Robotics and Education: A Systematic Review

Perez, Itsaso Arocena; Huegun-Burgos, Asier; Rekalde-Rodríguez, Itziar

doi:10.18421/tem111-48

Cited by 15 publications

(15 citation statements)

References 14 publications

(18 reference statements)

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“…Similarly, it seems advisable to undertake experiences focused on the whole educational community with the aim of acquiring knowledge and experimenting from a specific school project, assigning robots the status of members of that same community, as reported by Arocena et al (2022), Lau et al (2020), López-Belmonte et al (2021, and Van den Heuvel et al (2022). Benefits can also be obtained from collaborating with parents and other people actively involved in students' life (Gasteiger et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Nonetheless, these results must be interpreted very cautiously, due to the limitations to generalize them because the sample used is so small. On the contrary, this low number of research studies equally makes clear the need for more studies involving the implementation of experiences associated with music and social robots and the assessment of their effectiveness, as addressed by Arocena et al (2022). This could serve to replicate research initiatives and acquire a more complete understanding of how teaching-learning processes should develop to ensure high quality.…”

Section: Discussionmentioning

confidence: 99%

“…Although the use of robotics in education can be described as an innovation, an extensive research base has already been generated around it (Lau et al, 2020;López-Belmonte et al, 2021;Arocena et al, 2022;Van den Heuvel et al, 2022). It is normal to think of experiences where students learn to design robots, thus developing their computational thinking (Acevedo-Borrega et al, 2022;Bati, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Social robotics in music education: A systematic review

Martínez-Roig

Cazorla²,

Esteve-Faubel³

2023

Front. Educ.

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IntroductionSocial robotics applied to the educational context deals with proposals that start from the present to shape the future of what training in a specific subject can be. On this occasion, the aim is to investigate the connection between the utilization of social robots and the teaching–learning processes that take place within a formal music education environment at any stage of education.MethodsTo carry out this research, the Preferred Reporting Items for Systematic reviews and Meta-Analysis (PRISMA) model served as a reference to perform a systematic review of articles published in two of the most important scientific databases, Web of Science (WoS) and Scopus, since 2015.ResultsA total of four articles fulfilled the inclusion criteria.DiscussionOur findings attest that social robotics still remains a practically unknown topic. Hardly any experiences have been developed in classrooms. In general, it is considered necessary for education, and more specifically for music, not to be left out of the developments in social robotics. This technology, which is increasingly present in various areas of our society, responds to the objective of defining the 21st century, and musical education is part of it.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Social robotics in music education: A systematic review

Martínez-Roig

Cazorla²,

Esteve-Faubel³

2023

Front. Educ.

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“…In the last decade, there have been in increase in robotic educational tools (Arocena et al, 2022 ; Santos, et al, 2019 ). Many are simulators design specifically for education however most are aimed at K-12 education and are inappropriate for university students.…”

Section: Introductionmentioning

confidence: 99%

Learning robot differential movements using a new educational robotics simulation tool

Gonzalez

2023

Educ Inf Technol

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The study of robotics has become a popular course among many educational programs, especially as a technical elective. A significant part of this course involves having the students learn how to program the movement of a robotic arm by controlling the velocity of its individual joint motors, a topic referred to as joint programming. They must learn how to develop algorithms to move the end effector of the arm by controlling the instantaneous velocity or some similar aspect, of each joint motor. To support this learning activity, physical or virtual robotic arms are typically employed. Visual observation of the movement of the arm provides feedback to the correctness of the student’s joint programming algorithms. A problem arises with supporting the student in learning how to move the robotic arm with precise velocity along some path, a subtopic of joint programming referred to as differential movements. To develop this knowledge, the student must produce and test differential movement algorithms and have the capability to verify its correctness. Regardless of the type of arm used, physical or virtual, the human eye cannot notice the difference between a correct or incorrect movement of the end effector as this will involve noticing small differences in velocities. This study found that by simulating the process of spray painting on a virtual canvas, the correctness of a differential movement algorithm may be accessed by observing the resulting paint on the canvas as opposed to observing the movement of the arm. A model of a set of spray-painting equipment and a canvas was added to an existing virtual robotic arm educational tool and used in an Introduction to Robotics class offered at Florida Gulf Coast University in Spring 2019 and Spring 2020. The class offered in Spring 2019 used the virtual arm but without the spray-painting feature while the class offered in Spring 2020 used the new spray-painting feature that was added to the virtual arm. Exam results show that 59.4% of the students that used the new feature scored at least an 85% on the corresponding differential movements exam question compared to only 5.6% of the class that did not use the added spray-painting feature. The differential movement exam question simply asked the student to produce a differential movements algorithm to move the arm with a specified velocity alone a straight line.

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“…Technology in basic education and regular continuous education can control several aspects, such as relationships with parents, students, and administrative staff, workflow  ISSN: 2252-8822 analysis, planning, standardization, and development, making them more effective and fruitful. The use of information and communications technology (ICT) in the classroom enhances the learning experience [4]. On the other hand, rapid technological advances provide another compelling argument in unquestionable support for reforming the education system [5].…”

Section: Introductionmentioning

confidence: 99%

Technology in the educational processes of basic education in Peru

León-Velarde

Vega-Infantas²,

Gavino-Ramos³

et al. 2023

IJERE

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This research project aimed to give a perspective on the implementation of technologies in basic education in Peru. How the automation of basic education processes in Peru helps students, parents, teachers, and administrative staff to reduce time, to have better educational quality, and to obtain indicators for the teacher and student. The methodology of the research is a sequence of activities that allow us to design a framework for process technologies in basic education in Peru. Based on online surveys, it was possible to obtain information from people who want a change in the processes of education, such as: having more reach to information with the help of the internet for which mobile applications or web applications are needed, the delivery of evaluations and enrolment via online, taking advantage of technology for the benefit of the student and teachers, and other processes. The research has a qualitative approach. It is also descriptive in scope with the help of other studies or tests conducted. For the creation of this article, we used surveys, scientific journals, and our own experience as practitioners. If we want to improve education, it is necessary to improve educational processes with the help of technology and the internet.

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Robotics and Education: A Systematic Review

Cited by 15 publications

References 14 publications

Social robotics in music education: A systematic review

Social robotics in music education: A systematic review

Learning robot differential movements using a new educational robotics simulation tool

Technology in the educational processes of basic education in Peru

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