Field Of Educational Robotics Research Articles

TRENDS IN STUDIES ON EDUCATIONAL ROBOTICS IN RECENT YEARS: A CONTENT ANALYSIS

This study aims to analyze the general trends in educational robotics in recent years. The document analysis method was preferred in this research. Accordingly, the content of 100 articles published in the field of educational robotics in recent years was analyzed in terms of methodology, sample characteristics, robotic tools used, commonly covered topics, and findings. The study revealed that Lego Mindstorms, Arduino, Python, and Scratch are the most commonly used robotic tools in educational robotics. It was observed that students predominantly participated in the studies, with a focus on university and middle school levels. Moreover, the analysis indicated that quantitative studies mostly employed scales and questionnaires, whereas qualitative studies frequently used interviews and observation forms as measurement tools. The most frequently examined variables in these studies were computational thinking, problem-solving, creativity, academic achievement, collaboration, and motivation. While the findings generally emphasized the positive effects of educational robotics and its significance for integration into other domains, the challenges of educators’ knowledge and experience in robotics, infrastructure and technical issues, and difficulties in practical implementation were also identified as disadvantages.

CONTINUING EDUCATION AND PROFESSIONALIZATION IN POST-MEDIUM COURSES IN EDUCATIONAL ROBOTICS

Approach to Technical Post-Secondary Courses, aiming to analyze the perspectives of the offer as a policy to promote continuing education in the field of professional education, aimed at graduates of technical courses at secondary level. It presents the characterization of the courses and the implementation process, as well as training possibilities in the field of educational robotics. The qualitative research, based on the critical dialectical framework, was based on the theoretical contributions of Gramsci regarding the perspective of a unitary school and Candau regarding the notion of continuing education. Bibliographical research was carried out, complemented by documental research encompassing legislation on Professional and Technological Education, obtained through the Planalto Legis application. Post-medium courses seek to equip technical professionals to carry out specialized services and present notions, fundamentals and practices based on entrepreneurial conduct, permeated by innovation, ethics and social responsibility. In addition, they refine the training of graduates from technical courses, raising opportunities for professional improvement, and, consequently, the human development index, articulating science and innovation, especially in the field of educational robotics.

ОРГАНИЗАЦИЯ ДОПОЛНИТЕЛЬНЫХ УСЛУГ В ДОШКОЛЬНЫЕ ОБРАЗОВАТЕЛЬНЫЕ УЧРЕЖДЕНИЯ ПО ОБРАЗОВАТЕЛЬНОЙ РОБОТОТЕХНИКЕ

The article is devoted to the analysis of educational robotics as one of the important modern technologies that has been increasingly used in the preschool education system in recent years. It provides methods and forms of organizing additional services in preschool educational institutions for educational robotics in different age groups. In recent decades, in the field of pedagogical preschool education, great attention has been paid to the development of practical activities of the child in the field of educational robotics. This is due to the fact that modern society needs intelligent personnel engaged in the development of automated technical systems. Educational robotics in the preschool education system is an ideal combination of children's development with entertainment. The direction of educational robotics, as the most entertaining and attractive, reflects the actual level of the current existence of preschool childhood, increases the possibilities of its comprehensibility and accessibility, while analyzing the qualitative characteristics of preschool education, contributes to its improvement at the present stage. In addition to all this, the nature of education in a modern preschool educational institution is also changing significantly, therefore, additional services contribute to the formation of appropriate conditions aimed at more intensive development of the personality of a preschool child, which the basic educational program of a preschool educational institution cannot always provide.

Bibliometric Map of Educational Robotics Studies

The purpose of this study is to determine the general trend of research in the field of educational robotics through bibliometric analysis. 1382 papers indexed in the WOS database between 1975-2021 were subjected to bibliometric analyses. The data of the study were analyzed using VOSviwer and SciMAT. At the end of the study, it has been concluded that in the field of educational robotics the most productive country was the USA, the most influential journal was Computers and Education, the most influential author was Bers, M.U., and the most influential institution was Tufts University. It has been also concluded that computational thinking, STEM, coding, programming, social robots, and communication themes have become a trend in the field of educational robotics in recent years.

Robotics Learning at Elementary School: Constructing Abstractions Using Multiple Instruments

This paper explores the robotics learning process at elementary school using a sociocultural approach. Its focus is on the activity of students aged 6-8 years during robotics learning sessions designed and implemented by two teachers. Drawing on two case studies, this research examines the functions of artefacts and semiotic representations during the learning process. While numerous artefacts are used, this question, well documented in the field of mathematics, is still little studied in the field of educational robotics. Microgenetic analyses highlight the multiple conversions triggered by the artefacts used in constructing the symbolic representations that make up the formal language to be acquired by students when learning how to program a sequence of instruction. The study highlights the embeddedness of the process of abstraction in this field.

Формирование компетентности педагога образовательной робототехники

In the near future, the most popular professions will be those related to digital technologies: IT specialist, big data engineer, data architect, robot developer, operator of robotic systems. In this regard, the modern digital society needs professionals with knowledge in the field of artificial intelligence, physics, electronics, programming and design. In order for such demanded personnel to appear on the labor market, their training must begin at school, developing children's interest in engineering and technical professions. To solve this problem, a subject was introduced into schools aimed at the formation of technical and engineering knowledge of students - educational robotics. At the same time, there was a need to train teachers in this area. The article describes a meaningful model of training future teachers of educational robotics, in which the components of their professional competence are highlighted, the target and methodological components of training are presented, the organizational conditions for the formation of teachers' competence for the successful implementation of professional activities in the field of educational robotics are determined.

Проблемы и особенности подготовки педагогических кадров в области образовательной робототехники

The article is devoted to the existing problems arising in the formation of teachers’ readiness for professional activities in the fi eld of educational robotics. The necessity of systemic training of pedagogical personnel meeting the demands of modern society and capable of teaching the young generation of the country at various educational levels, thereby increasing the level of engineering education, is established. The teacher of this direction should have knowledge from various scientifi c fi elds: computer science and information technology, physics, microelectronics and artifi cial intelligence. The article describes the experience of the Institute of Information Technologies and Telecommunications of the North-Caucasian Federal University in teaching children, schoolchildren and students of educational robotics, as well as the training of teachers and advanced training of existing teachers in this field. A promising area of research is the study of the organizational and methodological conditions for the formation of teacher competence and the development of teacher training technologies in the fi eld of educational robotics.

The Development of Computational Thinking in Student Teachers through an Intervention with Educational Robotics

Aim/Purpose: This research aims to describe and demonstrate the results of an intervention through educational robotics to improve the computational thinking of student teachers. Background: Educational robotics has been increasing in school classrooms for the development of computational thinking and digital competence. However, there is a lack of research on how to prepare future teachers of Kindergarten and Elementary School in the didactic use of computational thinking, as part of their necessary digital teaching competence. Methodology: Following the Design-Based Research methodology, we designed an intervention with educational robots that includes unplugged, playing, making and remixing activities. Participating in this study were 114 Spanish university students of education. Contribution: This research helps to improve the initial training of student teachers, especially in the field of educational robotics. Findings: The student teachers consider themselves digital competent, especially in the dimensions related to social and multimedia aspects, and to a lesser extent in the technological dimension. The results obtained also confirm the effectiveness of the intervention through educational robotics in the development of computational thinking of these students, especially among male students. Recommendations for Practitioners: Teacher trainers could introduce robotics following these steps: (1) initiation and unplugged activities, (2) gamified activities of initiation to the programming and test of the robots, (3) initiation activities to Scratch, and (4) design and resolution of a challenge. Recommendation for Researchers: Researchers could examine how interventions with educational robots helps to improve the computational thinking of student teachers, and thoroughly analyze gender-differences. Impact on Society: Computational thinking and robotics are one of the emerging educational trends. Despite the rise of this issue, there are still few investigations that systematize and collect evidence in this regard. This study allows to visualize an educational intervention that favors the development of the computational thinking of student teachers. Future Research: Researchers could evaluate not only the computational thinking of student teachers, but also their didactics, their ability to teach or create didactic activities to develop computational thinking in their future students.

Learning by Teaching with Humanoid Robot: A New Powerful Experimental Tool to Improve Children’s Learning Ability

Browsing the literature shows that an increasing number of authors choose to use the learning by teaching approach in the field of educational robotics. The goal of this paper is, on the one hand, to produce a review of articles describing the effects of this approach on learning and, on the other hand, to review the literature in order to explore the characteristics at the core of this approach. We will only focus on the work using a humanoid robot. The areas of learning studied are writing, reading, vocabulary, and reasoning, but also there are some metacognitive abilities like task commitment and mental state attribution. Their targets are from very young children to preadolescents. We can already notice some studies on pupils with special educational needs. In all of these domains, the results show a nonnegligible effect of learning by teaching both on learning and on metacognitive abilities. If the concept of learning by teaching is clear, a careful investigation of the different studies shows that experimental paradigms do not use the same basic characteristics. For some, it is the robot’s weakness, the care that must be given to it, which is the main requirement for the approach, while for others it is the unbalanced distribution of knowledge which is at the heart of it. The learning by teaching approach we will study has two components: the robot and the child tutor. The characteristics of the robot and what is asked of the child to accomplish his or her task of the tutor will be analyzed.

Robótica Educacional no Brasil: questões em aberto, desafios e perspectivas futuras

This paper investigates the current situation in the field of educational robotics and identifies challenges and open questions focusing on the use of robotic technologies as a tool that will support creativity and other learning skills for the individual education. Therefore, conclusions and proposals are presented for promoting cooperation of researchers and teachers in Brazil that might support the further development of the robotics movement in education.

Supporting learners' activities in a distance learning environment

In this paper, we describe the social context of a distance learning situation between teachers and learners and its cooperative learning activities. The objective is to make learners cooperate through project pedagogy. The project pedagogy is based on experiential learning and consists of learners working together in a team. During their cooperative activities, learners are supported by the system in a way that depends on the difficulties detected and the support style. When the system is no longer able to provide useful advice, learners are supported remotely by the teacher. We describe a model of multi-agent architecture providing this support. This architecture is made up of various communicating agents distributed across a network like the internet. We have developed a distance learning environment, based on this multi-agent architecture, in the field of educational robotics. We give an example to show how teachers can support learners remotely by modifying their interface or by acting on the distant physical device (a micro-robot).