technology in designing an autonomous mobile robot. We can see that the proposed reference examples allow students to quickly assemble two-wheeled mobile robots with four different sensors and to design programs to control these assembled robots. In addition, the proposed in-class evaluation criteria stimulate students’ creativity in assembling different wall-following robots or designing different programs to achieve this experiment. We present the learning outcomes of three stages of the wall-following robotics experiment. Three groups of 42, 37, and 44 students participated in the experiment in these three stages, respectively. The ratios of the time required for the robots designed by students to complete the wall-following experiment, less than that of the teaching example, are 3/42 = 7.14%, 26/37 = 70.27%, and 44/44 = 100%, respectively. From the comparison of learning outcomes in the three stages, it can be seen that the proposed PDCA-based design method can indeed improve students’ learning outcomes and stimulate their active learning and creativity.

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Section: Graphical Programming Languagementioning

confidence: 99%

A Robotics Experimental Design Method Based on PDCA: A Case Study of Wall-Following Robots

Wong,

Pu,

Wong

2024

Sensors

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“…However, the BEAM system, established by Boya-Lara et al ( 2022), is primarily designed to cater to the needs of engineering students. In contrast, the LEGO set presented by Addido et al (2023) emphasizes enhancing students' comprehension of Newtonian physics. In contrast to the pair mentioned above of robots, the Angry Froggie we developed was purposefully meant to serve as an educational tool tailored for high school pupils.…”

Section: The Angry Froggie Robot Kitmentioning

confidence: 99%

Robotics training to improve STEM skills of Islamic boarding school students in Batam

Jamzuri,

Soebhakti,

Prayoga

et al. 2024

jcse

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One potential approach to addressing the challenges posed by the advent of Industry 4.0 and Society 5.0 is to offer robotics training. This endeavor aims to enhance students' foundational understanding of STEM (Science, Technology, Engineering, and Mathematics) disciplines. The study involved collaborating with the Pondok Pesantren Granada, an Islamic Boarding School located in Batam, to provide robotics training as community service activities. The study included 29 trainees: 15 from class XI and 7 from classes X and XII. The teaching was conducted using a combination of didactic instruction, interactive discourse, and hands-on exercises. Trainees are administered a written examination to assess their proficiency level before and after the training program. The training outcomes exhibited a significant improvement in the mean STEM proficiency of trainees, with an increase of 38.15%. Furthermore, a series of activities have been effectively implemented, resulting in trainee satisfaction ratings exceeding 50% concerning course materials, trainer, and teaching equipment. A mere 17% of the individuals undergoing training expressed dissatisfaction with the allocated time, particularly the hands-on component's duration.

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“…ER is a subject of growing interest (I) in the scientific community (Anwar et al, 2019;Benitti, 2012;Jung & Won, 2018;López-Belmonte et al, 2021;Oliveira et al, 2023;Sapounidis et al, 2023;Toh et al, 2016;Xia & Zhong, 2018) in areas as diverse as the use of social robots in classrooms (Smakman et al, 2022;Woo et al, 2021), music teaching (Martinez-Roig et al, 2023) or to promote curricular integration (El-Hamamsy et al, 2021;Kim, 2019;Sapounidis & Alimisis, 2021). Integration of ER in classroom settings has the potential to promote meaningful learning (Athanasiou et al, 2019;Zhong & Xia, 2020), such as in the development of computational thinking skills (Dong et al, 2023;Louka & Papadakis, 2023), STEM subjects (Kim et al, 2015;Sapounidis et al, 2023), physics (Addido et al, 2023) and mathematics (Zhong & Xia, 2020), with a growing number of countries 2 / 24 including ER as an optional component in the curriculum (Mangina et al, 2023). Yet Arocena et al's (2022) systematic review shows that few studies take place within the classroom, with the majority linked to after-school activities, although many of the interventions are aimed at future implementation in classroom settings.…”

Section: Introductionmentioning

confidence: 99%

Pre-service teachers’ perceptions towards integrating educational robotics in the primary school

Silva,

Costa,

Martins

2024

EURASIA J Math Sci Tech Ed

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This paper seeks to understand the impact of a training program on 19 pre-service primary school teachers’ perceptions towards educational robotics (ER). The training program is based on a reflective process of design and implementation of a learning scenario during the practicum, using a pre-experimental design. Quantitative data were collected through a questionnaire applied at three moments of the intervention: pre-intervention, post-intervention 1 (19 weeks after), and post-intervention 2 (37 weeks after). The results show that the features of the proposed training program positively influenced the pre-service teachers’ (PST) perceptions towards ER. Experiencing curricular integration of ER and participation in a reflective process of learning scenario design positively influenced their perceptions in post-intervention 1. After experiencing the integration of ER in the practicum class, PST adjusted their positive perceptions in post-intervention 2. PST also displayed a decrease in neutrality in their perceptions in post-intervention 1 and post-intervention 2. Given the limited sample, it’s not possible to generalize these results, however they have implications for initial teacher training programs dedicated to technology integration. PST must be allowed to confront their preconceived perceptions of integrating technology into teaching and learning processes with the reflective process of designing and implementing a lesson plan that integrates technology during the practicum.

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Teaching Newtonian physics with LEGO EV3 robots: An integrated STEM approach

Cited by 4 publications

References 38 publications

A Robotics Experimental Design Method Based on PDCA: A Case Study of Wall-Following Robots

A Robotics Experimental Design Method Based on PDCA: A Case Study of Wall-Following Robots

Robotics training to improve STEM skills of Islamic boarding school students in Batam

Pre-service teachers’ perceptions towards integrating educational robotics in the primary school

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