Towards playful learning and computational thinking — Developing the educational robot BRICKO

Pedersen, Bjarke Kristian Maigaard Kjar; Andersen, Kamilla Egedal; Jorgensen, A. M.; Köslich, Simon; Sherzai, Fardin; Nielsen, Jacob

doi:10.1109/isecon.2018.8340502

Cited by 17 publications

(9 citation statements)

References 14 publications

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“…Several of the papers explored in this mapping focused their research goals on the application of such a technology to achieve STEAM‐related competencies [51,61,78], and especially on the possibility of using such technology, to achieve different competencies in preuniversity education [61,78,79]. They provide different examples of the benefits of low‐cost robots [35,52,76,86,87,93,97], open hardware and software proposals, or other kinds of manufacturing technologies [51]. Benefits related to the methodological application: In the context of STEAM Education, active methodologies have been very popular because of their benefits [46].…”

Section: Research Outcomes and Discussionmentioning

confidence: 99%

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Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Conde-González

Rodríguez‐Sedano

Fernández‐Llamas

et al. 2020

Comp Applic In Engineering

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Nowadays, companies are demanding better‐prepared professionals to succeed in a digital society, and the acquisition of Science, Technology, Engineering, Arts, and Mathematics (STEAM)‐related competencies is a key issue. One of the main problems in this sense is how to integrate STEAM into the current educational curricula. This is not something related to a subject or educational trend but rather to new methodological approaches that can engage students. In this sense, such active methodologies that apply mechatronics and robotics could be an interesting path to pursue. Given this context, the first necessary task in evaluating the potential of this approach is to understand the landscape of the application of robotics and mechatronics in STEAM Education and how active methodologies are applied in this sense. To carry out this analysis in a systematic and replicable manner, it is necessary to follow a methodology. In this case, the researchers employ a systematic mapping review. This paper presents this process and its main findings. Fifty‐four studies have been selected out of 242 total studies analyzed. From these, beyond obtaining a clear vision of the STEAM landscape regarding project topics, we can also conclude that robotics and physical devices have been applied successfully with collaborative methodologies in STEAM Education. Regarding conclusions, this paper shows that robotics and mechatronics applied with active methodologies is to be a good means to engage students in STEAM disciplines and thus aid the acquisition of what is commonly known as “21st‐century skills.”

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Section: Research Outcomes and Discussionmentioning

confidence: 99%

“…We should point out that the most popular devices were LEGO in different varieties such as LEGO NXT or LEGO MINDSTORM [35,38,66,70,86,103,107], and also, Arduino [10,42,85,92,93,96].…”

Section: Mq3mentioning

confidence: 99%

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Conde-González

Rodríguez‐Sedano

Fernández‐Llamas

et al. 2020

Comp Applic In Engineering

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“…And various smart toys developed are also an extension to TUI's computational thinking education. For example, BRICKO, an educational computing thinking robot, supports tangible interface, social and entertainment interactions while educating children (Pedersen et al, 2018).…”

Section: Computational Perspectivesmentioning

confidence: 99%

Enhancing Computational Thinking Capability of Preschool Children by Game-based Smart Toys

Lin

Chien

Hsiao

et al. 2020

Electronic Commerce Research and Applications

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“…It should be noted that some of the studied works can apply both robotics and physical devices. [27,34,38,39,46,56,58] and Arduino [51,52,55,57,65,66].…”

Section: Mq3 -Classify the Applications By Physical Device (Robots And Type Of Robots And Physical Devices)mentioning

confidence: 99%

RoboSTEAM Project Systematic Mapping: Challenge Based Learning and Robotics

Conde

Sedano

Fernández‐Llamas

et al. 2020

2020 IEEE Global Engineering Education Conference (EDUCON)

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STEAM Education is nowadays a key element for our current digital society. Integrating STEAM and developing competences such as Computational Thinking is highly demanded by the industry and higher education institutions. In order to do so new methodological approaches are required. RoboSTEAM project is an Erasmus+ project defined to address these topics by using of physical devices and robotics employing Challenge Based Learning methodology. One of the first steps in the project development is the definition of current landscape in the research field. Which means to carry out a literature mapping that considers previous applications of Challenge Based Learning in STEAM education and use of robots and physical devices to do so. This paper shows the mapping review process and the main results obtained. The mapping analyze 242 candidate works from the most relevant bibliographic sources and selected 54. Form them it was possible to see that there are not many initiatives on STEM Education related to Challenge base learning and the most of them are specially focused on the application of specific tools and in the development of concrete competences.

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Towards playful learning and computational thinking — Developing the educational robot BRICKO

Cited by 17 publications

References 14 publications

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Enhancing Computational Thinking Capability of Preschool Children by Game-based Smart Toys

RoboSTEAM Project Systematic Mapping: Challenge Based Learning and Robotics

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