Capsule endoscopy is an emerging field in medical technology. Despite very promising innovations, some critical issues are yet to be addressed, such as the management and possible exploitation of the friction in the gastrointestinal environment in order to control capsule locomotion more actively. This paper presents the fabrication and testing of bio-inspired polymeric micro-patterns, which are arrays of cylindrical pillars fabricated via soft lithography. The aim of the work is to develop structures that enhance the grip between an artificial device and the intestinal tissue, without injuring the mucosa. In fact, the patterns are intended to be mounted on microfabricated legs of a capsule robot that is able to move actively in the gastrointestinal tract, thus improving the robot's traction ability. The effect of micro-patterned surfaces on the leg-slipping behaviour on colon walls was investigated by considering both different pillar dimensions and the influence of tissue morphology. Several in vitro tests on biological samples demonstrated that micro-patterns of pillars made from a soft polymer with an aspect ratio close to 1 enhanced friction by 41.7% with regard to flat surfaces. This work presents preliminary modelling of the friction and adhesion forces in the gastrointestinal environment and some design guidelines for endoscopic devices.

Current initiatives and laboratories concerning Educational Robotics (ER) are often not based on strong pedagogical backgrounds. Additionally, they are carried out by inadequately trained teachers, and are not evaluated properly in terms of effectiveness. Moreover, according to teachers, ER usability is often neglected. The main goal of the present article is to present a training course on ER (Edu.Ro.Co.), grounded in pedagogical insights, and to discuss the results of the course and teacher's opinion about ER in terms of: (i) teachers' attitudes and perceptions of using ER; (ii) the potential impact of ER on students' key competences for lifelong learning; and (iii) strengths and weaknesses of ER. These aspects were analysed by means of questionnaires specifically designed by the authors, and administered before and after the training course. A total of 339 teachers attended the training course and 254 completed the questionnaires. The article describes the methodology utilised in the realisation of the course and analyses the questionnaire's results. In particular, the number of teachers that considered themselves prepared to apply ER significantly improved after the training course. ER is considered by teachers an important tool for the improvement of students' motivation, planning skills, team working, problem solving and creativity development. Finally, the results from questionnaires indicate that teachers consider ER, a method that improves team-working abilities and motivation in the students. In contrast, the main disadvantage is the cost of the robotic kits. Based on these results, new directions for future research in ER are discussed.

Studies have shown that educational robotics (ER) may impact student learning, especially in relation to STEM (science, technology, engineering, and mathematics) areas.In the STEM framework, particularly for younger children, the "E" and the "T" are considered to be missing letters, because few studies have concentrated on teaching and evaluating technology and engineering through ER activities. This study aimed to develop and test the efficacy of an ER protocol to teach robotics in a sample of 389 students, hypothesizing that girls would be as successful as boys. A Robotics Questionnaire assessing the basics of robotics was developed for this study. A Wilcoxon nonparametric test was performed in order to evaluate improvements (p < 0.05). A Mann-Whitney nonparametric test was performed in order to test the presence of gender differences (p < 0.05). Data indicated significant improvements for all the age ranges considered. No gender differences were found. In order to evaluate the efficacy of a didactic intervention utilizing ER, it is important to assess the impact on children's technological and engineering (robotics, in particular) knowledge.

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A number of unique challenges arise in fabricating and assembling complex mechanisms at the meso-scale (hundreds of microns to centimetres). In general, for a complex multi-part mechanism at this length scale, no single machining technique can produce all the necessary parts-or often even a single individual part. Towards developing a comprehensive set of 'best practices' for combining multiple precision micromachining operations at the meso-scale, we present a case study on fabricating and assembling an endoscopic capsule robot. Existing passive imaging capsules have proven exceptionally useful in the diagnosis of the gastrointestinal tract, and robotic capsules promise to enhance their diagnostic capabilities and enable non-invasive treatment delivery. In this case study, we describe the fabrication of a robotic capsule (2.6 cm 3 in volume) containing a complex mechanism consisting of 72 components, each of which requires a variety of meso-or even micro-scale features. We describe the manufacturing processes used to produce these components and features (combinations of high precision, multiply refixtured computer numerical control processes, sink and wire electro discharge machining , laser cutting, etc). These results contribute to the emerging framework of best practices in meso-scale design and manufacture, illustrating ways to effectively combine several processes to produce a complex meso-scale device.