Topic
Educational robotics
About: Educational robotics is a research topic. Over the lifetime, 1752 publications have been published within this topic receiving 26863 citations.
Papers published on a yearly basis
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01 Nov 2007
TL;DR: The contents have been restructured to achieve four main objectives: the enlargement of foundational topics for robotics, the enlightenment of design of various types of robotic systems, the extension of the treatment on robots moving in the environment, and the enrichment of advanced robotics applications.
Abstract: The second edition of this handbook provides a state-of-the-art cover view on the various aspects in the rapidly developing field of robotics. Reaching for the human frontier, robotics is vigorously engaged in the growing challenges of new emerging domains. Interacting, exploring, and working with humans, the new generation of robots will increasingly touch people and their lives. The credible prospect of practical robots among humans is the result of the scientific endeavour of a half a century of robotic developments that established robotics as a modern scientific discipline. The ongoing vibrant expansion and strong growth of the field during the last decade has fueled this second edition of the Springer Handbook of Robotics. The first edition of the handbook soon became a landmark in robotics publishing and won the American Association of Publishers PROSE Award for Excellence in Physical Sciences & Mathematics as well as the organizations Award for Engineering & Technology. The second edition of the handbook, edited by two internationally renowned scientists with the support of an outstanding team of seven part editors and more than 200 authors, continues to be an authoritative reference for robotics researchers, newcomers to the field, and scholars from related disciplines. The contents have been restructured to achieve four main objectives: the enlargement of foundational topics for robotics, the enlightenment of design of various types of robotic systems, the extension of the treatment on robots moving in the environment, and the enrichment of advanced robotics applications. Further to an extensive update, fifteen new chapters have been introduced on emerging topics, and a new generation of authors have joined the handbooks team. A novel addition to the second edition is a comprehensive collection of multimedia references to more than 700 videos, which bring valuable insight into the contents. The videos can be viewed directly augmented into the text with a smartphone or tablet using a unique and specially designed app.
3,174 citations
Book•
01 May 1991
TL;DR: Invention to Robotics provides both an introductory text for students coming new to the field and a survey of the state of the art for professional practitioners.
Abstract: From the Publisher:
Introduction to Robotics provides both an introductory text for students coming new to the field and a survey of the state of the art for professional practitioners.
2,354 citations
TL;DR: The articles reviewed suggest that educational robotics usually acts as an element that enhances learning, however, this is not always the case, as there are studies that have reported situations in which there was no improvement in learning.
Abstract: This study reviews recently published scientific literature on the use of robotics in schools, in order to: (a) identify the potential contribution of the incorporation of robotics as educational tool in schools, (b) present a synthesis of the available empirical evidence on the educational effectiveness of robotics as an educational tool in schools, and (c) define future research perspectives concerning educational robotics. After systematically searching online bibliographic databases, ten relevant articles were located and included in the study. For each article, we analyze the purpose of the study, the content to be taught with the aid of robotics, the type of robot used, the research method used, and the sample characteristics (sample size, age range of students and/or level of education) and the results observed. The articles reviewed suggest that educational robotics usually acts as an element that enhances learning, however, this is not always the case, as there are studies that have reported situations in which there was no improvement in learning. The outcomes of the literature review are discussed in terms of their implications for future research, and can provide useful guidance for educators, practitioners and researchers in the area. Highlights? We performed a systematic review of studies with quantitative evidence of the use of robotics in schools. ? Studies indicate positive outcomes for teaching concepts related to the STEM areas. ? Nine important factors to increase the success of robotics as a teaching tool are presented. ? More research is needed about how to use robotics to develop new skills in students.
846 citations
29 Aug 2005
TL;DR: Social assistive robotics as mentioned in this paper is a research area focusing on assisting people through social interaction, which has been studied extensively in the last few decades. But there is no clear definition of socially assistive robots.
Abstract: This paper defines the research area of socially assistive robotics, focusing on assisting people through social interaction. While much attention has been paid to robots that provide assistance to people through physical contact (which we call contact assistive robotics), and to robots that entertain through social interaction (social interactive robotics), so far there is no clear definition of socially assistive robotics. We summarize active social assistive research projects and classify them by target populations, application domains, and interaction methods. While distinguishing these from socially interactive robotics endeavors, we discuss challenges and opportunities that are specific to the growing field of socially assistive robotics.
839 citations
TL;DR: Overall, the study demonstrates that kindergartners were both interested in and able to learn many aspects of robotics, programming, and computational thinking with the TangibleK curriculum design, and suggest effective curricular designs and areas warranting redesign.
Abstract: By engaging in construction-based robotics activities, children as young as four can play to learn a range of concepts. The TangibleK Robotics Program paired developmentally appropriate computer programming and robotics tools with a constructionist curriculum designed to engage kindergarten children in learning computational thinking, robotics, programming, and problem-solving. This paper documents three kindergarten classrooms' exposure to computer programming concepts and explores learning outcomes. Results point to strengths of the curriculum and areas where further redesign of the curriculum and technologies would be appropriate. Overall, the study demonstrates that kindergartners were both interested in and able to learn many aspects of robotics, programming, and computational thinking with the TangibleK curriculum design. We explore the efficacy of an early childhood robotics and programming curriculum.53 kindergarteners used developmentally appropriate robotics and programming tools.Children's concept mastery tended to be high but varied with concept difficulty.Results suggest effective curricular designs and areas warranting redesign.
639 citations