Year: 2015
Type: conference-paper
Abstract: Can robots in classroom reshape K-12 STEM education, and foster new ways of learning? To sketch an answer, this article reviews, side-by-side, existing literature on robot-based learning activities featuring mathematics and physics (purposefully putting aside the well-studied field of “robots to teach robotics”) and existing robot platforms and toolkits suited for classroom environment (in terms of cost, ease of use, orchestration load for the teacher, etc.). Our survey suggests that the use of robots in classroom has indeed moved from purely technology to education, to encompass new didactic fields. We however identified several shortcomings, in terms of robotic platforms and teaching environments, that contribute to the limited presence of robotics in existing curricula; the lack of specific teacher training being likely pivotal. Finally, we propose an educational framework merging the tangibility of robots with the advanced visibility of augmented reality.
Authors: Mohammad Ehsanul Karim, Severin Lemaignan, Francesco Mondada
Institution: École Polytechnique Fédérale de Lausanne
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2244743914