Correction to: Robotics in Education

Merdan, Munir; Lepuschitz, Wilfried; Koppensteiner, Gottfried; Balogh, Richard; Obdrzalek, David

doi:10.1007/978-3-030-82544-7_30

Cited by 6 publications

(6 citation statements)

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“…While earlier studies utilizing educational robots to teach various STEM concepts (Mason & Cooper, 2013; Touretzky, 2013) have focused more on teaching programming, others have evolved to teaching a broader set of computer science concepts and skills such as ‘computational thinking’ (Bers et al, 2014). When implemented, administered and assessed rigorously, the use of educational robotics in classrooms has shown to increase students' interest and engagement in STEM (e.g., Kim et al, 2015; Mohr‐Schroeder et al, 2014), improve students' attitudes towards STEM education and foster problem‐solving and teamwork skills (Merdan et al, 2017). For example, Menekse et al (2017) argued that educational robotics and participation in a robotics team produced a significant impact on students' critical thinking and problem‐solving through designing, assembling, coding, operating and modifying robots for specific goals.…”

Section: Literature Reviewmentioning

confidence: 99%

Experimenting with computational thinking for knowledge transfer in engineering robotics

Chichekian,

Trudeau,

Jawhar

et al. 2023

Computer Assisted Learning

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BackgroundDespite its obvious relevance to computer science, computational thinking (CT) is transdisciplinary with the potential of impacting one's analytical ability. Although countless efforts have been invested across K‐12 education, there is a paucity of research at the postsecondary level about the extent to which CT can contribute to sustainable learning outcomes.ObjectivesThe current study examines how a series of Arduino‐based robotics learning activities capture the fuller essence of concepts related to CT.MethodsCollege students (n = 50) completed a series of six robotics learning activities. Think‐alouds, student reflections and performance scores were used to assess students' CT through a robotics challenge in virtual and physical learning environments.Results and ConclusionsStudents verbalized CT concepts related to algorithmic thinking much more than abstraction, problem decomposition and testing and debugging. Students exposed to active learning performed better in a virtual robotics challenge compared to their peers in a traditional‐oriented classroom. Students' scores on the physical robotics challenge increased as a function of the number of references they made to CT concepts during the think‐alouds. It is possible to design pedagogical experiences that tap into various dimensions of CT at incremental levels of complexity through a series of Arduino‐based robotics activities. With the integration of an online simulation, students can visualize and transfer their CT skills between a virtual and physical learning environment, thus leading to more sustainable learning outcomes.

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Section: Literature Reviewmentioning

confidence: 99%

Experimenting with computational thinking for knowledge transfer in engineering robotics

Chichekian,

Trudeau,

Jawhar

et al. 2023

Computer Assisted Learning

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“…Pemikiran tentang kurikulum robotika dan penerapannya perlu untuk dikonsepkan dan dioperasionalkan, untuk itu penulis mengadopsi, mengadaptasi dan mempromosikan kerangka yang dianggap sangat komprehensif. Merdan et al (2016)…”

Section: Guruunclassified

Educational robotics in Kurikulum Merdeka

Hendriana

2023

inov. kurikulum

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Technological developments influence educational changes. Various skills are needed to prepare society for the 21st Century. Educational robotics provides a comprehensive offering to provide the required skills and experience. This research aims for educators in an educational institution to know how robotics can be utilized in learning and teaching activities to provide convenience. Thus requiring any institution to be able to implement these skills in an institution, especially educational institutions. The type of research used is the study of literature/literature. Learning programs can be carried out by integrating Science, Technology, Engineering, and Mathematics/STEM and can be expanded with other subjects. The System Thinking Approach is a subject integration approach. The involvement of parents, teachers, university researchers, industry, and robotics course organizations is necessary for designing the robotics curriculum. The Approach Activity Template as a form of school operational curriculum can assist in the initial steps of program design. The Kurikulum Merdeka imposes a third of the learning load in an integrated manner and provides opportunities for robotics to be applied to create a Profil Pelajar Pancasila.

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“…In addition to the unique challenges due to the nature of the subject, there is also a research gap in the pedagogical needs of the rapidly evolving field of robotics. Existing instructional paradigm for engineering robotics rely heavily on didactic approaches via lectures with limited extent of problem-based learning (PBL) [1], [2] or hands-on sessions in laboratories [3], [4], partly due to the stiff prerequisite needed in the subject for immersive experience through active learning. Instructional activities, like PBL and practical hands-on sessions facilitate active learning by requiring learners to engage the tasks at hand with an active thought process and responses under the guidance of the instructor progressively [5].…”

Section: Introductionmentioning

confidence: 99%

Robotics via Experiential Active Learning With Immersive Technology: A Pedagogical Framework Designed for Engineering Curricula

Yang,

Xiao,

Wang

et al. 2024

IEEE Access

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With robots becoming increasingly ubiquitous, robotics education has become an integral subject in engineering curricula. The extensive prerequisites ranging from mechanics, electronics and computing make the initial learning curve of the subject unnecessarily steep with traditional learning approaches even for engineering students. This paper presents and investigates a pedagogical framework for teaching Robotics via Experiential Active Learning with Immersive Technology (REALITy). The framework includes a learning paradigm that assimilates the syllabus with experiential hands-on operation of a robot arm for task-driven lab activities facilitated by teaching method that is augmented with virtual interface and mixed reality devices. The immersive teaching platform is assessed through a user test based on a representative lab activity on robot programming for task automation using three modes of interaction for learning, namely, physical, virtual and mixed reality interaction. The mixed reality interaction mode demonstrated significant easing of the learning curve compared to pure physical interaction with the robot hardware and is associated with a lower task load index according to learners' feedback. By exploring this pedagogical framework, we hope to enhance robotics education via experiential active learning by leveraging late-breaking immersive technology.

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Correction to: Robotics in Education

Abstract: The original versions of the Chapters 17 and 25 were previously published as non-open access. They have now been changed to open access under the CC BY 4.0 license and the copyright holder updated to ‘The Author(s)’. The book and the chapters have been updated with the changes.

Cited by 6 publications

References 0 publications

Experimenting with computational thinking for knowledge transfer in engineering robotics

Experimenting with computational thinking for knowledge transfer in engineering robotics

Educational robotics in Kurikulum Merdeka

Robotics via Experiential Active Learning With Immersive Technology: A Pedagogical Framework Designed for Engineering Curricula

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