Robotics in Education: Proceedings of the RiE 2024 Conference (Lecture Notes in Networks and Systems, 1084)

Preface
Organization
Contents
Keynote Papers
Robot Challenges as an Opportunity for Students
	1 Introduction and Motivation
	2 Project
	3 History of Robbie
	4 Project Management and Organization
	5 Results in Competitions
	6 Gain for Students
	7 Conclusion
	References
Vocational Education Through 2PointRobo
	1 Introduction
	2 Reasons for Using Industrial Robots
	3 Application of Industrial Robots in Vocational Education
	4 Conclusion
Methodology and Pedagogical Aspects
Kinematic Model Implementation Using Educational Robotics
	1 Introduction
	2 Trochoidal Curves
		2.1 History and Importance
		2.2 Parametric Equations
		2.3 Schilling\'s Kinematic Models
	3 A Dual-Function Drawing Robot
		3.1 Methodology
		3.2 Construction and Operation
	4 Summary
	References
Intensive Robotics Course Projects Improve Higher Education Students’ Intrinsic Motivation and Learning Outcomes
	1 Introduction
	2 Background
	3 Students’ Motivation
	4 Learning Theories
	5 Research Methodology
		5.1 Research Setting
	6 Data Collection
		6.1 Data Analysis
	7 Results
	8 Discussion
	References
Tailored Robotics Lab Sessions - Accommodating Undergraduate Students with Diverse Skill Levels
	1 Introduction
	2 Literature Review
	3 Methodology
	4 Lab Session Design
		4.1 ROS-Introduction
		4.2 Sawyer
		4.3 MIR
		4.4 Tinkerkit Braccio
		4.5 Inverse Kinematics
		4.6 PiCar
	5 Assessment and Evaluation
		5.1 Student Feedback
		5.2 Lecturer Observations
		5.3 Task Completion
	6 Discussion
	7 Conclusion and Future Work
	References
Lessons Learned: The Evolution of an Undergraduate Robotics Course in Computer Science
	1 Introduction
		1.1 Original Motivation
		1.2 Our Approach: Robotics as Part of Computer Science
		1.3 Putting Our Experience in Context
		1.4 Program Goals and Structure
		1.5 Related Work
	2 Course Structure
		2.1 Progress
		2.2 Syllabus
		2.3 Term Projects
		2.4 Continuity
		2.5 Robotics Learning Lab
		2.6 Selecting a Robot for Teaching Robotics
		2.7 The Robots
		2.8 Why ROS (Robotics Operating System)
		2.9 Safety, Security and Breakage
	3 Lessons Learned and Conclusions
		3.1 Conclusions
	References
On the Importance of Live Programming and Short Feedback Loops for Educational Robotics
	1 Introduction
	2 Related Work
	3 Methodology
	4 Research Questions
	5 Exercises
	6 Lessons Learned
	7 Results
		7.1 RQ1 Impact on Student Progress
		7.2 RQ2 Impact on the Resolution Time of Each Exercise
		7.3 RQ3 Impact on the Way Students Work
		7.4 RQ4 Impact on the Duration of the Feedback Loop
	8 Conclusions
	References
Influential Factors in Teachers’ Adoption of Robotics Activities Within STEM Education
	1 Introduction
	2 Methodology
		2.1 Participants
		2.2 Research Tools
		2.3 Data Analysis
	3 Results
		3.1 The Factors that Influence the Integration of Robotics Activities
		3.2 Teachers’ Self-Determination in Integrating Robotics Activities into STEM Education
	4 Discussion
		4.1 Limitations and Future Directions
	References
The Opinions of Basic School Students Regarding the Use of Telepresence Robots for Teaching and Learning
	1 Introduction
		1.1 Remote Teaching and Learning After COVID-19
		1.2 Telepresence Robots
		1.3 Research Aim
	2 Method
		2.1 Sample
		2.2 Data Collection
		2.3 Procedure
	3 Results
		3.1 Research Question 1: How Do Students in Basic Education Grades 5–9 Assess the Utilization of TPRs?
		3.2 Research Question 2: What Factors Should Be Taken into Consideration When Arranging TPR Workshops for Students in Basic Education Grades 5–9?
	4 Discussion and Conclusions
	References
SRNOCS - An Implementation Concept of a New Technology in Nursing Schools
	1 Introduction
	2 The Test Station
	3 Didactics
		3.1 The Teaching Unit
	4 Realisation of the Unit
	5 Conclusion
	References
The Impact of a Transdisciplinary STEAM Teacher Training Course on the Integration of Robotics in Early Childhood Education
	1 Introduction
	2 Course Implementation
	3 Methodology
		3.1 Participants and Sampling Techniques and Data Collection
		3.2 Data Analysis
	4 Findings
		4.1 Demographic Information
		4.2 Ways in Which the Course Facilitates Teachers to Integrate RiECE
		4.3 Aspects that Make the Course Useful for Teachers
		4.4 Student Teachers’ Perceived Challenges
	5 Discussion
	6 Conclusion
	References
Methodology for Teaching the Denavit-Hartenberg Notation
	1 Introduction and Motivation
	2 Methodology of Teaching the Denavit-Hartenberg Notation
		2.1 Step 1 - Identification of Kinematic Structure of the Robot (IKS)
		2.2 Step 2 - Assigning the Coordinate Frames: IZPOX Procedure
		2.3 Step 3 - Transition Between Frames (TBF)
		2.4 Step 4 - Calculations of Partial Transition Homogeneous Transformation Matrices (pT.HTM)
		2.5 Step 5 - Calculation of the Whole Transition Matrix Between Base Frame and Tool Frame (BT.HTM)
		2.6 Curriculum Placement of the D-H Notation
		2.7 Remarks on Educational Evaluation of Proposed Methodology
	3 Discussion and Conclusion
	References
Robotics in Education
The HEART Project\'s Initiative in Enhancing Adult Learning Environments Through Robotics
	1 Introduction and Motivation
	2 Methods
		2.1 Database and Guide on Educational Robotics
		2.2 Training Course
		2.3 Cycle of Webinars and Seminars for Educators on the Use of Educational Robotics
	3 Results
	4 Discussion and Conclusions
	References
Breaking the Barrier: Education Students’ Persistence in Coding and Robotics Activities
	1 Introduction
	2 Theoretical Overview
		2.1 Importance of Coding and Robotics in Education
		2.2 Persistence as an Essential Characteristic in Learning
		2.3 Persistence in Coding and Robotics
	3 Methodology
		3.1 Participants
		3.2 Data Collection and Analysis
	4 Findings
	5 Discussion
	6 Conclusion
	References
Robots and Children
Using Simple Educational Robots as a Technology for Teaching Early Childhood and Primary Education Literacy in the United States
	1 Introduction
	2 Background and Related Work
		2.1 Reading Levels in the U.S.
		2.2 Technology as a Tool to Improve Literacy
		2.3 Brief History of Robotics in Early Childhood and Primary Education in the United States
		2.4 These Differ: STEM, STEAM, STREAM… Acronyms Galore!
		2.5 Educational Robotics vs, Robotics Education-Robotics as a Tool to Teach STEM and Literacy
		2.6 The Educational Robot
	3 STEAM Literacy Activities
		3.1 Spacecraft Rescue Activity
		3.2 The Very Hungry Caterpillar Robotics Activity
	4 Conclusions
	References
The Appeal of Robotics to Children with Autism and Its Potential as a Therapeutic and Educational Tool
	1 Introduction
	2 Experimental Methodology
	3 Implementation of the Experiment
	4 Experimental Results
	5 Conclusions
	References
Effects of Summer Robotics Activities in Libraries on Children’s Interest in Robotics and STEM Career
	1 Introduction
	2 Literature Review
		2.1 Factors Affecting Children’s STEM Career Orientation
		2.2 STEM Education in UK Public Libraries
		2.3 Effectiveness of Informal STEM Learning Experiences
		2.4 Educational Robotics and STEM Education
	3 Methodology
		3.1 Participants
		3.2 Robotics Activity
		3.3 Research Design and Instrument
		3.4 Data Analysis
	4 Result
		4.1 Interest in Robotics and Related Career
		4.2 Student Career Interest Writing/ Drawing Activity
	5 Discussion
		5.1 Significant Effect on Interest in Robotics and Related Career
		5.2 Insignificant Effect on Interest in STEM and Related Career
		5.3 Data Collection
		5.4 Questionnaire Design
	6 Conclusion
	References
New Findings About Child-Robot-Interaction
	1 Introduction
	2 State of Research
	3 Research Design
		3.1 Lab Setup
		3.2 Test Setup
	4 Results and Discussion
		4.1 Sympathy
		4.2 Anthropomorphic
		4.3 Performance
		4.4 Social Behaviour
		4.5 Engagement
		4.6 Trust
		4.7 Limitations
	5 Implications
	6 Further Research
	References
Robotics Concepts
Exploring Programming Concepts and Robotic Sensors: How to Organise Them Within Educational Content
	1 Introduction
		1.1 LEGO SPIKE PRIME
	2 Methodology
		2.1 Participants
		2.2 Data Analysis
	3 Design of 6 Activities with LEGO Spike Prime
		3.1 Propeller Model – Basic Commands
		3.2 Model Dancer – Motor Movement and Loop
		3.3 Pet Model – Color Sensor and Condition
		3.4 Chameleon Model – Motor Movement, Color and Event Sensor
		3.5 Model Grasshopper – Synchronisation of Movement of 2 Motors
		3.6 Model Drawbridge – Knowledge Verification
	4 Discussion
	5 Conclusion
	References
Enhancing University Visitor Satisfaction: A Human-Robot Interaction Study on the Design and Perception of a Guiding Robot Assistant
	1 Introduction
	2 Methods and Materials
		2.1 The TEMI v3 Robot
		2.2 The Functionality of the Guiding Application
		2.3 Sample, Procedure, and Data Collection and Analysis
	3 Results
	4 Discussion
	References
Assessment of Learners in Educational Robotics: An Up-to-Date Overview of Learner Assessment in Educational Robotics in Learning Process of Slovak Schools
	1 Introduction
	2 Teaching Process in Slovak Schools
		2.1 What is the Method for Determining the Achievement of Learning Objectives?
		2.2 Assessment in Education Robotics
	3 Methodology
		3.1 Data Collection
		3.2 Data Analysis
	4 Results of the Research
		4.1 Identified Challenges in Assessment Faced by Teachers (The First Research Question)
		4.2 How Teachers Assess Learners While Working with Educational Robotics (The Second Research Question)
	5 Discussion and Future Work
	6 Conclusion
	References
Insights from a Decade of AMiRo: Where Research Meets Education
	1 Introduction
	2 Exploring the AMiRo Ecosystem
		2.1 Hardware Perspective of the Robot Platform
		2.2 Software Perspective of the Robot Platform
		2.3 Additional Tools Constituting the Ecosystem
	3 Current State of the Education Curriculum
		3.1 Courses that do not Use the AMiRo but Teach Basic Concepts
		3.2 Courses in Which the AMiRo Modules can be Used
		3.3 Courses in Which the AMiRo Platform is Fully Integrated
	4 Evolution of the ASE Course
		4.1 Initial Phase
		4.2 Integration of Additional Degree Programs
		4.3 Pandemic Break
		4.4 The Next AMiRo Generation
	5 Benefits from Sharing the Same Platform in Education and Research
		5.1 Benefits for Research
		5.2 Benefits for Education
	6 Conclusion
	References
Devices and Tools
Selecting an Educational Robot: A Comprehensive Guideline
	1 Introduction
	2 Related Work
	3 Selection Process Guideline
	4 Assessment Criteria
	5 Robot Selection
		5.1 Search for Educational Robots
		5.2 Applying the Exclusion Criteria
		5.3 Applying General Criteria
		5.4 Select Best Fitting Robot
	6 Conclusion
	References
Open Source and Portable Educational Kits for Enabling Robotics Education
	1 Introduction
	2 Portable Education Units
	3 Design of Teacher Training and Educational Content
	4 Piloting in Austria and Estonia
	5 Discussion and Outlook
	References
EduRob: An Educational Robot for Teaching Kinematics of Wheeled Mobile Robots
	1 Introduction
	2 Kinematic Modeling of Wheeled Mobile Robots
		2.1 Standard Wheel
		2.2 Omni Wheel
		2.3 Mecanum Wheel
	3 Technical Implementation of EduRob
		3.1 Hardware
		3.2 Software
	4 Results
	5 Conclusions and Future Work
	References
Smartdrone: An Open Platform for Research and Experimentation with Autonomous UAVs
	1 Introduction
	2 Proposed Platform: Smartdrone
		2.1 The Frame
		2.2 Drone Components
		2.3 Drone Builds
		2.4 Firmware Configuration and Test
	3 Results: Use of Smartdrone in Cross-Curricular Projects
		3.1 Case Study 1: A Software Framework for Intelligent Drone Applications Using the Smartdrone Platform
		3.2 Case Study 2: A Glove Drone Controller
	4 Conclusions and Future Directions
	References
Low-Cost Educational Robot for Museums and Exhibitions
	1 Introduction
	2 State of the Art
	3 Approach and Architecture
		3.1 Approach
		3.2 System Architecture
	4 Pilot Application
	5 Conclusion
	References
Improving Usability of a Web-Based Platform for Teaching Robotics Engineering
	1 Introduction
	2 Software Improvements in the Unibotics Platform
		2.1 REACT-Based Frontend
		2.2 PostgreSQL Database
		2.3 From ROS1 to ROS2 Robotics Middleware
	3 Teaching Experiences
		3.1 M.Sc. in Intelligent Systems at UJI
		3.2 Robotics in Computer Science Grades at UCM
		3.3 Robotics Software Engineering Degree at URJC
	4 Measuring Usability
		4.1 Discussion
		4.2 Unibotics Usability in Terms of Students\' Prior Knowledge
	5 Conclusions
	References
Competitions and Gamification
The Impact Study of RoboCupJunior – Educational Robotics Competition – 23 Years Later
	1 Introduction
	2 RoboCupJunior
		2.1 History of RoboCupJunior
	3 RCJ Longitudinal Study – Methodology and Process
		3.1 Methodology
		3.2 Participants
	4 Results
		4.1 Educational Goal and Career Path
		4.2 RCJ Experience
		4.3 RCJ Learning Experience
	5 Discussions and Next Steps
	References
Transformative Learning: A Decade of Success in Educational Robotics Competition
	1 Introduction
	2 Methodology
	3 Analysis and Findings
		3.1 Exploratory Data Analysis
		3.2 Solution
	4 Competition Impact
		4.1 Theme Case Study
		4.2 Participant Stories
		4.3 Participant Startups
		4.4 COVID-19 Impact
	5 Conclusion
	References
Curricula Updates Through Students’ Participation in International Competition
	1 Introduction
	2 Methods and Materials
		2.1 Course Design Inputs
		2.2 Course Structure and Activities
		2.3 Participants
		2.4 Feedback Collection
		2.5 Mobile Platform Description
		2.6 Comparison of BFMC Platform and TalTech Mobile Platform
	3 Results
		3.1 Answers to the Research Questions
	4 Conclusion and Discussion
	References
Educational Robotics and AI
Integrating AI into School Curriculum: A Maker-Oriented Activity
	1 Introduction
	2 Design of the Activity
		2.1 Objectives
		2.2 Tools Selection
		2.3 The Prototypes
	3 National-Level Impact of This Activity
	4 Conclusions and Future Perspective
	References
Revolutionizing Traffic Management: AI-Driven Micro:bit Integration for Real-Time Traffic Control
	1 Introduction
	2 Background and Related Work
	3 Methodology
		3.1 Learning Goals
		3.2 Materials
		3.3 Sessions Description
	4 Project Implementation
	5 Results
		5.1 Intersection Scenario
		5.2 Three Equal Lanes-One Opposite Lane Scenario
		5.3 Project Assessment
	6 Conclusions and Future Work
	References
From Screens to AI-Driven Human-Robot Interaction: Comparing Students’ Perceptions of the Robots Pepper and Furhat for ChatGPT-Based Exam Preparation
	1 Introduction
	2 Implementation
		2.1 Implementation of ChatGPT on the Pepper Robot
		2.2 Implementation of ChatGPT on the Furhat Robot
	3 Study
		3.1 Study Design
		3.2 Study Sample
	4 Results
		4.1 Perceptions of Robots as Guides for Exam Preparation
		4.2 Positive and Negative Aspects of Robots with ChatGPT in Education
	5 Discussion
	References
From Automaton to AI Robot: the Added Value for Learning
	1 Introduction
	2 From Automaton to Event-Based Programming Robots
	3 Shift Towards AI Robots
	4 Four Learning Scenarios with Increasing Robot Autonomy
	5 Conclusion, Limitations, and Perspectives
	References
Author Index