Lego Robots Research Articles

Designing Effective Spaces, Tasks and Metrics for Communication in Second Life Within the Context of Programming LEGO NXT Mindstorms™ Robots

Science education is concerned with the meaningful pursuit of comprehension, knowledge and understanding of scientific concepts and processes. In Vygotskian social constructivist learning, personal interpretation, decision-making and community cooperation fosters long-term understanding and transference of learned concepts. The construction of knowledge requires learners to be actively involved in the process of learning. For effective science learning to take place an instructor’s pedagogical approach must be anchored in meaningful contexts so that students have actual opportunities to experience science. This paper presents the early stages of a research project that attempts to assess and define effective measurements for evaluating strategies for communicating science by using LEGO robots and Mindstorms™ RCX controllers that are collaboratively constructed and programmed by students using virtual technologies while physically situated in different locations.

학생의 과제에 대한 태도와 사고력에 따른 문제공간의 형성과 정교화

탐구는 학교과학에서 지속적으로 강조되어 왔다. 하지만 학교에서 주어지는 문제는 학생들이 일상생활에서 경험하고 부딪치는 문제들과는 여러 면에서 다르다. 본 연구의 목적은 학생들이 문제에 대한 인지도식을 거의 갖고 있지 않을 때, 과제에 대한 태도와 사고력이 문제해결과정, 특히, 문제공간의 형성과 정교화에 어떻게 영향을 미치는지를 알아보는 것이다. 이를 위하여 연구자는 미국의 한 영재센터 여름방학 프로그램 중 4-6학년 영재학생 대상 '레고 로봇 수업'에 참여한 학생들의 문제해결전략을 추적하였다. 결과는 다음과 같다. (1) 과제의 선택과 파악방법, 작동자에 대한 인식의 차이 등 과제에 대한 태도는 서로 다른 문제공간을 형성하게 하였다. (2) 분석적 사고, 융통성, 효율적인 정교화 기술, 기존 인지도식의 적용 등의 사고력의 수준 차이는 문제공간의 정교화 차이와 문제해결의 성공여부로 이어졌다. (3) 초기의 문제공간의 차이는 문제해결전략의 형성 차이를 가져왔지만, 사고력 없이는 효과적인 문제해결전략의 정교화가 이루어지지 못하였다. 마지막으로, 위의 결과를 바탕으로 과학탐구를 증진시킬 몇 가지 사항이 제안되었다. Inquiry has been emphasized in science classrooms, but the problems shown in the inquiry are somewhat different with ones that students usually meet and experience in everyday life. The purpose of this study is to investigate how attitudes toward the task and thinking skills affect students' problem solving process, especially, the way of creating a problem space and elaborating problem solving strategies when they have little schema. The difference in students' problem solving strategies of Lego Robotics class, one of the summer programs for <TEX>$4^{th}-6^{th}$</TEX> grade gifted students, which is new to them, was investigated. The results are as follows: (1) The difference in attitudes toward the task, or selection and identification of the missions, and the perception of operators, affected creating a different problem space. (2) Different level of thinking skills, or analytical and flexible thinking, efficient elaborative skill, and application of schema affected a different level of elaboration of the problem space and resulted in asuccess rate of problem solving. (3) Different initial problem space resulted in different problem solving strategies. But without thinking skills, students could not elaborate problem solving strategies efficiently. Several instructional recommendations to promote scientific inquiry were suggested based on the results.

Introduction for Freshmen to Embedded Systems Using LEGO Mindstorms

The purpose of the course presented here is to introduce freshmen to embedded systems using LEGO Mindstorms, under an ANSI-C programming environment. The students build their own LEGO robots, make programs for them using ANSI-C, and operate them. By creating these LEGO robots, the students become more motivated, learning the basic concepts of embedded systems and how these concepts can be applied to real world problems.

Combining AIMA and LEGO mindstorms in an artificial intelligence coursetobuild realworldrobots

We show how the example code from the book Artificial Intelligence: A Modern Approach (AIMA)by Russell and Norvig can be used to help build real world robots with LEGO Mindstorms. This melding can increase students' productivity and learning by using examples and code from labs to augment the functionality of a LEGO robot. Artificial Intelligence computation is offloaded to a computer, allowing the robot to react quickly to its environment while still enabling the use of complex, memory-intensive algorithms. We show this through hardware and software discussions, teaching methodologies, past student projects, and classroom experience over two years at Syracuse University.

Teachers respond functionally to student gender differences in a technology course

AbstractThis study examines teacher–student interactions and selected student gender differences with volunteer boys and recruited girls in a technology class. The participants were teachers and triads of girls and boys in single‐gender sections of a technology course where the students built, designed features for, and programmed Lego robots. We analyzed transcripts of videotapes of instruction; teacher, parent, and student interviews; student questionnaires; and final programs. Girls and boys differed in a number of ways, and teachers explained their differing interactions with boys and girls as functional responses to those differences. At the end of the course, volunteer boys and recruited girls did not differ in achievement or interest in the course. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 322–345, 2008

The LEGO Mindstorms NXT Idea Book

No abstract available.

The Power of String: Building a Conceptual Foundation for Measuring Rate

How can a qualitative manipulative such as string help students understand measurement? Specifically, can string help students conceptualize rate? Our analysis of the concept of rate led us to design lessons that isolated time and distance as variables and culminated in the string activity presented here. In this article, we describe the progression of these lessons and how they helped students build a conceptual foundation for rate. In fits and starts, we have come to appreciate the power of string as an instructional strategy that helps students connect their intuitive sense of speed with a beginning understanding of rate. Conceptually, this progression leads learners to reorganize the relationship between time and distance. The string lessons captivated us because we work in the world of Lego robotics. We mentor teachers in integrating new learning technologies into their mathematics curriculum. The lessons using string have reminded us that the value of integrating any technology, old or new, lies in its support of learning.

An accessible, hands-on tutorial system for image-guided therapy and medical robotics using a robot and open-source software

This paper describes a new open-source tutorial for image-guided therapy (IGT) and medical robotics that is both accessible and hands-on using the LEGO Mindstorms NXT (a commercially available robotics kit) and 3D Slicer (an open-source application for medical image processing). The tutorial covers all stages of a typical IGT or medical robotics procedure, including the concepts of imaging, preoperative planning, targeting and tracking, navigation and registration, by using the LEGO robot to perform a “needle biopsy” on a phantom (anatomical model) made of traditional LEGO pieces. In addition, this paper describes a C++ library that allows direct control of a LEGO Mindstorms NXT robot from a Linux computer over a USB connection.

A Virtual Instructor Service-Oriented Architecture for Teaching Robotics in Mixed Reality

One of the biggest challenges faced by most computer science educators is assessing whether a student comprehends programming and robotic design concepts. In this paper, we introduce the benefits of exploring new technologies for learning in the form of LEGO robotics and obtaining problem solving skills. Students use the LEGO (Mindstorms for Schools) Team Challenge kit #9790 in conjunction with a programming environment called ROBOLAB. Finally, we propose a Virtual Instructor as a mixed reality based instructional system that addresses these learning challenges and reduces the learning curve for robotics as well as enhances robotic instruction.

Robotics projects as an integration exercise in a sophomore-junior level analog electronics course

A robotics project involving the custom design and implementation of analog transducers into LEGO robots has been added to our sophomore-junior level analog electronics course. This project allows the integration of circuit components whose properties and applications are learned throughout the course into a final unified project, motivates students to exercise initiative and creativity, and demonstrates a current application of analog electronics. Feedback both from students and the campus community has been very positive.

Does lego training stimulate pupils’ ability to solve logical problems?

The purpose of this study is to investigate the effect of a one-year regular robotic toys (lego) training on school pupils’ performance. The underlying pedagogical perspective is the constructionist theory, where the main idea is that knowledge is constructed in the mind of the pupil by active learning. The investigation has been made in two steps. The first step was before the treatment and the second after treatment. For both cases we have constructed and included control groups. The data was gathered from different pupils from two different age categories, from different classes, from different schools, and finally from different places in Sweden. We have investigated whether the approach of involving the lego training in the schools activities might lead to improving the adoption process and that the pupils would perform better in mathematics and technique. Our null hypothesis states that the lego robots do not have a positive or negative effect on the pupils’ ability to solve mathematical and logical problems. A one-way ANOVA test leads to acceptance of the null hypothesis. However, when ANOVA test was performed on sub groups of pupils, the null hypothesis was rejected in some cases. This indicates that lego training may be useful for some groups of students. Furthermore, a hypothesis test regarding certain correlation measures was conducted, supporting this theory. In general, the statistical analysis suggest that there is no obvious over-all effect of lego, though there are significant positive effects of lego for sub groups of pupils. In all, we find the results promising enough to suggest a larger experiment to be performed. The pupils have different learning styles in their approach to LEGO training. The role of the teacher, as a mediator of knowledge and skills, was crucial for coping with problems related to this kind of technology. The teacher must be able to support the pupils and to make them understand the LEGO Dacta material on a deeper level.

Fuzzy Configuration Space for Moving Obstacle Avoidance of Autonomous Mobile Robots

A fuzzy configuration space description method that provides the path planning solution for autonomous mobile robots in dynamically changing environment is proposed based on a hybrid planning algorithm that combines total solutions and reactive control through fuzzy proximity measures. The system (made with C++) that monitors and controls mobile robots remotely is created using a multithreaded model while taking advantage of high performance OpenGL routines to counter the increase in computational cost generated by this approach. Experiments on a real Lego robot are performed using a personal computer with a 1.5GHz Pentium4 CPU and a CCD camera. The efficiency of the hybrid algorithm and the potential of this approach, as a distributed system, in greatly changing dynamic environments are shown. The system provides a starting point for further development of distributed robotic systems, for application in human support tasks where interaction with nonprecise human behaviors are better mentioned with fuzzy parameters.

LEGO robots and AI

This tutorial will present how instructors can incorporate LEGO robots into their AI course with minimal time, effort, and resource commitment. The tutorial will: 1) cover the principles behind using robots for knowledge-based, open-laboratory projects; 2) share the design and details of several projects; 3) work the participants through sample solutions to a few of the projects, preferably hands-on; and finally, 4) discuss alternatives to LEGO and knowledge-based projects in AI. Participants will be able to apply the tutorial materials immediately to their AI course.

The ROBORACE contest

The ROBORACE project introduces students to feedback control and systems concepts. The project is aimed at students in their first year of university studies and at young people leaving high school. Without going into mathematical details, the participants learn about the ideas and possibilities of control engineering. Students apply their knowledge by constructing and programming an autonomous LEGO robot, which has to solve a control-related task. The teams compete with their robots in a final public contest. The ROBORACE contest has been held several times. Every year, about 25 teams participate in the event. The contest increases the students' enthusiasm for control engineering. This claim is supported by a 30% rise in student numbers in control classes during the last two years. The project has proven to be a critical part of undergraduate education in engineering cybernetics at the University of Stuttgart. Considering that every first-year student of engineering cybernetics and students from close to 30 different high schools have taken advantage of ROBORACE, the project has been a big success and a lot of fun.

Enhancing lisp instruction with RCXLisp and robotics

This paper presents the RCXLisp library, an extension to Common Lisp that allows students to investigate a broad range of artificial intelligence and computer science topics using the LEGO MindStorms® platform. The library has two features that distinguish it from other third-party packages and languages designed by academics and hobbyists for programming the MindStorms platform. The first is that it supports both remote control and on-board programming of MindStorms robots. The second is that it supports targeted communication between multiple LEGO robots and command-center desktops. The package is also the only one to be integrated into most popular Common Lisp programming environments. This paper also summarizes student experiences with the package over the years 2000-2003 in an Artificial Intelligence course.

From science projects to the engineering bench

The CISSRS surgical LEGO robot competition gives high-school students hands-on experience. The CISSRS Surgical LEGO Robot Competition leverages the increasingly multidisciplinary field of surgical robotics and the versatile but easy to learn Mindstorms system to introduce participants to CIS by giving them hands-on experience in solving real-world, cutting-edge science and engineering challenges in a fun and exciting environment. Over the course of a long weekend, participants with little or no computer or engineering experience can learn the necessary skills to design, build, program, test, and demonstrate a robot that performs a realistically simulated surgery.

Hybrid Fuzzy Adaptive Control of LEGO Robots

The main drawback of “classical”fuzzy systems is the inability to design and maintain their database. To overcome this disadvantage many types of extensions adding the adaptivity property to those systems were designed. This paper deals with one of them a new hybrid adaptation structure, called gradient-incremental adaptive fuzzy controller connecting gradient-descent methods with the so-called self-organizing fuzzy logic controller designed by Procyk and Mamdani. The aim is to incorporate the advantages of both Principles. This controller was implemented and tested on the system of LEGO robots. The results and comparison to a ‘classical’(non-adaptive) fuzzy controller designed by a human operator are also shown here.

I show you how I like you - can you read it in my face? [robotics

We report work on a LEGO robot that displays different emotional expressions in response to physical stimulation, for the purpose of social interaction with humans. This is a first step toward our longer-term goal of exploring believable emotional exchanges to achieve plausible interaction with a simple robot. Drawing inspiration from theories of human basic emotions, we implemented several prototypical expressions in the robot's caricatured face and conducted experiments to assess the recognizability of these expressions.

I Show You How I Like You: Human-Robot Interaction through Emotional Expression and Tactile Stimulation

We report work on a LEGO robot capable of displaying several emotional expressions in response to physical contact. Our motivation has been to explore believable emotional exchanges to achieve plausible interaction with a simple robot. We have worked toward this goal in two ways. &lt;p&gt;First, acknowledging the importance of physical manipulation in children's interactions, interaction with the robot is through tactile stimulation; the various kinds of stimulation that can elicit the robot's emotions are grounded in a model of emotion activation based on different stimulation patterns.&lt;/p&gt;&lt;p&gt;Second, emotional states need to be clearly conveyed. We have drawn inspiration from theories of human basic emotions with associated universal facial expressions, which we have implemented in a caricaturized face. We have conducted experiments on both children and adults to assess the recognizability of these expressions.&lt;/p&gt;

Cocoa at the Visual Programming Challenge 1997

Cocoa is a visual programming language for children. Cocoa attended the Visual Programming Challenge '97 for two reasons: to show that a fairly complex task could be implemented in Cocoa, and to test Cocoa's third-party extensions mechanism. The challenge was to navigate a Lego robot over an arbitrary track of Lego street tiles, and to create a map of the entire layout. Cocoa not only provided a solution but also won the competition. We introduce Cocoa and present our solution to the VPC '97.