Lego Robots Research Articles

Using the Lego Robot in Programming

A computer is a device that allows us to solve a wide variety of problems: from the simplest calculation to controlling a space rocket. But how can we get a computer to do all of the above?. By writing appropriate programs for it. A program is nothing but a sequence of instructions to solve a particular problem. The computer executes the programs that we write for it. The word programming refers to the activity of writing programs. Due to the prevalence of computers and computing devices, programming is one of the key skills today. In programming, we come across different principles: conditional statements, loops, event statements and various expressions. Learning these can be very tiring and difficult for some. Since most of the students have already encountered playing with Lego blocks while growing up, we decided to try to learn the basic principles by programming LEGO robots. First, we assembled a LEGO robot that will move (vehicle, animal, etc.). We attached some sensors to it (light sensor, touch sensor, ultrasonic sensor, etc.) with which we added intelligence to the robot. Then, using the LEGO robot programming software, we wrote a program that allowed the robot to move in certain situations (when touched, at a certain distance from an obstacle, in certain light, etc.). We used basic principles in the program and thus learned the basic principles of programming.

Aesthetic experience in technology education – the role of aesthetics for learning in lower secondary school robotic programming

IntroductionWithin the technology education research field, aesthetics has primarily been treated as either related to artifacts, design processes and innovation, or as related to students’ enjoyment, appreciation, and participation in technology and technology education. This study focuses on the role of aesthetics in technology learning more specifically the learning of programming. Previous research has pointed to aesthetics as important for the learning of programming, e.g., that programming activities in higher education typically involve experiences of frustration. While previous research is primarily based on student reports, there is a need for further exploration of processes of learning to program. The aim of this study is to explore the role of aesthetics for student learning to program in and what these processes may mean in relation to a disciplinary aesthetics of the technology subject.MethodsThe study was part of a design-based study with the overall purpose to develop the teaching of programming in lower secondary school. Data was collected from a programming task designed and implemented in school-year 9 (the students were aged 15–16) in Technology in two lower secondary classes. In total, three teachers participated in the implementation. The students pair-programmed Lego robots that should perform specific movements, such as following a curved line. Each group recorded their coding process along with audio, resulting in videos that documented the gradual evolution of their programs. These videos, capturing the real-time programming and associated student and teacher conversations, serve as the data for this study. In order to analyze the role of aesthetics in classroom conversations a Practical Epistemology Analysis was applied.ResultsThe results show that aesthetic judgments were important for orienting learning toward (1) the movement of the robot and (2) the ways to be in the programming activity. During the programming activity, the students expressed feelings of frustration but also joy and humor.DiscussionThe findings concur with previous research and contribute to further understanding the role of negative and positive aesthetic experiences in the teaching and learning of programming. The importance of the objects of aesthetic experience found in this study are discussed as part of a disciplinary aesthetic of programming.

TASK DESIGN FOR TEACHING CARDIOID CURVE WITH DYNAMIC GEOMETRY SOFTWARE AND EDUCATIONAL ROBOTICS IN UNIVERSITY PRACTICE

Considering Gen Z's learning needs, primarily focusing on bachelor IT students, a STEAM-based methodology was developed and tested for teaching and learning the principal properties of the cardioid curve. The four-component methodology is based on visuality and combines frontal teaching techniques with educational robotics, dynamic geometry software and project-based learning elements. Interactive learning materials were set up to support independent learning, including tasks which follow the guidelines of recent research on task design. Moreover, a cardioid drawing LEGO robot model was designed and built to visualise the generation process of the curve and to provide first-hand experiences for students. The participants involved in testing the methodology had to solve two homework problems using dynamic geometry software. An assessment system was set up to evaluate students' solutions. After a statistical analysis of the data obtained, it could be concluded that the four-component methodology is an effective didactic technique to facilitate the learning of the cardioid curve. Keywords: cardioid curve, dynamic geometry software, educational robotics, project-based learning

“Critical thinking, Communication, Collaboration, Creativity in kindergarten with Educational Robotics”: A scoping review (2012–2023)

Critical thinking, Communication, Collaboration, and Creativity are regarded as key skills for today's learners. Interest in robotics usage to develop such competencies in educational settings arises but there hasn't been so far mapping of the research conducted in this field. Thus, we present a scoping review of 59 articles published from 2012 to 2023 in 4 Databases and 2 Registers examining kindergarteners' skills through Educational Robotics. Our goal was to map which skills are commonly examined in kindergarten and under which terminology as well as to investigate the studies' features, the types of robotics, and the assessment tools utilized. Our findings depict that several skills are evaluated using different terms. Critical thinking is examined most frequently, creativity the least, and communication is integrated into collaboration and the opposite. Most of the researchers used the mixed method focusing on qualitative tools, examining quite a small sample size, and conducting the intervention for a short time. Also: BeeBot, Lego robotics kits (WeDo, Mindstorms), and social, humanoid robots are often used. Additionally, the evaluation tools used in the reviewed papers are presented and categorized into groups. This scoping demonstrates that robotics might affect positively the children's cognitive skills and creativity but may not facilitate their interactions so much regarding emotional expressions. Moreover, a gap in quantitative research on kindergarteners' skills development via Educational Robotics is spotted. Finally, this scoping review suggests: creating clear terms for skills, developing robotics tailored to kindergarten age, forming full robotics activities, and designing modular evaluation tools for young learners' capacities.

Gradient-mixing LEGO robots for purifying DNA origami nanostructures of multiple components by rate-zonal centrifugation.

DNA origami purification is essential for many fields, including biophysics, molecular engineering, and therapeutics. The increasing interest in DNA origami has led to the development of rate-zonal centrifugation (RZC) as a scalable, high yield, and contamination-free method for purifying DNA origami nanostructures. RZC purification uses a linear density gradient of viscous media, such as glycerol or sucrose, to separate molecules according to their mass and shape. However, many methods for creating density gradients are time-consuming because they rely on slow passive diffusion. To expedite the preparation time, we used a LEGO gradient mixer to generate rotational motion and rapidly create a quasi-continuous density gradient with a minimal layering of the viscous media. Rotating two layers of differing concentrations at an angle decreases the time needed to form the density gradient from a few hours to minutes. In this study, the density gradients created by the LEGO gradient mixer were used to purify 3 DNA origami shapes that have different aspect ratios and numbers of components, with an aspect ratio ranging from 1:1 to 1:100 and the number of components up to 2. The gradient created by our LEGO gradient mixer is sufficient to purify folded DNA origami nanostructures from excess staple strands, regardless of their aspect ratios. Moreover, the gradient was able to separate DNA origami dimers from DNA origami monomers. In light of recent advances in large-scale DNA origami production, our method provides an alternative for purifying DNA origami nanostructures in large (gram) quantities in resource-limited settings.

The Effect of Lego Robotics Coding on Primary School Students' Academic Achievement and Attitudes of Science

The current research aims to examine the effects of LEGO robotics coding on primary school students' academic achievement and attitudes toward science courses. A pretest-posttest control group design was used in the study and the participants joined the study randomly divided into control and experimental groups. While the control group was trained with the traditional method, the experimental group was trained via the constructivist method. To determine the effects of two different teaching methods on the student's success and attitudes, the science lesson attitude scale was applied in a pre-test and post-test form. The study group consists of 33 students who were randomly selected. Through the study, we concluded that LEGO robotics coding provides more meaningful and effective learning on primary school student's academic achievement and attitudes when compared with the control group.

Promoting Computational Thinking, Computational Participation, and Spatial Reasoning with LEGO Robotics

Promoting Computational Thinking, Computational Participation, and Spatial Reasoning with LEGO Robotics

Development of the control system for LEGO Mindstorms EV3 mobile robot based on MATLAB/Simulink elements

The Mindstorms EV3 robot, developed by LEGO, is one of the popular robots that has been widely used in various fields. Unlike previous versions of mobile LEGO robots, EV3 allows the development of real-time applications for teaching a variety of subjects, as well as for conducting research experiments. The object of research in this case is the Mindstorms EV3 robot connected to MATLAB/Simulink. The design consists of a controller, one color sensor, two servo motors and one support wheel. Each servo motor is built on a DC collector motor with a matching gearbox and has the ability to measure the number of revolutions corresponding. A digital sensor with a sampling frequency of 1 kHz is used as a color sensor, which can determine the color or brightness of light. Despite its popularity, the EV3 robot control system in interaction with the MATLAB/Simulink programming environment is a rather complex solution and therefore requires further research. The scientific part of the research focuses on discovering the regularities of the Mindstorms EV3 control system, developing a control system model, and exploring the potential of MATLAB/Simulink to expand the robot's capabilities. An analysis of the main elements of the control system, such as sensors and servos, was carried out. The graphs of the dependences of the characteristics of the servo drives were built and the efficiency of the robot movement was checked depending on the parameters set in the program. The result of the development of the mobile robot control system was the adjustment of the mobile robot movement regulators along a given trajectory in the form of a drawn line, which allowed estimating the maximum permissible speed of the robot movement. The presented research and development of a control system based on MATLAB/Simulink elements allows using the proposed method to control a mobile robot with high precision, analyze and verify the robot's electromechanical parameters in real time. This control system has a high potential and can practically be integrated into industrial objects of mobile robotics, provided types the sensors and executive mechanisms of the mobile robot match.

Scratch versus LEGO robots: Which engages undergraduates more in programming education?

AbstractBackgroundBeing easy to learn and fun, block‐based programming tools are widely used to teach students introductory programming. Scratch and LEGO robots are two popular block‐based programming tools. However, the objects they manipulate are completely different. Scratch manipulates graphical virtual sprites, whereas LEGO robots manipulate physical robots. Different manipulating objects may bring students varied learning experiences.ObjectivesThis study compared undergraduate students' learning engagement and flow experience when programming on Scratch and LEGO robots.MethodsThe study was conducted in a programming course which involved 28 Chinese undergraduates. At the end of the 14‐week course, all students were requested to complete the questionnaire twice, one for their perceptions of Scratch and the other for those of LEGO robotics. Three semi‐structured focus‐group interviews were also conducted for students' perceptions of the course.Results and ConclusionsThe results showed that LEGO robots scored significantly higher on behavioural and emotional engagement, while cognitive engagement was not significantly different. As for the flow experience, Scratch provided students with a greater sense of control, while LEGO robots allowed students to experience temporal distortion. There were no significant differences in terms of clear goals and immediate feedback.TakeawaysOur study contributes to a better understanding of students' engagement and flow experience in block‐based programming and helps teachers select appropriate programming tools for teaching.

Stan Is THE Van: Mobile Makerspace a Hit in Ohio

Stan the Tech Van is an experience on wheels belonging to Madison (OH) Public Library (MPL). It’s not just a 2022 Ram Promaster 2500 cargo van; it can hold an FDM 3D printer along with other tech on carts in the back. We chose a high roof delivery van to allow any staff member the ability to drive Stan for a program or event since it does not require a commercial driver’s license. Stan is outfitted with delivery shelving, a roof rack, and an awning package as well as a powered Gramps Aluminum Gated Commercial Van Ramp System. It’s more than a vehicle that holds enough LEGO Robotics that a staff member doesn’t have to clean out his or her car to get a classroom set out to a school. It’s a mobile makerspace that holds all types of machines that anyone can use to create all sorts of projects.

Play and Learn: Introduction of Robotics to the Library

Our library, the Katona József Library of Bács-Kiskun County, has recently started to introduce the basics of robotics, currently with LEGO Mindstorm kits. LEGO robots are programmed using a simple, graphical interface, making it easy for anyone to learn. Our main objective is to show the public that robotics is not just a thing of the future, but an important element of our time today. We see our work in this direction as a “first step”. Considering different possibilities and needs, two types of programmes on robotics have been developed. The shorter, one-hour session will present the way to robotics in the modern sense, through examples of cultural and technological history and current applications. This will be followed by a playful trial of three different robots on display. For those who want to learn more about robots, we offer a weekly “Library Robot Hour”, a club-like service where you can learn how to code robots and solve specific tasks, either with help or independently at your own pace.

Instructional practices promoting computational thinking in STEAM elementary classrooms

We examine how elementary STEAM (science, technology, engineering, art, and mathematics) teachers designed and implemented instructional practices to encourage computational thinking (CT) during problem-solving activities. After teachers created STEAM lessons aligned with state standards and CT practices, students made artifacts while solving problems related to science, English-Language Arts, Art and music. Students used digital tools such as Scratch, Hummingbirds, Spheros, littleBits, Lego Robotics and 3-D modeling software. Teachers’ instructional practices included recognizing CT opportunities, building collaborative culture, helping students make connections and designing with limited materials. Students drew on prior experiences, verbalized CT practices, recognized peer expertise and were comfortable with failure. We discuss ways to extend CT learning, broaden participation and improve elementary teachers’ capacity to integrate CT into instruction.

Lego Robot with an Organic 'Brain' Learns to Navigate a Maze

Lego Robot with an Organic 'Brain' Learns to Navigate a Maze

Self-Study of Neural States Using Mind-controlled Programable LEGO Robots

Self-Study of Neural States Using Mind-controlled Programable LEGO Robots

Elementary Students’ Performance and Perceptions of Robot Coding and Debugging: Embodied Approach in Practice

ABSTRACT Using robotics and programming, this study investigated the effects of different levels of embodied instruction on the problem-solving, debugging, programming proficiency, self-determination, and self-efficacy of students in ethnically diverse elementary classrooms. The first small-scale, quasi-experimental study involved 37 second-graders, who were randomly assigned to an embody or a non-embody group. Results showed that embodied planning activities benefited these young learners’ LEGO Robotics problem-solving and self-determination skills. Based on these findings, a second study implemented different types of embodied activities (full-embody, low-embody, and control condition) in a debugging problem-solving activity for 51 kindergarten and 1st-grade students, also from ethnically diverse populations. The findings from this study suggested that the embodied learning activities promoted students’ problem-solving skills in robotics and the use of debugging strategies in coding applications. However, different effects were found for groups by condition and the outcome variable. Based on these mixed results, the authors propose activities applicable in real-world elementary classrooms to introduce practical robotics and programming activities.

Learning With Robots: Teaching and Supporting Productive Struggle in a Math Methods Course

In 2014 NCTM advocated for productive struggle by expressing the need for teachers to allow their students the time necessary to grapple with their mathematical “uncertainties.” We posit pre-service teachers need opportunities to productively struggle when learning and applying their mathematical understanding in order to understand how productive struggle can support their future mathematics students’ development of critical thinking, problem-solving, and collaborative skills. The participants in this research were seven pre-service teachers in an undergraduate, middle grades mathematics course during Fall 2019 or Spring 2020. The focus of this research was to investigate how the pre-service teachers experiences with productive struggle as they learned about, and with, Lego robotics informed their understanding of the benefit of productive struggle. A qualitative framework incorporating an action research format was utilized for the data collection and analysis. Findings show pre-service teachers benefit from the opportunity to experience productive struggle, which informs their ability to create opportunities for productive struggle while planning lessons that incorporate Lego robotics for their future students.

From Scratch to Python : Lego Robots as Motivational Tools for Coding

Educational Robotics is a specific interdisciplinary field that improves learning experience and develops student skills and competences through robotic-based activities. Constructing of robot models provide hands-on experiences for children while programming the built model teach basic coding knowledge for them. Instead of use text-based programming languages coding can be learned by a Scratch-based language in an age-appropriate way. Educational robots are excellent tools of introducing and teaching programming at all levels of education, though most of them aim at pupils in primary and secondary schools. LEGO Education's products also stand out among the educational robots thanks to their high quality and the very wide range of projects and teaching materials. The recently released Lego robot, SPIKE Prime, can also be programmed in Python, providing a playful way to learn the basics of object-oriented programming even in higher education.

Improving the quality of preschool education through introducing preschoolers to technical creativity

Today, society needs socially active, independent and creative people capable of self-development. Innovative processes in education require new approaches. The formation of motivation for the development and learning of preschoolers, as well as creative cognitive activity - these are the main tasks that the teacher faces today within the framework of federal state educational standards. These difficult tasks, first of all, require the creation of special learning conditions. In this regard, design is of great importance. In the article, we reveal the conditions for working on LEGO technology and robotics with the children of our group.

Displaying parametric curves with virtual and physical tools

Parametric curves play an important role in mathematics and engineering education. The purpose of this paper is to introduce the hypotrochoid family of curves and to provide ideas and tools for teaching the topic. We give the general parametric equations of hypotrochoids and show that several special curves can be derived from these equations. To display the curves we use the Hypotrochoid Equation Tracer, which is a dynamic application made by Desmos graphic calculator. In addition we have created a LEGO robot called Spikograph, that models a Spirograph and draws different hypotrochoids providing a physical experience for students. Finally, we have compiled a student project to practice and deepen the knowledge about hypotrochoids.

VR simulator for LEGO robots programming training

VR simulator for LEGO robots programming training