Digital transformation in education: A systematic review of education 4.0

Educational robotics (ER) seems to have a positive effect on students and, in many cases, might help them to successfully assimilate knowledge and skills. Thus, this paper focuses on ER and carries out a literature review on educational robotics simulators with Graphical User Interfaces (GUIs). The review searches for relevant papers which were published in the period 2013–2020 and extracted the characteristics of the simulators used. The simulators that we describe in this article cover various robotic technologies, offering students an easy way to engage with virtual robots and robotics mechanisms, such as wheeled robots or drones. Using these simulators, students might cover their educational needs or prepare themselves for educational robotic competitions by working in as realistic as possible conditions without hardware restrictions. In many cases, simulators might reduce the required cost to obtain a robotic system and increase availability. Focusing on educational robotics simulators, this paper presents seventeen simulators emphasizing key features such as: user’s age, robot’s type and programming language, development platform, capabilities, and scope of the simulator.

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Simulators in Educational Robotics: A Review

Abstract Fostering students’ competence in applying interdisciplinary knowledge to solve problems has been recognized as an important and challenging issue globally. This is why STEM (Science, Technology, Engineering, Mathematics) education has been emphasized at all levels in schools. Meanwhile, the use of robotics has played an important role in STEM learning design. The purpose of this study was to fill a gap in the current review of research on Robotics-based STEM (R-STEM) education by systematically reviewing existing research in this area. This systematic review examined the role of robotics and research trends in STEM education. A total of 39 articles published between 2012 and 2021 were analyzed. The review indicated that R-STEM education studies were mostly conducted in the United States and mainly in K-12 schools. Learner and teacher perceptions were the most popular research focus in these studies which applied robots. LEGO was the most used tool to accomplish the learning objectives. In terms of application, Technology (programming) was the predominant robotics-based STEM discipline in the R-STEM studies. Moreover, project-based learning (PBL) was the most frequently employed learning strategy in robotics-related STEM research. In addition, STEM learning and transferable skills were the most popular educational goals when applying robotics. Based on the findings, several implications and recommendations to researchers and practitioners are proposed. 

/pdf/trends-and-research-foci-of-robotics-based-stem-education-a-keioj2tn.pdf

Trends and research foci of robotics-based STEM education: a systematic review from diverse angles based on the technology-based learning model

The effect of robotics on six graders’ academic achievement, computational thinking skills and conceptual knowledge levels

Computational thinking and coding are key competencies in the 21st century. People with Down syndrome need to be part of this new literacy. For this reason, in this work, we present an exploratory study carried out with students with Down syndrome with cognitive ages of 3–6 years old using a tangible robot We applied the observational method during the sessions to analyze the participants’ emotional states, engagement, and comprehension of the programming sequences. Results show that people with cognitive disabilities can acquire basic programming and computational skills using tangible robots such as KIBO.

Computational Thinking and Down Syndrome: An Exploratory Study Using the KIBO Robot

Educational robotics (ER) uses robotic kits as a channel for education and collaborative learning in a play setting. Thanks to adaptability of robots, ER could facilitate inclusion of special-needs children, such as children with Down syndrome (DS), in learning programs. In a previous study, we provided evidence that ER could promote superior cognitive functions, such as executive functions, which are involved in problem solving, reasoning and planning in typically developing preschool children. In this preliminary study, we aimed to evaluate ER training feasibility, adapting methodology and previously experimented activities to promote executive functions in DS children. Eight DS children carried out 45-min weekly group sessions for 8 weeks in an ER laboratory (ER-Lab) using the Bee-Bot. Training setting was generally well-suited for this small sample of DS children. Due to sample heterogeneity, qualitative results of only two exemplificative children are presented and discussed. Results indicate that Bee-Bot is a very significant device for promoting interest, attention and interaction with adults and peers. Promotion of executive functions seemed to be possible in one child, who eagerly participated in ER-Lab activities.

Educational Robotics in Down Syndrome: A Feasibility Study

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Educational Robotics in Down Syndrome: A Feasibility Study