Use Of Educational Robotics Research Articles

Using Social Robotics to Identify Educational Behavior: A Survey

The advancement of social robots in recent years has opened a promising avenue for providing users with more accessible and personalized attention. These robots have been integrated into various aspects of human life, particularly in activities geared toward students, such as entertainment, education, and companionship, with the assistance of artificial intelligence (AI). AI plays a crucial role in enhancing these experiences by enabling social and educational robots to interact and adapt intelligently to their environment. In social robotics, AI is used to develop systems capable of understanding human emotions and responding to them, thereby facilitating interaction and collaboration between humans and robots in social settings. This article aims to present a survey of the use of robots in education, highlighting the degree of integration of social robots in this field worldwide. It also explores the robotic technologies applied according to the students’ educational level. This study provides an overview of the technical literature in social robotics and behavior recognition systems applied to education at various educational levels, especially in recent years. Additionally, it reviews the range of social robots in the market involved in these activities. The objects of study, techniques, and tools used, as well as the resources and results, are described to offer a view of the current state of the reviewed areas and to contribute to future research.

Utilize Educational Robots to Design Logistic Systems

The use of educational robots is new in terms of their utilization for designing logistic systems. The current methodology for designing logistic systems is not directly oriented towards the use of educational robots. This indicates the need to develop a methodology is directly oriented toward the use of educational robots in logistic system design. The aim of this article is to highlight the possibilities of creating a new methodology for designing logistic systems applying using educational robots or small physical models in general. This article brings a new perspective on the possibilities of designing logistic systems. We consider educational robots, infinite conveyor belts, and so on, such as small physical models. From these elements, we can assemble a functional logistic system for study. This method is necessary solution for the accredited field of study industrial logistics.

Analysis of educational robotics actions within the scope of environmental education

Environmental Education must be promoted in an interdisciplinary and transversal manner which, when made possible through Information and Communication Technologies (ICT), also provides students with critical thinking and encouragement in the search for solutions to problems in the environment in which they are inserted. In this sense, the present study consists of carrying out a survey and analysis of the actions of educational robotics in promoting environmental education. Based on works published between 2010 and 2020, all actions that in some way collaborated with the promotion of interdisciplinarity and environmental awareness were identified, synthesizing positive actions to disseminate them and proposing possible alternatives to adverse actions. The results demonstrate that the use of educational robotics in promoting environmental education represents the advancement of formal education, in addition to providing students with critical thoughts and behaving consciously about environmental and social issues, among others. Furthermore, it aims to get closer to the transversal and interdisciplinary teaching proposed by the National Environmental Education Policy.

Assessing teacher readiness for educational robotics integration in primary and preschool education

ABSTRACT Educational Robotics combines elements of many sciences, covering all fields of STEM education. Its successful implementation depends largely on the teachers who will be asked to implement it in a school classroom. This study aimed to investigate the factors that influence the declaration of readiness of primary and preschool education teachers regarding the challenge of the use of educational robotics. The research involved 307 (n = 307) teachers, 191 (62.2%) of them were preschool teachers and 115 (37.8%) primary school teachers. The data was collected using a closed questionnaire called AKAER, with a Cronbach's alpha reliability coefficient of α = .924. While the benefits of using educational robotics are significant, its integration into the educational process requires more than a simple hardware setup. It primarily necessitates adequately trained educators. The general conclusion of the research is that teachers declare difficulty in programming issues, while their training can significantly improve the declaration of their degree of readiness.

A Study Regarding Early Teacher'S Perception Toward the Introduction of Artificial Intelligence Applications and the Use of Educational Robots in the Teaching Process

Over the years Artificial Intelligence (AI) has revolutionised not only industries but also education worldwide. With the 2020 pandemic, teachers around the world have had to reconfigure their teaching process, so AI products are becoming more and more prevalent in early childhood settings to enhance the learning and development of pre-schoolers. Although robotic toys (Bee-Bot, Robot Mouse, Robotbloq Qobo, Ozobot) have been used for several years as modern teaching tools, teachers in Romania face some difficulties in integrating them into the teaching process, either because of lack of adequate training in handling these tools or because of the infrastructure needed for this purpose. The use of robotic toys in kindergarten activities is a matter of teachers' perceptions, so they decide on the use of robotic toys in the teaching process and the types of activities that would allow their use for teaching purposes. In our study, we aimed to measure teachers' perceptions of children's use of robotic toys and their incidence of using them appropriately, in the teaching process, integrated into Experiential Domain Activities. In this way, we will be able to make correlations between the use of these tools and teachers' perceptions, highlighting the benefits they bring to the teaching process and consequently to the development of children in early education.

Impacto de la inteligencia artificial en los métodos de evaluación en la educación primaria y secundaria: revisión sistemática de la literatura

The educational sector can be enriched by the incorporation of artificial intelligence (AI) in various aspects. The field of artificial intelligence and its applications in the education sector give rise to a multidisciplinary field that brings together computer science, statistics, psychology and, of course, education. Within this context, this review aimed to synthesise existing research focused on provide improvements on primary/secondary student assessment using some AI tool. Thus, nine original research studies (641 participants), published between 2010 and 2023, met the inclusion criteria defined in this systematic literature review. The main contributions of the application of AI in the assessment of students at these lower educational levels focus on predicting their performance, automating and making evaluations more objective by means of neural networks or natural language processing, the use of educational robots to analyse their learning process, and the detection of specific factors that make classes more attractive. This review shows the possibilities and already existing uses that AI can bring to education, specifically in the evaluation of student performance at the primary and secondary levels.

APPLICATION OF EDUCATIONAL ROBOTS IN TEACHING

<p style="text-align: justify;">Robots in education fall into two categories: robots used to teach children about STEM subjects and the more recent application of robots as teachers. The use of robots in education is largely unknown to both researchers and teachers. Developers and educators have questions about essential applications for robots used in education. Educational robots are used to enable students to acquire skills in a range of science, technology, engineering and mathematics disciplines, which are increasingly important in a world where technology is advancing rapidly. The potential for robotic technology to have a profound impact on society, both economically and socially, is enormous. The way people live and work in the world is largely influenced by technology. In order to make learning more pleasant and easier, the education sector is adopting robot teaching assistants in schools. Robotics can be used in education to help develop new methods and strategies. Robotics makes learning easier and thus introduces students to robotics at a young age. In primary education settings, students can learn how to build and program a robot to perform a range of basic tasks.</p>

Impact of artificial intelligence on assessment methods in primary and secondary education: Systematic literature review

The educational sector can be enriched by the incorporation of artificial intelligence (AI) in various aspects. The field of artificial intelligence and its applications in the education sector give rise to a multidisciplinary field that brings together computer science, statistics, psychology and, of course, education. Within this context, this review aimed to synthesise existing research focused on provide improvements on primary/secondary student assessment using some AI tool. Thus, nine original research studies (641 participants), published between 2010 and 2023, met the inclusion criteria defined in this systematic literature review. The main contributions of the application of AI in the assessment of students at these lower educational levels focus on predicting their performance, automating and making evaluations more objective by means of neural networks or natural language processing, the use of educational robots to analyse their learning process, and the detection of specific factors that make classes more attractive. This review shows the possibilities and already existing uses that AI can bring to education, specifically in the evaluation of student performance at the primary and secondary levels.

Kinesthetic Feedback for Understanding Program Execution.

To better prepare future generations, knowledge about computers and programming are one of the many skills that are part of almost all Science, Technology, Engineering, and Mathematic programs; however, teaching and learning programming is a complex task that is generally considered difficult by students and teachers alike. One approach to engage and inspire students from a variety of backgrounds is the use of educational robots. Unfortunately, previous research presents mixed results on the effectiveness of educational robots on student learning. One possibility for this lack of clarity may be because students have a wide variety of styles of learning. It is possible that the use of kinesthetic feedback, in addition to the normally used visual feedback, may improve learning with educational robots by providing a richer, multi-modal experience that may appeal to a larger number of students with different learning styles. It is also possible, however, that the addition of kinesthetic feedback, and how it may interfere with the visual feedback, may decrease a student's ability to interpret the program commands being executed by a robot, which is critical for program debugging. In this work, we investigated whether human participants were able to accurately determine a sequence of program commands performed by a robot when both kinesthetic and visual feedback were being used together. Command recall and end point location determination were compared to the typically used visual-only method, as well as a narrative description. Results from 10 sighted participants indicated that individuals were able to accurately determine a sequence of movement commands and their magnitude when using combined kinesthetic + visual feedback. Participants' recall accuracy of program commands was actually better with kinesthetic + visual feedback than just visual feedback. Although the recall accuracy was even better with the narrative description, this was primarily due to participants confusing an absolute rotation command with a relative rotation command with the kinesthetic + visual feedback. Participants' zone location accuracy of the end point after a command was executed was significantly better for both the kinesthetic + visual feedback and narrative methods compared to the visual-only method. Together, these results suggest that the use of both kinesthetic + visual feedback improves an individual's ability to interpret program commands, rather than decreases it.

Educational Robotics for Developing Computational Thinking in Young Learners: A Systematic Review.

Educational robotics has been adopted to create interactive and engaging learning environments to develop computational thinking (CT) in K-12 learners. This study systematically examined 22 peer-reviewed empirical research articles on the use of educational robotics to develop CT in young learners (pre-kindergarten to 6th grade) published between 2012 and 2021. The findings revealed that using robotics activities to develop CT has mostly been studied in the formal education settings with the duration of robotics curricular activities ranging from 80minutes to 24hours. The five CT skills studied most often include Sequencing, Conditionals, Loops, Debugging, and Algorithmic Thinking. The different versions of LEGO Mindstorms are the most frequently adopted robotic kits in the examined studies. The most frequently adopted learning and instructional strategies in the robotics activities include collaborative learning, project-based learning, and embodied learning. This paper identified and discussed developmentally appropriated CT skills, robotics kits, and pedagogical approaches suitable for supporting CT development in young learners. The findings can guide educators and instructional designers for future robotics activity design and development endeavors. This paper also identified gaps in the current research and recommended directions for advancing research in adopting robotics to develop CT in young learners.

The Possibilities of Developing STEM Skills in Higher Education

The development of information and technology in recent decades has entailed a change of attitudes in higher education. In addition to academic knowledge, it is becoming increasingly important for students to acquire up-to-date, practical knowledge that will help them find their place in the world of work and in everyday life. Based on international analyses, the following characteristics, so-called soft skills, are essential on the labour market: higher-level thinking, communication skills, cooperation, self-control and a positive self-image. In our paper, we examine the possibilities of skills development in the field of STEM, especially in engineering education. In our university’s engineering teacher training, we strive to develop our students’ STEM skills using a variety of methods, and prepare them for the teacherly task of being able to effectively develop their own students’ skills and motivate them in STEM areas. This requires students to view their own learning process not as passive onlookers but as active participants. In our paper, we present some methods that can be effectively applied in STEM areas (e.g. discussion, collaborative learning, cooperative methods, project method, problem-based learning, inquiry-based learning, gamification, the use of robots in education). Keywords: STEM, skills development, educational methods, teacher training

Design and piloting of a proposal for intervention with educational robotics for the development of lexical relationships in early childhood education

An applied research proposal for integrated learning based on the use of educational robotics has been proposed. The design has been implemented with a sample of 21 four-year-old students applying twenty-first-century competencies (collaboration, creativity, critical thinking, and communication) to learn the curricula related to the development of lexical relations. This research aims to apply data directly derived from the application of educational robotics in the classroom. The research aims focus on two fundamental questions: on the one hand, to verify whether the use of educational robotics in teaching practice is related to greater conceptual achievement and, on the other hand, to validate whether students apply transversal competencies through educational robotics. The results allow us to affirm that the didactic application of robotics activities achieves a high degree of conceptual integration when establishing lexical relationships and allows students to put into practice key transversal problem-solving and critical thinking competencies.

The Future of Science Teaching: Pre-Primary Teachers Knowledge of Educational Robotics in STEM Learning in Plateau State

Recent pedagogical paradigm shift in early childhood Science Technology, Engineering and Mathematics (STEM) suggest that there is an increasing interest on covering the gap of the missing ‘‘T’’ of technology and ‘‘E’’ of engineering in early childhood STEM curricula. A tangible innovation and play based hands – on minds – on way that children can engage with both T and E concepts of STEM during their foundational early childhood years is through robotics education. Educational robotics is the design aimed making children to advance their ability to think, design and build robots that perform a variety of task in a developmentally appropriate way. It also provides opportunities for play -based hands-on learning of technology and engineering to young children in a developmentally appropriate way. Despite the promise and use of educational robotics in early childhood curriculum. Little attention seems to have been placed on engaging the teachers and learners at the early childhood levels to benefit from this 21st century innovation. What are the level of teachers and educators knowledge, competence in enacting robotics as part of the early childhood curriculum in Nigeria? This study seeks to investigate this. The design used was the descriptive survey design. This design provided opportunity for respondents to express their knowledge about educational robotics. The population will consist of 150 in- service ECCE teachers at the Federal College of education Pankshin who enrolled in 2022 contact session. Intact population was used as sample. Data was collected using Robotics knowledge Questionnaire. The questionnaire sort six aspects of educational robotics knowledge by teachers: Awareness, knowledge familiarity and Application. Instrument was validated and reliability ascertained by expert in test and measurement. Findings indicate the pre-service teachers have low awareness, knowledge, familiarity and application of educational robotics and are not prepared to enact it in their STEM classroom. It was that concluded that teacher’s robotics knowledge was poor. It was recommended that massive professional development be implemented for teachers on play based use of educational robotics in STEM learning. It was concluded that the future of STEM learning in Nigeria will depend on a deployment of effective platform for robotics study through continuous professional development for teachers and educators how will be be3tter poised for attaining the SDGs in Nigeria.

Effect of augmented reality-based virtual educational robotics on programming students’ enjoyment of learning, computational thinking skills, and academic achievement

The use of educational robotics for programming education has been shown to be effective in fostering students’ computational thinking (CT) skills. However, physical educational robots are expensive, which may limit their wide use in the classroom. This study used augmented reality technology to develop a virtual educational robotic system (AR Bot for short), which offers 3D visual learning feedback to strengthen spatial ability, as well as delayed feedback and auto-scoring feedback to promote students’ deeper CT processes. To examine the impact of AR Bot on programming learning, this study used a quasi-experimental design to compare an experimental group of 41 first-year university students who used AR Bot and a control group of 34 first-year university students who used Scratch. We assessed the impact of the two CT tools on students’ internal learning processes (enjoyment of learning), CT skills (problem decomposition, algorithm design, and algorithm efficiency skills), and academic achievement. The results showed that students who used AR Bot had higher enjoyment of learning, algorithm design skills, and algorithm efficiency skills but not higher problem decomposition skills and academic achievement than students who used Scratch. Enjoyment of learning led to higher problem decomposition, algorithm design, and algorithm efficiency skills but not academic achievement. Problem decomposition and algorithm design skills, but not algorithm efficiency skills, led to academic achievement. The theoretical and practical implications of the proposed tool and other CT tools in programming education are discussed.

Educational Robotics for Special Needs Students: Teachers’ Perspectives on Pre-service TrainingEducational Robotics for Special Needs Students: Teachers’ Perspectives on Pre-service Training

Since the introduction of LOGO by Seymour Papert in 1980 and the constructivist theories, after the teaching machines of Skinner, technology, robots and robotics activities have been viewed as effective educational tools. Multiple studies have demonstrated that robotics is a valuable device for special education students too. The present study is part of a particularly novel and challenging trend of research that intends to fill a knowledge gap regarding the perspectives and concerns of learning support teachers on educational robotics. Particularly by questioning teachers who have not received training in the use of educational robotics. In this exploratory study, 125 Italian pre-service learning support teachers were surveyed at the end or during their course specialization to determine their awareness and comprehension of educational robotics usage with students with special needs. The survey reveals that support teachers are not adequately trained to use educational robotics and that they are generally unfamiliar with it and they rarely employ it.

Investigation of Research on the Use of Robotics in Education: A Content Analysis Study

Programlama becerilerinin güvenlik, eğitim, sağlık, iletişim, üretim, finans gibi farklı alanlarda kullanılabilir olmasıyla küçük yaşlarda eğitim süreçlerinde kodlama ve programlama becerilerine yönelik araştırmalar önemli hale gelmiştir. Bu çalışmada eğitimde robotik uygulamalar araştırma konusu olarak seçilmiştir. Çalışma kapsamında eğitimde robotiğin kullanımı, ortaya çıkışı, tarihi ve güncel durumu hakkında bilgi verildikten sonra 2015 ile 2020 yılları arasında Dergipark, ERIC ve ScienceDirect veri tabanlarında yayınlanan 204 makale incelenmiştir. Makaleler örneklem düzeyleri, örneklem büyüklükleri, araştırmaların yapıldığı alanlar, tercih edilen araştırma yöntemleri gibi farklı başlıklarda derinlemesine analiz edilmiştir. Yapılan analizler sonucunda araştırmaların daha çok ilkokul ve ortaokul kademelerinde yoğunlaştığı, örneklem büyüklüğü olarak 11-30 arası katılımcının daha fazla tercih edildiği sonucuna ulaşılmıştır. Araştırmalarda yöntem olarak daha çok nitel araştırma yöntemlerinin kullanıldığı görülmüştür. Araştırmalarda tutum ve görüş değişkenlerinin sıklıkla incelendiği tespit edilmiştir. Çalışma sonucunda okul öncesi ve lise kademelerinde yapılacak araştırmaların artırılması, araştırmalarda dil öğrenimi ile ilgili çalışmaların yapılması önerilmektedir.

Robotic Technologies in Education and Educational Robotic Applications

Developments in information and communication technologies have triggered a process of social transformation. The spread of technology in every field from past to present has led to emergence of different perspectives on technology. Technological tools are used in almost every field, from medicine to engineering, from education to construction. In this context, robotic technologies have come to the fore as a large developing field that affects human life. When the studies on the use of robotics in education are reviewed, it is seen that developed countries see robotics as a driving force in education and attach great importance to the use of these technologies in terms of improving their education systems. The purpose of the current study designed based on the idea that robotic systems make great contributions to the field of education and will make even more contributions is to investigate robotic technologies and related concepts, the reflections of robotic technologies in the field of education and educational robotic applications. It is thought that such an investigation of the status and reflections of robotic technologies in education and the suggestions presented in this direction will shed light for the studies to be conducted on the use of robotic technologies in education and will provide guidance for researchers.

Exploring the benefits of Educational Robots in STEM Learning: A Systematic Review

The research interest in the use robotics for education purposes has increased greatly in the last few years. However, no much consideration has been made to the benefits that the robots have in delivering content in STEM education. Educational robots have been used to support learning of STEM subjects but in the informal learning environment at different levels of education. This review assesses benefits of use of educational robots in teaching of these subjects to learners’ attitude towards the subjects and problem solving skills. In this research 25 papers were selected for the purpose of review through a process of search and review. The papers selected were analyzed based on similarity in their findings and mainly on the benefits educational robot activities towards teaching and learning of STEM subjects. The review reveals that robotic activities employed in education play an important role in enhancing STEM interest and also promoting problem solving skills. These benefits are greater to primary school learners than primary school learners and are realized greatly when the duration of experiment is not extended for longer durations. From the review it was noted that the robots have a greater impact in boys than in girls. The robots being multidisciplinary in nature can be utilized in teaching various subjects at different levels of education. The conclusions of this review will be useful as reference for future research in this field of study.

A review study on the investigation of the effects of using robots in education on metacognitive behaviors

AbstractIn today's technology, robots are now involved in all aspects of life. Therefore, it is inconceivable that robots will not affect the field of education either. In this study, the use of robots in education has been explicitly discussed in terms of the development of metacognitive abilities. For this purpose, literature studies have been conducted both on the development of metacognitive skills and on how robots are used in education. According to the results obtained, although robots have been used in many fields of education, they have not been used primarily in the field of developing metacognitive skills. From this point of view, in this study, some research questions and suggestions for the application of metacognitive models through robots and, therefore, the use of robots to improve metacognitive skills are presented to the researchers. It is expected that it will benefit researchers related to this question and the proposed topic to direct their research and help close the lack of research in this area.

Using Educational Robotics as an Instruction Tool for Teaching the Omani Social Studies Curriculum

The study aimed to explore the possibility of using educational robotics as instruction tools for teaching the Omani social studies curriculum. Focusing on this area is driven by lack of literature about implementation of robotics in teaching social studies. A questionnaire consisting of 38 items covering five pedagogical domains was administered to 201 male and female Omani social studies teachers. It was found that male and younger social studies teachers are more positively predisposed toward the adoption and use of educational robotics, but the results revealed that Omani social studies teachers in general lack knowledge and skills in educational robotics, and they think that the current school environment does not support its implementation. Correspondingly, they strongly recommended providing training programs about educational robotics and developing the school environment to facilitate the adoption and use of educational robotics. Keywords: Educational robotics, Oman, pedagogy, secondary school, social studies, teaching DOI: 10.7176/JEP/13-1-02 Publication date: January 31 st 2022