Global Look at Robotics Education

Robot teacher have been used in many large country, but not in Malaysia. The question is, are the applications of robot teacher suitable to be used in Malaysia, or more specific, among their technical students in university level? Therefore, the purpose of this paper is to explain the construction of an experiment that specially designed to measure the effectiveness of teaching by human and robot teacher. To construct the experiment, a vast number of existing researches is studied to identify their method used in applying robot teacher for their experiment. In this work, it then decided to do an experiment that required a comparative data between human teacher and robot teacher. The variables in this experiment are gap of time of the experiment held, and the lecture speech by both robot and human teacher. A number of students are selected to be the participants for this experiment. At the end of this paper, a complete experiment design is created to measure the effectiveness of teaching among technical students in Malaysia.

While social robots bring new opportunities for education, they also come with moral challenges. Therefore, there is a need for moral guidelines for the responsible implementation of these robots. When developing such guidelines, it is important to include different stakeholder perspectives. Existing (qualitative) studies regarding these perspectives however mainly focus on single stakeholders. In this exploratory study, we examine and compare the attitudes of multiple stakeholders on the use of social robots in primary education, using a novel questionnaire that covers various aspects of moral issues mentioned in earlier studies. Furthermore, we also group the stakeholders based on similarities in attitudes and examine which socio-demographic characteristics influence these attitude types. Based on the results, we identify five distinct attitude profiles and show that the probability of belonging to a specific profile is affected by such characteristics as stakeholder type, age, education and income. Our results also indicate that social robots have the potential to be implemented in education in a morally responsible way that takes into account the attitudes of various stakeholders, although there are multiple moral issues that need to be addressed first. Finally, we present seven (practical) implications for a responsible application of social robots in education following from our results. These implications provide valuable insights into how social robots should be implemented.

The contemporary educational paradigm, which brings learning outcomes and competencies to the foreground, puts special emphasis on digital competencies. The relevance of their development is visible in a series of strategies and initiatives at the global and national level. The application of AI and robotics poses a number of pedagogical challenges to teachers, with the use of robots in education being one of the latest trends. The paper discusses the perceptions of students of the University of Belgrade's Faculty of Education (Serbia) about robots. The aim of the research was to determine how future preschool and primary school teachers perceive robots, and their pedagogical implications, in order to create opportunities for improving teaching on the use of robots in an educational setting. Students perceive robots in two dominant functions: educational and assistive. A statistically significant difference in the attitudes of future preschool and primary school teachers were observed regarding the reasons for choosing the robot they drew. Preschool teachers gave primacy to the cognitive domain, while primary school teachers found it difficult to judge which domain was dominant. Misconceptions about robots were observed among some of the respondents, and these were further analyzed. The most dominant function of the robot was the educational one, and its predominant appearance was in the animal form. Most of the respondents did not draw elements that would indicate emotions of the depicted robots. However, the drawings of the robot in the animal form included clear positive emotions. The obtained results can be a significant predictor of the way in which future preschool and primary school teachers will use robots in their teaching and educational work with children and students. They can also give the professors of the faculties of education useful guidelines for modifying syllabuses used for building student digital competencies.

The widespread use of artificial intelligence and robotics contributes, among other things, to create a new scientific field that aims to modernize and disrupt education. The term ’educational robotics’ is being introduced as a learning tool and definitively transforming young people’s education. At the same time, however, it is helping to create a fast-growing new industry that produces educational robots and tools. Companies with a long tradition, either in the creation of robotic equipment or in the production and distribution of toys, are setting up appropriate divisions and supplying the market with electronic devices for educational robotics. This new market is overgrowing and is rapidly becoming an investment attraction. According to MarketsandMarkets research, the educational robotics market is projected to grow from USD 1.3 billion in 2021 to USD 2.6 billion by 2026. Notably, the educational robotics market is expected to grow at a Compound Annual Growth Rate (CAGR) of 16.1% from 2021 to 2026. At the same time, however, the field is attracting many startups securing independent funding for equipment design and implementation and independent efforts competing for funding from crowdfunding platforms. More than 2000 ideas have recently secured funding to build and distribute educational robotics tools through Kickstarter-type platforms. However, what is educational robotics, and how is it expected to transform how the next generation is educated?

In this paper, we present a methodology that Blue Ocean Robotics, as a creator of emerging robotic solutions, has compiled based on experiences collected from “Innovation Projects”, where we implement robots in Danish municipalities on a long-term basis. Furthermore, we report on the results from two of our projects where three social robots were successfully implemented into educational institutions, increasing the children's concentration time and concentration efficiency.

There has been a growing interest in the adoption of robotics as an instructional delivery. Robotics activities can be applied even at higher education levels, including vocational education. Notwithstanding the vast literature on the adoption of robotics into education context, there seems likely a lack of explanation on how Lego Mindstorm would affect student’s behavioral patterns in vocational education. A systematic literature review was carried out to evaluate the recent development of the topic in the literature. The examination was conducted upon articles related to the topic, especially those contained keyword ‘Lego Mindstorm’, ‘behavioral patterns’, and ‘vocational education’. The search was mainly limited to peer-reviewed publication outlets indexed in Scopus, DOAJ, ERIC, and Science Direct to maintain credibility. It is advocated that every level of education has stimulated different behavioral patterns in the learning process. While previous studies indicated that students’ learning behavior influenced their learning achievement, the present study highlights three areas of interest related to the application of robotics in vocational education. Firstly, students’ interpersonal behavior remains an important skill so it requires the teacher to help them improve it. Secondly, the potential of widely adoption of robotics in education as well as in industries contributes to current students’ proficiency in the robotics area which is expectedly constructive to students’ competitiveness in the job market. Lastly, the use of Lego Mindstorm in learning is proven to be beneficial, especially for students and is advocated to be continuously applied in the basic program for a better learning outcome. Despite the exhaustive examination into literature, the number of articles came up within the keywords was quite limited. Future research needs to be expanded into more comprehensive keywords and within a broader context.

Computational Thinking is a skill that must be possessed in STEM learning. The abstraction process is at the core of CT. thinking is built on ideas and ideas based on experience. From the literature studies that have been read, many have adopted robotics media in education but researchers have not found the use of robotics media in the field of biology at the high school education level. Therefore, a systematic literature review was conducted to find out the latest developments regarding the topics in this literature. Therefore, this study highlights 3 points of the application of robotics in high school education to hone students’ abstract thinking skills. First, STEM can facilitate abstract thinking. Second, the role of robotics in education which is proven to increase student motivation. The third is the implementation of STEM learning in high school education. The search was limited to literature data-based publication outlets such as DOAJ, ERIC, Science Direct, and Google Scholar to maintain credibility. While previous research shows that students’ abstract thinking skills tend to be lower when using conventional learning. So that we need an approach such as STEM which is useful for solving a problem by utilizing symbols and is more effective in exploring concepts.

The article is devoted to the issues of implementation of STEM-education in the learning process of educational institutions. The authors analyze the development of STEM-education in Ukraine, determine the level of readiness of educators for understanding of the principles of STEM-education, substantiate the need in the introduction of robotics into the educational process as the modern and important trend in STEM education. The concept of educational robotics is analyzed. This makes possible identification of the technical inclinations of students (at an early stage) and development of these inclinations as well as formation of STEM competency in general. The study focuses on the interdisciplinary aspect of STEM education, in particular the implementation of interdisciplinary links between STEM subjects and robotics in the conduction process of research and training projects. The authors provide examples of the implementation of robotics in the educational process based on the use of project method. There is a description of the project for the creation of the Juno Rover robot based on the Arduino robotic platform and an example of the Poppy Project robotics project in school education that is implemented on an open platform with freely distributed materials for creating and using 3D printed robots. All this is for implementation of research projects on robotics in university education

In this paper a method to control and teach industrial robots in real-time by human demonstration is presented. It aims to decrease down-times for reconfigurations and programming costs, particularly in a mass customisation manufacturing scenario. This system uses high-intensity visual markers that make it sufficiently robust for industrial environments not requiring special lighting. An automated camera calibration method was implemented which enables any non-skilled user a quick and easy configuration of the system. The teaching of the robot is achieved by recording the detected points and replaying them to the manipulator, therefore this is a “teaching-by-showing” method. The final program that the robot is uploaded with is a smooth trajectory calculated using all the recorded points, which are analised and grouped into different motion segments according to position and speed.

Educational robotics, as emerging technologies, have been widely applied in the field of STEM education to enhance the instructional and learning quality. Although previous research has highlighted potentials of applying educational robotics in STEM education, there is a lack of empirical evidence to investigate and understand the overall effects of using educational robotics in STEM education as well as the critical factors that influence the effects. To fill this gap, this research conducted a multilevel meta-analysis to examine the overall effect size of using educational robotics in STEM education under K-16 education based on 30 effect sizes from 21 studies published between 2010 and 2022. Furthermore, we examined the possible moderator variables of robot-assisted STEM education, including discipline, educational level, instructor support, instructional strategy, interactive type, intervention duration, robotic type, and control group condition. Results showed that educational robotics had the moderate-sized effects on students’ STEM learning compared to the non-robotics condition. Specifically, educational robotics had moderate-sized effects on students’ learning performances and learning attitudes, and insignificant effects on the improvement of computational thinking. Furthermore, we examined the influence of moderator variables in robot-assisted STEM education. Results indicated that the moderator variable of discipline was significantly associated with the effects of educational robotics on STEM learning. Based on the findings, educational and technological implications were provided to guide future research and practice in the application of educational robotics in STEM education.

The study aimed at investigating the impact of using the educational robot through the integrative approach on achievement among tenth grade students in trigonometry. To achieve the aims of the study the researchers developed an academic unit adopting the integrated approach by using Educational Robot. The sample of the study consisted of (120) students of the tenth grade students in public schools in the city of Amman, divided equally into two groups: experimental and control. Achievement test in mathematics was used, which were validity and reliability was verified. The results of the study showed a statistically significant difference (α≤0.05) between the averages of the two groups experimental (which used the educational robot) and the control group (which did not use the educational robot) in mathematical achievement in favor of the experimental group. The study did not show an interaction between the use of the educational robot and the gender of the student in the mathematics achievement in the students of the tenth-grade students. In light of the study's findings, the researchers recommend using modern technology tools such as robot to teach mathematics. Keywords: Educational robot, achievement, trigonometry, integrative approach

This study conducted a systematic and thematic review on existing literature in robotics education using robotics kits (not social robots) for young children (Pre-K and kindergarten through 5th grade). This study investigated: (1) the definition of robotics education; (2) thematic patterns of key findings; and (3) theoretical and methodological traits. The results of the review present a limitation of previous research in that it has focused on robotics education only as an instrumental means to support other subjects or STEM education. This study identifies that the findings of the existing research are weighted toward outcome-focused research. Lastly, this study addresses the fact that most of the existing studies used constructivist and constructionist frameworks not only to design and implement robotics curricula but also to analyze young children’s engagement in robotics education. Relying on the findings of the review, this study suggests clarifying and specifying robotics-intensified knowledge, skills, and attitudes in defining robotics education in connection to computer science education. In addition, this study concludes that research agendas need to be diversified and the diversity of research participants needs to be broadened. To do this, this study suggests employing social and cultural theoretical frameworks and critical analytical lenses by considering children’s historical, cultural, social, and institutional contexts in understanding young children’s engagement in robotics education.

Teachers play a fundamental role in guaranteeing an inclusive teaching practice using Educational Robotics (ER). However, they may hold gender-differentiated views of their students’ academic abilities and aptitudes in ER. This quasi-experimental test investigated gender-differentiated attributions and behavioral intentions of N = 158 Italian learning support teachers (LST) answering a questionnaire at the end of a post-graduate ER course. Participants read one of two vignettes regarding a student failing an ER activity in class: − (1) a boy; or (2) a girl. Then participants answered items based on measures that assessed their gender stereotypes, attributions for the child’s failure, and hypothetical intentions to use ER with the same child. Results of moderation analyses indicated that the failure of the depicted girl was attributed to internal, stable and uncontrollable causes (i.e., low abilities in ER) to a greater extent than the same failure of the depicted boy, among LST with high levels of gender stereotypes. Furthermore, LST with high levels of gender stereotypes declared less intention to use ER with the depicted girl as compared with the depicted boy.

In this day and age, robot teacher application in education system has been spread throughout the world. The usage of robot teacher is believed to improve the teaching lesson that delivered by human teacher. For human teacher, there are methods that can be used to measure the teaching effectiveness. What about the effectiveness of teaching by robot teacher? Therefore, a method that suitable to measure the effectiveness of teaching by robot teacher is discussed in this research. The method that will be used to measure the effectiveness is by giving quiz and questionnaire to selected students. A quiz is constructed according to elements that required in measuring the effectiveness for teaching that is observation and understanding. To measure the interaction between students to robot teacher and human teacher, a questionnaire is constructed and given to the students after a lesson is delivered by both teachers. The robot teacher was programmed to deliver teaching. The quiz and questionnaire was constructed and ready to hand out to audience. The important aspects in measuring effectiveness of teaching students by using robot teacher are observation, understanding, and interaction.

The purpose of this study is to present the experiential learning in the development of a Dynamic Anthropomorphic Robot with Intelligence(DARwIn)-High Performance(HP) at Robotics and Mechanism Laboratory(RoMeLa). DARwIn-HP, an miniature-sized humanoid platform, has been developed by self-directed undergraduate students of RoMeLa for robotics in education. They, as the target consumer of educational robots, contributed to the design and manufacturing of the DARwIn-HP by sharing their thoughts on the necessary functionality of an educational humanoid robot. This hands-on experience allows them to understand the fundamental materials of a humanoid robot in theory as well as the usage of mechanical tools in practice. All undergraduates after experiencing the development process also recognize the importance as well as the interests on learning the subjects in the engineering curriculum. As of the final process and post-activity of robot development, encouraging all students to participate in extracurricular activities provides them with a chance of evaluating their work. There are positive effects to engineering students such as enriching their competitiveness for a range of challenges facing society.