Mindstorms EV3 Research Articles

Effects of Robotic Coding on Computational Thinking Skills of Secondary School Students

In recent years, computational thinking has garnered increased attention as an essential problem-solving skill. One of the methods to develop students’ computational thinking skills is robotic coding activities. This study sought to investigate the impact of robotic coding activities on the self-efficacy perceptions of secondary school students’ computational thinking skills. A one-group pretest-posttest quasi-experimental design was employed, involving 32 secondary school students. These students, organized in groups of four, engaged in hands-on robotic coding activities using Lego Mindstorms EV3 Education robots over a total of 20 hours. Data were collected before and after the robotic coding activities using the Self-Efficacy Perception Scale for Computational Thinking Skills (SEPSCTS) instrument, comprising 36 items categorized into five factors. The data were analyzed using paired samples t-tests and analysis of covariance (ANCOVA). The results demonstrated a significant increase in students’ self-efficacy perceptions of computational thinking skills following the activities, with this increase observed consistently across genders. Finally, the challenges encountered during research and practice were reported, along with the study’s limitations, to inform future research endeavours.

Alternatives to replace LEGO EV3: using the next-generation Mindstorms and Stem:Bit kits in education

Anyone who has dealt with robotics education has evidently encountered the LEGO Mind-storms EV3 model, which has played a crucial role in this field since 2013. However, the production of these robots has officially ceased, and their support will end in the near future. In our article, in addition to introducing the new generation LEGO Mindstorms Robot Inventor, we also aim to present a cheaper alternative in the form of Stem:Bit, which we recommend as a replacement for the EV3. A vital aspect of comparing these devices is to examine what functions they provide compared to the EV3, and what advantages and disadvantages each has in robotics education.

Exploring students’ mathematical thinking skills in educational robotics activities

This study aims to determine how mathematical thinking skills are exhibited in educational robotics activities. In the study, activities with Lego Mindstorms EV3 robot kits were designed and implemented. An exploratory case study is adopted with secondary school students. The data obtained from open-ended questions, observations, and interviews were analyzed by content analysis. The results demonstrated various strategies in specializations and generalizations in terms of mathematical thinking skills while solving robotics problems. In this framework, "noticing symmetry", "finding a relationship between angle and direction of rotation", "noticing obtuse angles, acute angles”, and “noticing the change of sign when changing the direction of angles” were found prominent strategies in the specialization dimension. The strategies of "finding solutions compatible with the problem", "using algebraic operations", and "making calculations" were found prominent in the generalization. We hope that the findings of this study will assist in the future design and implementation of the applications of educational robotics activities for mathematical thinking.

Exploring the Executable SysML Capabilities to Integrate and Operate Hardware in the Loop

AbstractThese days, systems engineers use advanced software tools and standardized modeling methods to break down complex systems into simpler, less complicated parts that are easier to understand. This includes CATIA Magic that allows for systems architecture, as well as more in‐depth Systems Modeling Language (SysML) modeling and simulation. The goal of this paper is to explore the capabilities of SysML to model and control hardware in the loop (HIL). The model of a weapon system was created using several different diagrams commonly used in SysML. When these diagrams are used together with the CATIA Magic simulation toolkit (Magic Model Analyzer), they can be made executable and used for simulation purposes. While CATIA Magic was selected to provide a digital model of the weapon system, a LEGO Mindstorms EV3 development kit was selected to create a mockup of a physical system. The CATIA Magic model reacts to the inputs received from the LEGO sensors and sends control signals to motors built into the LEGO model. In general, the integration between the LEGO Mindstorms and CATIA Magic can be done successfully, however, this study revealed certain limitations pertinent to the current capability of CATIA Magic to make connections between the SysML model and LEGO hardware. While these limitations did not allow for a full integration and in‐depth testing of the created dynamic model, as intended, the paper presents the current state of the project discussing what is involved in integrating CATIA Magic and LEGO Mindstorms kits and what functionality could be achieved by doing this. The paper pursues both the educational aspect that allows a deeper exploration of the modern system modeling tools, and the practical aspect, showing how a SysML model can be integrated with HIL to provide opportunities to better understand the design space at earlier stages of system development.

Один из способов обучения робототехнике на базе Мобильного «Кванториума»

The article argues for the importance of additional education for adolescents in the field of technical creativity. The emphasis is on Continuing Education Centers, in particular on Children's Technology Parks “Quantoriums”. The development of an additional general educational program “LEGO Mindstorms EV3 Robotics in the Mobile Technopark” is given, which is implemented for 16 hours in the State Educational Institution “RCDOD”, Saransk. The purpose and objectives of this program, thematic planning are described, the content that students must master is revealed, and tasks for the entrance (survey), current (laboratory work), intermediate (test, project work) and final control (project) are given. The results of testing the program in various regions of the Republic of Mordovia are presented. It is concluded that the developed educational materials can help teenagers master the basics of robotics, encourage them to choose a robotics profession, and show the importance of robotics.

Engaging Young Students in Effective Robotics Education: An Embodied Learning-Based Computer Programming Approach

Robotics education has received widespread attention in K-12 education. Studies have pointed out that in robotics courses, learners face challenges in learning abstract content, such as constructing a robot with a good structure and writing programs to drive a robot to complete specific learning tasks. The present study proposed the embodied learning-based computer programming approach and applied it to the LEGO Mindstorms EV3 robotics course. To evaluate its effectiveness, a quasi-experiment was conducted in one public primary school to explore its effects on students’ learning achievement, learning motivation, learning attitudes, learning engagement, and cognitive load. The experimental group (40 students) adopted the embodied learning-based computer programming approach, while the control group (40 students) adopted the conventional computer programming approach. The results showed that the experimental group had significantly better learning achievement in robotics than the control group, and that there was no significant difference in the cognitive load of the two groups. In terms of learning motivation, although both groups showed improvement, the experimental group had higher intrinsic learning motivation. In addition, the experimental group outperformed the control group with regard to learning attitudes and learning engagement (including cognitive, behavioral, and emotional engagement). Accordingly, this study could contribute to future research for developing more effective robotics teaching approaches and computer programming activity design.

Analysis of Changes in Robot Activity Levels in Mathematics Classes Based on Van Hiele Theory

This study designed robot programming classes toward mathematical concepts and curriculum to introduce robotics, a representative technology of the Fourth Industrial Revolution era, into the mathematics classroom, and analyzed the changes in students’ van Hiele levels. This study presented the robot activity levels (RLs) per the van Hiele levels of geometric thinking (VLs), and applied each RL to the class’s design, including tasks. The students’ learning process and class results were analyzed to ascertain whether their VL increased. The class was conducted with gifted middle school students, and utilized LEGO Mindstorms EV3, an extensively used educational robot. While performing RL based tasks, students sequentially completed tasks RL1~RL4. This study focused on the task performance process of VL3 students to investigate how they transition to a RL beyond their VL. As students performed the five tasks designed to help them transition from VL3 to VL4, reflecting the rise in the van Hiele levels of geometric thinking, they gradually progressed through the active inquiry and finally reached VL4 by completing RL4 tasks.

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.

Os robôs educacionais são bons para o aprendizado comunicativo de inglês para alunos do ensino fundamental?

Abstract This paper presents a pilot study that focuses on the exploratory and rapid prototyping within the humanin- the-loop control of a self-constructed and developed educational robot in assisting communicative English learning in primary Education in Madrid, Spain. The study sample was composed of 37 3rd graders that attended four English learning program sessions in November 2021, in which robot integration plays a leading role as learning material. To achieve the above, an easy-to-build, programmed and economical LEGO Education Mindstorms EV3 package was optioned. Pre-and-post questionnaires, classroom observations, and an evaluation sheet that measures self-evaluation, peer evaluation, and teacher evaluation were applied. The result reveals students’ perception of the pioneering robot and although preliminary, presents validation of the technology for English class assistance. Another finding suggests that students’ stress generated from communication in English among peers was reduced with the companion of the robot. Due to the nature of a pilot study, both the number of sessions and the sample size are limited to determine if the robot is helpful in students’ vocabulary acquisition in the long run. Further study is to be conducted with the pioneer model to teach vocabularies of different categories for a longer period. The findings of this pilot study will serve as a reference in the attempt to develop and reproduce promising robots to assist English teaching and learning that are accessible to public schools.

The Effect of Virtual Reality Assisted Robotics Coding Teaching on Spatial Visualization and Coding Skills

The aim of this study is to examine the effect of virtual reality (VR) assisted robotic coding teaching, which is a different platform used in robotic coding education, on spatial visualization and coding skills. In order to achieve this aim, a research was designed according to the quasi-experimental design with pre-test post-test control group. 56 sophomore students studying in the Elementary Mathematics Teaching program were divided into experimental and control groups. In the experimental application, which lasted for 4 weeks in total, 8 hours of VR assisted robotic coding teaching was given to the experimental group. Students both created and coded the robots using virtual reality versions of the LEGO® Mindstorms EV3 robot sets. In the control group, the students physically used the LEGO® Mindstorms EV3 robot sets and coded the robots they prepared. Before and after the instruction, the spatial visualization and coding skills of the participants in the experimental and control groups were measured and their changes at the end of the process were examined. As a result of the research, it was determined that there was a significant increase in the coding skills and spatial development, spatial rotation and spatial view skills of the pre-service teachers in the Elementary Mathematics Teaching program, who designed and codes robots using virtual reality technology. Accordingly, it was concluded that the use of virtual reality technology instead of the physical sets used in robotic coding teaching had a similar effect on students' coding skills.

Integrasi Computational Thinking Menggunakan Lego Robotika Pada Pembelajaran Pemrograman

<p class="Abstract"><span lang="EN-US">School extracurricular activities potentially facilitate the development of students' talents and interests. This community service activity introduces the integration of Lego Mindstorm EV3 Robotics into extracurricular programming activities at PPQ IT Al Mahir, Karanganyar. It is expected to benefit students' Computational Thinking skills and interest in STEM careers of the PPQ-IT Al Mahir Islamic Boarding School students Karanganyar. This community service aimed to develop the character of the Pancasila Student profile according to the purpose of the Merdeka Curriculum. The activity was carried out in the period from July to October 2022. The three stages of community service were 1) preparation, 2) robotics workshop, and 3) deployment. The report concludes that the robotics module ran well for the high-school student level and contributed to the participants' robotics and programming interest. The extracurricular framework would be the potential for deployment in the other school setting.</span></p>

COMPARISON OF VELCOITY CONTROL MODELS IN CASE OF MERGING OF TWO SHORT VEHICLE PLATOONS

In this study, the velocity control models of self-driving vehicles in vehicle platoons are studied when two platoons of two vehicles merge to one platoon. The velocity control is defined by means of the vehicle following models including vehicle-to-vehicle distance and the velocity differences. The model parameters are designed to minimize the three types of objective functions. Three objective functions are summarized as follows; the first is related to the overshoot of velocity, the second is to the vehicle-to-vehicle distance and the third is to the vehicle-to-vehicle distance and the acceleration. The effectiveness of models is compared in the experiment of LEGO MINDSTORM EV3. The results show that the objective function related to the velocity suppresses the excess amount of velocity and tends to be slow response, and that the objective function related to vehicle-to-vehicle distance produces a large excess amount and, however, shows a quick response result. Therefore, the parameters determined from the second and the third objective functions are better than that from the first one.

Application of EEG Signals Integration to Proprietary Classification Algorithms in the Implementation of Mobile Robot Control with the Use of Motor Imagery Supported by EMG Measurements

This article is a continuation and extension of research on a new approach to the classification and recognition of EEG signals. Their goal is to control the mobile robot through mental commands, using a measuring set such as Emotiv Epoc Flex Gel. The headset, despite its relative advancement, is rarely found in this type of research, which makes it possible to search for its advanced and innovative applications. The uniqueness of the proposed approach is the use of an EMG measuring device located on the biceps, i.e., MyoWare Muscle Sensor. This is to verify pure mental commands without additional muscle contractions. The participants of the study were asked to imagine the forearm movement that was responsible for triggering the movement command of the LEGO Mindstorms EV3 robot. The change in direction of movement is controlled by artifacts in the signal caused by the blink of an eyelid. The measured EEG signal was subjected to meticulous analysis by an expert system containing a classic classification algorithm and an artificial neural network. It was supposed to recognize mental commands, as well as detect artifacts in the form of blinking and change the direction of the robot’s movement. In addition, the system monitored the analysis of the EMG signal, detecting possible muscle tensions. The output of the expert algorithm was a control signal sent to the mobile robot.

The impact of robotics assisted programming education on academic success, problem solving skills and motivation

Because of their traditional programming structures that have user-hostile interfaces and complicated syntax, programming languages education doesn’t catch students’ attention and most of them find programming difficult and consider it as a job that only professionals can do. In order to minimalize the difficulty and drawback and help students acquire programming skills, programming education must be supported with visual and tangible tools. In this study, effect of robotics assisted programming education on students’ academic success, problem solving skills and motivation was analyzed. In the study, in which quasi-experimental design with pretest-posttest control group, one of the quantitative methods of research was used and the study was carried out on 50 students split into experimental and control groups. Robotics assisted ROBOTC programming education with LEGO® Mindstorms EV3 was carried out with the students of experimental group and for the control group basic C programming education was given. As a result of the data obtained within the scope of the study that lasted for 8 weeks, it was found that academic success, problem solving skills and motivation of students who received robotics assisted programming education were higher than who received robotics unassisted programming education.

LEGO MINDSTORMS EV3 Robot in TRICK Studio environment as a new performer for teaching algorithmization and the basics of robotics in a school informatics course

The article discusses the methodological aspects of teaching algorithmization and the basics of robotics using the educational constructor LEGO MINDSTORMS EV3 in the TRIK Studio environment. The advantages of using the TRIK Studio programming environment to control both a real robot "live" and a virtual one in simulation mode are shown. Based on the methodology for introducing basic algorithmic constructions and types of algorithms by I.G. Semakin, examples of solving a system of problems using commands to control the EV3 robot in the TRIK Studio environment are given. The LEGO MINDSTORMS EV3 Robot is seen as a new performer in the TRIK Studio environment. The article highlights directions and provides examples of tasks for further mastering the basics of robotics and algorithmization. The parallel study of the basics of robotics with the study of the algorithmization section based on the task approach allows you to organize the learning process in the informatics course based on interdisciplinary and STEM approaches, to implement the requirements of the Approximate Basic Educational Program of Basic General Education (2015).

Observer-Based Proportional-Type Controller for Two-Wheeled Mobile Robots via Simple Coordinate Transformation Technique

This article briefs on an advanced observer-based proportional-type control scheme that stabilizes the attitude and regulates the position of two-wheeled mobile balancing robots. The robot parameter and load uncertainties are under consideration. There are three main differences from previous results: (a) the development of coordinate transformation for securing the applicability of the proposed nonlinear controller design technique, (b) the pole-zero cancellation parameter-independent observers for estimating the wheel and yaw angular velocities, and (c) the guarantees of performance recovery and offset-free properties through the replacement of integrators via observer-based disturbance observers. The practical merits of the closed-loop analysis are confirmed by performing experiments with a LEGO Mindstorms EV3 operated by MATLAB/Simulink.

Analysis on Academic Benchmark Design and Teaching Method Improvement under Artificial Intelligence Robot Technology

To allow robots to better complete teaching tasks in the education field, based on artificial intelligence robot technology, the academic benchmark is designed for information technology teaching. First, LEGO MINDSTORMS EV3 is introduced for statement, which is developed through information technology courses based on robot education. Then, according to the sensor teaching in robot education, the teaching contents are designed for the information technology course. After that, the teaching method is improved based on sensor teaching for the information technology course. Finally, the feasibility is evaluated of the existing of teaching resources, and the effect of information technology teaching is analyzed through a questionnaire survey. The results show that more than 80% of students are interested in robot teaching, and more than 70% of students can master relevant theoretical knowledge in practical operation, which proves that robot education can arouse students' interest in information technology courses. In conclusion, the learning methods proposed in this study can enable students to better master related theories, and improve students' operation and innovation abilities. The study provides a reference for the application of artificial intelligence robot technology in the field of education.

Position-Tracking Controller for Two-Wheeled Balancing Robot Applications Using Invariant Dynamic Surface

This paper suggests a position-tracking algorithm for the outer-loop through the invariant dynamic surface approach for balancing robot applications. The main feature is to devise a dynamic surface representing the target position-tracking performance with variable cut-off frequency. The proposed controller makes the dynamic surface invariant while updating the closed-loop cut-off frequency accordingly with the self-tuner. The closed-loop properties are rigorously analyzed. The experimental verification result shows that the proposed controller establishes the 48% enhancement of the circular tracking performance in comparison with the feedback linearization method, where the LEGO Mindstorms EV3 is used.

Introducing Machine Learning with Scratch and Robots as a Pilot Program for K-12 Computer Science Education

Machine learning (ML), a branch of artificial intelligence (AI), is a method that enables systems to learn from data for the purpose of recognizing patterns and making decisions without being explicitly programmed. In the past decade machine learning has been growing rapidly, and ML technologies such as speech recognition, spam filters, smart email reply, online recommendations, face recognition, fake news detection, and self-driving cars have become pivotal in modern daily life. However, computer science education has not yet fully adjusted to the tremendous growth in the sub-field of AI. This paper describes an approach of introducing K-12 students to ML through an on-line summer camp. The students are introduced to the concept of ML by hands-on activities of developing applications for recognizing text, numbers, sounds, images, and video data using a web-based cloud service tool "Machine Learning for Kids" and Scratch 3 programming language combined with Lego Mindstorms EV3 robots. The results show that the tools and technologies used in the camp are suitable for K-12 students, also when used in the form of online training. Pre and post surveys show that students express basic knowledge in ML and higher interest in coding and STEM after being exposed to the proposed training.

Robotic Education in 21st Century: Teacher Acceptance of Lego Mindstorms as Powerful Educational Tools

Acceptance of robotic technology in education is a crucial issue in the revolution industry 4.0 era. This study aims to explore the acceptance of Lego Mindstorms Ev3 as one kind of robotic technology by the teachers as a learning resources that can develop teachers and student’s skills. The Technology Acceptance Model (TAM) was introduced by using questionnaires. The questionnaires were responded by 22 elementary school teachers who have experiences with Lego Mindstorms ev3 kits in a workshop. The data was carried out by presenting descriptive statistics, correlation, and regression analyses. Based on the acceptance testing of Lego Mindstorms Ev3 with the TAM model, the result showed that subjective norms (SN) and self-efficacy (SE) as external variables were effective on the acceptance of Lego Mindstorms Ev3 as a learning tools by teachers. Teacher’s SN have a positive correlation with perceived usefulness (PU), perceived ease to use (PE), and behavioral intention to use (BI). Teacher’s self-efficacy were significant in predicting PE and BI. PU and PE had a positive effect on Attitude toward using Lego Mindstorms Ev3 by teachers, and it continued to use. Finally, most teachers have shown positive reactions to Lego Mindstorms Ev3 as educational tools.