Robotics and Problem-Based Learning in STEM Formal Educational Environments

Grandgenett, Neal; Ostler, Elliott; Topp, Neal; Goeman, Robert

doi:10.4018/978-1-4666-4502-8.ch028

Cited by 6 publications

(6 citation statements)

References 8 publications

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“…Educational robotics provides a fun and developmentally appropriate way to teach technology and engineering to students of all ages (Bers, 2010; Slangen, Keulen, & Gravemeijer, 2010; Sullivan & Bers, 2016). A variety of content areas, as well as social skills, can also be taught using educational robotics (Eguchi, 2012; Grandgenett, Ostler, Topp, & Goeman, 2012; Hwang & Wu, 2014; Sullivan & Bers, 2016). Typical goals for these learning tools include generating student interest in technology through robotic activities or lessons and engaging students in learning while teaching difficult or abstract concepts through nontraditional methods (Eguchi, 2012).…”

Section: Introductionmentioning

confidence: 99%

Collaborative Robotics, More Than Just Working in Groups

Taylor¹,

Baek

2017

Journal of Educational Computing Research

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The purpose of this study was to determine what collaborative interventions produce positive effects for students working on collaborative robotics projects for science process skills, collaborative problem solving, and learning motivation. In addition, the study examined the impact students' prior robotics experience had on science process skills, collaborative problem solving, and learning motivation. The results indicated experience level and collaboration interventions can have impacts on students. Assigned Group Roles had positive effects on students' motivation and collaborative problem solving. Experience level also had effects upon student learning motivation and collaborative problem solving with the Novice status associated with higher levels as compared with students who had more experience. A collaboration intervention was identified that has the potential to produce positive effects for students in collaborative robotics projects as well as assist classroom educators in the purposeful design of collaborative robotics projects with scientifically based strategies to improve the attitudinal outcomes for students of various robotics experience.

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Section: Introductionmentioning

confidence: 99%

Collaborative Robotics, More Than Just Working in Groups

Taylor¹,

Baek

2017

Journal of Educational Computing Research

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“…"Educational robotics" is the term now commonly used to refer to robotics being used as a tool for learning (Papert 1980(Papert , 1986(Papert , 1993Eguchi 2012). Since the early 1980's, robotics platforms designed for education present a wide range of costs, types of parts, and complexities (Grandgenett et al 2012;Miller et al 2008;. Many robotics kits include a programmable brick or controller and can be programmed in one or more languages (Eguchi 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Educational robotics initiatives can be grouped on the basis of the purpose for using robots: using (i) robots as the learning objective, (ii) robots as a learning aid, and (iii) robots as a learning tool like a practical teaching assistant (Eguchi 2012). In the latter case, educators find robotics appealing because of the robots' ability to catch the attention of youth; robots are highly engaging and motivating and encourage learning about STEM -Science, Technology, Engineering, and Mathematics -concepts (Grandgenett et al 2012;Miller et al 2008;.…”

Section: Introductionmentioning

confidence: 99%

Robotic Teaching Assistance for the “Tower of Hanoi” Problem

Thien

Terracina

Iocchi

et al. 2016

International Journal of Distance Education Technologies

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In this work the authors investigate the effectiveness of robotics in education. Rather than creating excitement for children when playing with robots in games, they are examining the overall learning environment where a robot acts as a teaching assistant. They designed a suitable lesson plan when groups of teenagers participate in activities involving the use of the robot: the authors first performed experiments for the robot to solve the “Tower of Hanoi” problem; then, they designed a lesson plan to teach the “Tower of Hanoi” problem using a KUKA youBot as a teaching assistant. The experiment involved two groups of students: one group was taught with the robot and the other group without the robot. Finally, the authors present results of a comparative study based on questionnaires, in order to understand if the effectiveness of the teaching has been greater with the robot as teaching assistant.

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“…Each of the servos in the chain needs to have an assigned unique id and this can be accomplished using the Dyna-Manager software provided by Trossen robotics 7 . Due to the many power software connection permutations available for the arm, this proved to be quite frustrating for both the students and faculty.…”

Section: Technologiesmentioning

confidence: 99%

“…It is no surprise that PBL and Robotics have been used at every level of education to induce student ingenuity and scholarship activities. First Robotics 3,4 and Vex 5,6 leads the way with K-12 7 to undergraduate programs 8 . One of the questions we are trying to answer is at what level of difficulty can we introduce technologies to undergraduate students and have them respond.…”

Section: Introductionmentioning

confidence: 99%

Board 64: ROS as an Undergraduate Project-based Learning Enabler

Wilkerson¹,

Gadsden²,

Gadsden³

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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received his PhD from Johns Hopkins University in 1990 in Mechanical Engineering. His Thesis and initial work was on underwater explosion bubble dynamics and ship and submarine whipping. After graduation he took a position with the US Army where he has been ever since. For the first decade with the Army he worked on notable programs to include the M829A1 and A2 that were first of a kind composite saboted munition. His travels have taken him to Los Alamos where he worked on modeling the transient dynamic attributes of Kinetic Energy munitions during initial launch. Afterwards he was selected for the exchange scientist program and spent a summer working for DASA Aerospace in Wedel, Germany 1993. His initial research also made a major contribution to the M1A1 barrel reshape initiative that began in 1995. Shortly afterwards he was selected for a 1 year appointment to the United States Military Academy West Point where he taught Mathematics. Following these accomplishments he worked on the SADARM fire and forget projectile that was finally used in the second gulf war. Since that time, circa 2002, his studies have focused on unmanned systems both air and ground. His team deployed a bomb finding robot named the LynchBot to Iraq late in 2004 and then again in 2006 deployed about a dozen more improved LynchBots to Iraq. His team also assisted in the deployment of 84 TACMAV systems in 2005. Around that time he volunteered as a science advisor and worked at the Rapid Equipping Force during the summer of 2005 where he was exposed to a number of unmanned systems technologies. His initial group composed of about 6 S&T grew to nearly 30 between 2003 and 2010 as he transitioned from a Branch head to an acting Division Chief.

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Robotics and Problem-Based Learning in STEM Formal Educational Environments

Cited by 6 publications

References 8 publications

Collaborative Robotics, More Than Just Working in Groups

Collaborative Robotics, More Than Just Working in Groups

Robotic Teaching Assistance for the “Tower of Hanoi” Problem

Board 64: ROS as an Undergraduate Project-based Learning Enabler

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