With rapid advances in Artificial Intelligence (AI) over the last decade, schools have increasingly employed innovative tools, intelligent applications and methods that are changing the education system with the aim of improving both user experience and learning gain in the classrooms. Even though the use of AI to education is not new, it has not unleashed its full potential yet. Much of the available research looks at educational robotics and at non-intelligent robots in education. Only recently, research has sought to assess the potential of Socially Assistive Robots (SARs), including humanoids, within the domain of classroom learning, particularly in relation to learning languages. Yet, the use of this form of AI in the field of mathematics and science constitutes a notable gap in this field. This study aims to critically review the research on the use of SARs in the pre-tertiary classroom teaching of mathematics and science. Further aim is to identify the benefits and disadvantages of such technology. Databases' search conducted between January and April 2018 yielded twenty-one studies meeting the set inclusion criteria for our systematic review. Findings were grouped into four major categories synthesising current evidence of the contribution of SARs in pre-tertiary education: learning gain, user experience, attitude, and usability of SARs within classroom settings. Overall, the use of SARs in pre-tertiary education is promising, but studies focussing on mathematics and science are significantly under-represented. Further evidence is also required around SARs' specific contributions to learning more broadly, as well as enabling/impeding factors, such as SAR's personalisation and appearance, or the role of families and ethical considerations. Finally, SARs potential to enhance accessibility and inclusivity of multi-cultural pre-tertiary classroom is almost unexplored.

A systematic review of the literature regarding socially assistive robots in pre-tertiary education

Preschool children, robots, and computational thinking: A systematic review

The technological revolution has created new educational opportunities. Today, robotics is one of the most modern systems to be introduced in educational settings. The main objective of this research was to analyze the evolution of the “robotics” concept in the educational field while having, as a reference point, the reported literature in the Web of Science (WoS). The methodology applied in this research was bibliometrics, which we used to analyze the structural and dynamic development of the concept. The collection of WoS studies on robotics in education began in 1975. Its evolution has been irregular, reaching peak production in 2019. Although the focus was on collecting studies with educational knowledge areas, other knowledge areas were also present, such as engineering and computing. It was found that the types of manuscript most commonly used to present scientific results in this area are proceedings papers. The country with the highest level of production in this field of study is the United States. The results confirm the potential of this type of study in the scientific field. The importance of this technology in the training of future surgeons and in the results they produce in their own learning was also detected.

https://www.mdpi.com/2079-9292/10/3/291/pdf

Robotics in Education: A Scientific Mapping of the Literature in Web of Science

Due to recent advances in technology, social robots are emerging as educational tools with the potential to enhance early language and literacy skills in young children. Social robots are defined as machines that can socially interact and communicate intelligently with humans. A review of the literature was conducted to explore current knowledge on social robots and early language and literacy learning in typically developing children (0 to 8 years old). The database search terms were “social robots” AND (literacy OR language) AND “education”. Twelve databases were searched and 13 studies met the search criteria. Five key themes were identified: A theoretical framework for learning with social robots; Child engagement with social robots; Social robots and language and literacy activities; Social robots and language and literacy learning; and Characteristics of social robots for education. Few studies were found that specifically addressed social robots and early literacy learning. Although social robots were found to support early language learning, further research is needed to investigate social robots and early literacy learning in young children.

/pdf/social-robots-and-young-children-s-early-language-and-28guuzonfe.pdf

Social Robots and Young Children’s Early Language and Literacy Learning

The robotics curriculum is one of the most common and popular curricula for stimulating students’ interest in the science, technology, engineering, and mathematics (STEM) disciplines. The purpose of this study was to develop a robotics curriculum that highly integrates STEM and uses open software and hardware, and to test its effects on high school students’ learning outcomes, interest, and perceptions of STEM. The study involved 82 Grade 10 students; divided into two groups, the experimental group experienced an integrated robotics STEM course, whereas the comparison group participated in a curriculum with commercial robotics. After a semester, the quantitative and qualitative data showed that the experimental group reported significantly more positive perceptions of integrated STEM, with strengthened knowledge, interest, and career orientation towards related fields. The findings of this study provide suggestions for STEM curriculum development.

/pdf/the-impact-of-an-integrated-robotics-stem-course-with-a-3me9f6dkud.pdf

The Impact of an Integrated Robotics STEM Course with a Sailboat Topic on High School Students’ Perceptions of Integrative STEM, Interest, and Career Orientation

/pdf/applying-robotics-in-school-education-a-systematic-review-4gi3ed35oz.pdf

Applying Robotics in School Education: a Systematic Review

Two-wheel single-axis mobile robots generally are pendulum and balancing (inverted pendulums). The ability to transform from a pendulum to a balance gives these robots additional benefits. The robot should perform the transformation quickly and move as little as possible out of place. The mathematical model of the planar mobile robot was created. It describes the statics and dynamics of pendulum and balance robots. The optimal regulator was used to control the position of the pendulum. In this case, the transformation takes place in a minimum of time.

Vytenis Sinkevičius

Papers

Applying Robotics in School Education: a Systematic Review

Study of switching a pendulum robot to a balancing robot