Robotic system education for young children by collaborative‐project‐based learning

Abstract

This paper presents the fusion of project‐based learning (PBL) and collaborative learning (CL) cohesively, coordinated with sensors and Bluetooth advancements, open‐source programming, and open‐source equipment devices, in a specific microcontroller and installed frameworks designing apply autonomy course for the elementary learners. The major purpose of this study is to evaluate the significance of integrating PBL and CL. The course creates capacities and abilities in critical thinking, problem‐solving, independent learning, collaboration, and specialized technical information. Since PBL alone does not guarantee profoundly talented cooperation, it was supplemented with CL. This structure coordinated course substance and understudy pragmatic accomplishment in a reenacted learning environment. The understudies built a line following and Bluetooth‐controlled robots by actualizing control programming on the “Arduino” open‐source platform, just as utilizing remote interchanges as Arduino offers an instinctive advancement condition and different equipment and programming resources that permit quick improvement of microcontroller‐based ventures. The basic findings of this study work reveal that teaching, learning, and student assessment processes can be improved by using PBL when integrated with CL. The research successfully extends onto another group of learners for preparing similar gadgets under different timelines. In addition, this paper also discusses upon the problem identification, selection of the equipment, circuit design, hardware mounting, and critical analysis of the results acquired from the course through the personal learning experience of the teachers as well as in the form of feedback from the two groups of young learners.

Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

“…Hartigan and Hademenos [ 65 ] merge physics and engineering concepts in a practical and hands-on engineering activity. The proposal from Jawaid et al [ 60 ] fosters skills such as critical thinking, problem-solving, independent learning, and collaboration, and also supports learning specialized technical information. The goal of Karalekas [ 52 ] is to provide students with an open platform to learn mechatronics concepts from introductory to advanced levels.…”

“…Hence, constructivist learning theory is a cornerstone of ER teaching and learning processes. Moreover, understanding the way the brain works is necessary to inspire new scientists by helping them to think smart, be sensible, and wise [ 60 ]. Most students receive almost no education in neuroscience, and there is no public understanding of the brain.…”

Arduino Advances in Web of Science. A Scientific Mapping of Literary Production

“…Its success is above all due to the fact that, at a low cost, it offers students the possibility of applying and reinforcing the acquisition of learning, of concepts, promoting a creative spirit, the development of learning autonomy and collaborative learning [1,[17][18][19][20][21][22][23] Teachers also make a very positive assessment of Arduino as a facilitating element of the teaching-learning processes [25,26]. It is true that Arduino requires the execution of project-based learning [28], collaborative learning [19] or task-based learning [17]. Students need to be able to interact and be able to work with discovery learning in order to face problem solving [4].…”

“…The review of the literature on Arduino in the field of education allows to contrast the existing movement and the diversity of applications that teachers, both in primary and secondary education [1,6,[17][18][19][20], and in higher studies [16,[21][22][23], make it. It is also used in the field of Vocational Training, where students are trained in the field of home automation [24].…”

“…On the other hand, these experiences conclude with high degrees of satisfaction for both the students and their teachers [26]. It is noteworthy that the use of Arduino in education promotes the use of robotics in education [27] From a methodological point of view, the educational experiences proposed for the use of Arduino in classrooms opt for the implementation of pedagogical methods such as project-based learning [28], collaborative learning [19] or learning based on tasks [17]. These methods allow interaction between students, answer both explicit and implicit questions, develop inferential thinking, learn problem-solving processes, and reduce students' fear of using microcontroller boards [4].…”