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27 views5 pagesArtigo ASTROB
artigo
Uploaded by
Jaqueliny SantosCopyright
© © All Rights Reserved
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5 LARS/SBR/WRESEE24, 20229985813
snd2022 Werkshop on Robots in Edeation (WRG) | 978-6654 6280-8/22/53.00 ©2022 EE | OO
2022 Latin American Robots Simposum (ARS), 2022 Br
AstroBot: A robotic platform to enhance the
teaching-learning process in basic education
Jaqueliny S. S. Teixeira, Laryssa O. Caneschi, Celso O. Barcelos, Leonardo A. Fagundes-Jénior,
Hiago O. B. Batista, Werikson FO. Alves, Beatriz M. Silva, Silvana C. dos Santos, and Alexandre $. Brandio
Niicleo de Especializagao em Robstica (NERo), Departamento de Engenharia Elétrica
Grupo de Atengio as Tecnologias na Educagio (GAN
Departamento de Educagio,
Universidade Federal de Vigoss, 36570-900, Vigosa - MG, Brasil
Abstract—The present work aims to analyze the implemens
tation of Educational Robotics in the teaching and learning of
subjects considered as complex in elementary schoo, in order to
‘evaluate the limitations and possibilities of its use in the education
of children. Considering that education is a fertile field for the
use of technology, the application of technological methods can
‘become an excellent tool to help in the teaching of several areas,
inereasing the students” understanding of the subjects, becoming
‘an instrument that will support teaching. Throughout this work,
the robots and their functionalities are explained: interactions
by buttons, line follower, and obstacle avoidance. For the initial
validation, the robotic prototype is presented to the children of
the first cycle of basic edueation, in a municipal school in Vigosa-
(MG. From the results, itis possible to identify the enthusiasm
of the children when interacting with the robots developed by
the Roboties Specialization Center of the Federal University of
Vigosa. Therefore, this demonstrates how Educational Robotics
‘can promote didactic and pedagogical conditions that are more
attractive and motivating, making learning more attractive and
interesting for children.
Index Terms—Baucational Robotics, Button Interact
Following, Obstacle Avoidance.
I. INTRODUCTION
It is well known that education is a crucial instrument in
the life of every citizen. Moreover, it is a right provided for
in the Brazilian Federal Constitution and must be carried out
efficiently and effectively. However, as the years go by, we
notice a difficulty for children and teenagers to access this
subjective right, To reverse this scenario, there are several
‘methods and inventions that aim to leverage knowledge and
contribute to learning: but, even so, these methods alone have
rot been enough.
‘Common sense highlights that many students have difficulty
learning subjects such as Portuguese language, mathematics,
physics, and chemistry. This group of subjects is considered
to be complex. According to a survey by the Anisio Teixeira
National Institute for Educational Studies and Reseazch [1],
approximately 13.1% of Brazilian students in Basic Education
ae lagging behind. This number is quite high, from the point
sistance inthe development of the projet. Coresponding asthr: Alexa
5 Brandio (email alexanve brandao@utt bo
978-1 -6651-6280-822/831.00 ©2022 TREE.
of view of those who propose this project. Therefore, this is
a situation that needs attention, even though we are aware of
the decrease in this number over the past few years.
Nowadays, still aiming to solve learning difficulties, Fiduca.
tional Robotics bas been used as a multidisciplinary platform,
involving math, physics, and logical reasoning concepts t0
solve everyday problems. As education is a fertile field for the
‘use of technology, as stated in [2], technological methods and
Innovations can corroborate a new way of teaching, making
it more dynamic and more attractive to students, and thus
contributing to the understanding and apprehension of subjects
from several areas.
Educational Robotics is a field of study focused on the
research, discovery, and construction of logic programming,
Knowledge, and materilization of basic concepts in the
robotics field. Specifically, technologies that make up robotics
provide opportunities, for children and youth, for understand-
ing of the practice of building and programming, in relation
to devices and situations that they encounter daily but do not
fully understand them [3]-[5]. Examples ofthese are proximity
sensors, motion detectors, and light sensors, logic failures
(oftware errors) and connection problems (Wi-Fi, Bluetooth
disconnection, electrical connections) ate also examples of
such concepts. Such an area of study uses educational methods
to bring the methodological principles of robotics to students
at the clementary and high school levels, and can also be
extended to early childhood education, In this context, the
present work aims to develop a didactic platform for teaching
and learning robotics in elementary schools. To this end, the
following sections will explain the step-by-step development
of the prototype, as well as the functions to be explored with,
this robot,
TI. RELATED Works
Around the world, there are alzeady consolidated proposals
for the use of robots in early childhood education. In the
context of Educational Robotics, children’s learning activities
involve the construction and programming of robots using
sensors, motors, controllers, electric power, among others,
rough games, group challenges, and hands-on activities.
Some examples of these commercial products ate available
in the international online market.
Universidade Federale Viooes, Downloaded on August 26,2023 at 14:52:04 UTC tem EEE xp, Resttons sop.
407 Cubetto, by Primotoys, is a cube-shaped robot, made with
‘wooden boards that can be assembled and programmed on
the robot itself. This product also has a programmable table
and directional blocks for planning the robot's movement on a
playful board by allocating the directional blocks in sequential
‘command lines on the programmable table (6), [7]. The LEGO
‘group developed the LEGO-WeDo robot with a set of LEGO
parts and geared motors that can be assembled to build the
robot and program it intuitively via USB connection to a
‘computer with Scratch or Lego WeDo programs. From Meet,
Edison, the Edison Robot is a unicycle-type educational robot
that can be easily expandable using LEGO parts and can be
programmed on an external computer using Scratch or Python,
Bce-Bot is a bec-like robot designed to be a friendly toy
producing sounds and lights, making it an attractive device
for children of different ages. Its programming is limited
to the use of push-button instructions. A similar device has
been developed by Génération Robots, the Colby Mouse,
which looks like a mouse, but is considered functionally
equivalent to the Bee-Bot. Botley Mouse robot toy from
Learning Resources, is a robot programmed via a remote
ccontrol with support for conditional and loop programming
logic, Nevertheless, in the toy there is @ push-button control
interface [8]. A similar mechanism is presented by KUBO
robot, from KUBO Robotics. This robot features no contzol
interface for the user; instead, its programming is done to
follow predetermined functions by means of descriptive cards
allocated on a flat surface in a sequential manner,
CozmoNAOt is an educational project developed by Jacobs
University, in which commercial robots Cozmo and NAO are
used in an autonomous learning platform in the development
‘of computational skills and thinking. A playful board provides
the student with the possibility to solve real problems and
encourage the use of programming logic to make the robots
reach certain locations on the map, which are referred to as
planets of the solar system [9]. In general, two main types of
contexts can be distinguished from children in early childhood
and early school years: (@) robot building kits, which enable
‘construction by means of specific blocks and programming of
the robot; and (6) programmable robots, usually by graphical
interfaces mounted on the robots or from an external computer.
Il]. AstROBor - THE EDUCATIONAL ROBOT
Astrobot is a robot developed with the purpose of enhancing
the teaching and learning of subjects considered as complex.
Mathematics, physics and chemistry are subjects that require
a high degree of ability to perceive and apply relationships
between phenomena and abstract symbols [10]. One of its
objectives is to assist teachers in the application of activities
and the dissemination of knowledge, making the learning
process more qualitative and inclusive,
According to [11], the lack of contextualization and in-
terdisciplinarity is one of the reasons why students are not
motivated by exact sciences, If the content is not properly
contextualized, it becomes aseptic and difficult to understand,
not arousing the students" interest. Therefore, seeking to solve
soralde Voss, Downloaded on August 26,2023 at 145204 UTC om
this problem, having as motivation to facilitate understanding,
AstroBot arrives as an auxiliary tool for learning, making the
process more enjoyable and interactive,
‘To make Astrobot more attractive and inclusive for children,
the prototype includes leds, in order to attract the attention
of deaf children. Another feature is the buzzer, designed to
produce a sound signal every time a button is pressed. This
way, by associating a sound signal to an action, the robot
becomes accessible to visually impaired people. Furthermore,
Astrobot is composed of parts that fit into each other, which
enables it to be (unassembled extremely easily. Thus, the
robot parts work in different ways while sharing the same
mechanical structure, allowing the child the opportunity to
explore his creativity and mix the parts of different robots.
In general terms, the robot is formed by four subsystems: 8)
Programming: which aims to define the way it should interact
with the user or the environment through the signals from its
sensors and actuators. In general, it is the way in which the
robot is capable of performing a specific task using logical
concepts. b) Control Unit: which is the one responsible for
performing calculations in realtime and transforming its input
data into output signals for the robot's actuators. ¢) Electron-
ies: which is composed of motors and sensors, essential to
make navigation maneuvers possible, d) Mechanics: which
involves gears, chassis, axes, buttons, and other mechanical
components. All these components are integrated in a way
to ascemble a mobile physical structure so that the child can
interact with it
Figure 1 shows AstroBot, with its cuboid shape. In its fist
version, its main functionality is programmed through a button
interface. Depending on the colors, the green buttons indicate
movements (0 the left, forward and right; the red button on the
left side is responsible for initiating the movement, according
to the programmed instructions, and the red button on the right
is used for recording functions and movement instructions. In
the following subsections the other functionalities of the robot
will be described, according to its other modules
In a simplified way, AstoBot is a unicycle-like ground,
robot that composes an educational robotics kit divided into
structural modules (robot mechanics) containing embedded
navigation control (sensors and actuator structure, command
devices, and Arduino Nano programming),
Fig, L. Protoype of the baton interaction sob
= Xplor. Restctons ely.
408 A, Button Interaction
One of the most generic features in children’s toys is the
presence of buttons, this type of component is highly employed
given its simple construction combined with low production
costs. Basically, a bution when pressed has the function of
allowing the change of logic state from low to high, or vice-
versa, Given this characteristic, one can perform the most
varied types of actions, such as turning something on or off,
tuming a lamp on or off, blowing & horn, ete.
Based on this functionality, we propose a model of an
‘educational robot that can be controlled by pressing buttons,
In other words, the robot must move in space by inserting a
logical sequence that involves walking forward, turing right,
and turing left. Thus, it was thought to use a board where
the main objective of the game consists in positioning the cart
in a defined starting point, and the user must inform the robot
hhow it must walk to reach the desized square/cell on the board,
‘To do this, there are five buttons with the following functions:
play, forward, left right, and function. Then, once the cart is
tumed off, when the robot is turned on, it starts up and gets
ready to receive new commands,
To exemplify, suppose that to reach the desired point on the
board, it is necessary to make the cart move 2 spaces forward,
tum tight, move 3 spaces forward, turn left, and finally, move
1 space forward again, the user just has to press the buttons in
the following sequence: play to start the sequence recording,
forward (2 times). right (1 time), forward @ times), left (1
time), forward (1 time), and play to close the sequence and
store it in the memory.
By following the above sequence, the robot will successfully
reach its goal, Furthermore, if the user wants to repeat the same
‘movement again, it is enough for him/her to simply press the
function button and the last set of commands entered is stored
in memory and can be repeated without having to enter the
‘command sequence again,
Tn the educational context, this feature aims at teaching the
concept of laterality, ie., which side is the right and which
side is the left. Although we understand that this concept is
directly related to the fact that the child is right-handed or
left-handed, the button robot helps positively in this concept.
Afterall, the child realizes in practice which button turns right
and which one turns left, and can even do the opposite way,
so that the changes in the path can be observed
Besides working on laterality, this rbot provides interaction
with the student when performing maze activities, for example,
in which it is necessary for the student to demonstrate con-
centration and logical reasoning, for navigating using only the
forward, left, and right buttons, For older students (participants
of the final years of elementary school) the robot is great to
‘work the notion of function, in wich the student must think
‘of an entire trajectory that will be performed and which is
the reverse path to return to the origin, but without actually
executing, only programming through the function button and
then analyzing which errors and which successes ate observed,
when the robot is put into action,
sderalde Vines, Downloaded on August 28
409
In the mathematics subject, for example, the button interac-
tion robot can stil be used in the concept of measures, so that
students estimate the size of a certain path only by visualizing
the robot's trajectory and, later, performing the calculations to
transform the measures found by the robot into real measures.
B. Line following
‘The line-following robot uses two Light Dependent Resistor
LDR) modules as main components. This module is based
fon a photo resistor that measures the intensity of the ambient
light through the variation of its internal resistance, that is,
converting light into resistance values and thus detecting the
light intensity in the environment.
In short, when the light intensity is below the reference
value, the sensor output remains in a high state, and when
it exceeds the range, the output remains in a low state, As
shown in Figure 2, the intensity sensors are close to the robot's
Wheels, so that the line to be traveled is between them,
‘Once again, this robot ean easily be inserted in the teaching
oof mathematics in the elementary school - final years, when
the teaching of geometry is being addressed. Mote specifically,
the follower robot can travel along a line, a cycloid, and other
types of routes that ate present in the student's everyday life,
and all these paths can be clucidated by the educator.
Obstacle avoidance
‘The obstacle avoidance robot has as its main component
the ultrasonic module, which is used to calculate the distance
to the nearest object, operating in a range of 40 to 2000
mum, The gyroscope/accelerometer module is also used in this
feature in order to verify that the robot is following a straight
line. Generally speaking. this module indirectly coordinates
the wheel rotations. Figure 3 highlights the ultrasound sensor,
In the Arduino programming, it checks for obstacles that arc
at a distance of 200 mm, If the robot is at @ distance shorter
than this, a search for new routes is performed by rotating 90°
clockwise and 90° counterclockwise. If the robot runs into a
concave obstacle, it turns completely around itself, and returns
from where it eame from.
2. AcoBot and ite line following module
Restore apy, ‘Thinking of applications in the area of geography, the
obstacle avoidance robot can navigate in environments, which
require the avoidance of rocky chains, lakes, tees, and even
wild animals, just by inserting them in a playful and very
decorative environment.
IV. AstRoBor IN PracticE,
“To get a proof of concept, AstroBot was taken to a muni
ipal public elementary school and was presented to childzen
between the ages of 8 and 10. The visits took place in all
classrooms from 3rd to Sth grade and lasted 20 minutes each,
In order to verify the relationship between the robots and
their audience, « two-step dynamic was carried out, The first
consisted in briefly describing the robot, presenting its utility,
and showing it working. The second aimed to arouse the
children’s curiosity with the following questions: How do you
imagine this robot in the future? What will these robots be
used for? After questioning them, they had to illustrate their
ideas, their thoughts,
‘The illustrations pointed out possible directions for the
project. Among the aspects observed, some were highlighted,
such as the use of brighter colors, in order to make them more
eye-catching and attractive, and the association with humanoid
robots, {o accomplish the proposed missions. Among the
scenarios illustrated, most were related to carrying out space
missions. Figure 4 illustrates some of these robots. Also,
some applications had a sustainability bias. with applications
focused on garbage collection and navigation using renewable
energy sources,
‘Making an association with the previous section, the line
following robots were mostly drawn in the same way they were
introduced to the children. Figure 5 highlights the three line-
follower designs that were selected as a sample, corroborating
the observation regarding the use of colors and the spatial
theme. Furthermore, the illustrations also emphasized the in-
clusion of some functional accessories, such as video cameras,
robotic arms, and devices to display facial expressions. In
‘our understanding, these items aim at humanizing the robotic,
platform, in order to make the interaction with the robot more
iansparent,
-Aumaraedleensed use ines to Univer
Of all the drawings, two of them were the ones that most
‘caught our group's attention. Figure 6 highlights the idea of
robot bumanization, as the children used the ultrasonic sensor
to associate with the eyes of a living being, and especially in
the one on the right, where the child also added ears. mouth,
and emotions to the obstacle-avoidance robot,
During the school intervention, it was possible to observe
that many children believe that an ideal robot would be
in humanoid form, representing even their facial and body
‘expressions and endowed with speech, Although the AstroBot
does not directly meet this expectation, the experience of
taking it to the school environment was extremely important,
given the numerous ideas that emerged during the presen-
tations and dynamics and that will be used to improve its
behavior and appearance.
Considering our observation, during the presentation of the
robots at school, associated with the analysis of the drawings
produced by the children, we noticed that having mentioned
the robots would visit the solar system induced all drawings to
hhave some planetary or stellar representation. Thus, knowledge
produced during science classes and in their daily lives, for
‘example, was mobilized and related to the robot exploration
experience. Moreover, while the children were drawing, they
wore asking questions about outer space and how the robots
‘were built, showing how that moment aroused their interest in
Teaming more about the theme presented
From a didactic-pedagogical point of view, we highlight
‘three important elements for the development of skills during
the exploration of robots by the children: the object, the
Fig. 4 Drawings of colorful sobot that willbe weed in space missions.
Lune-Follower Explorer Robot
Fig. 5. Selcted Utusrtion of inefllowersobote working the fae,
Fedora de Viose. uacaded on August 25 2023 at 1452.04 UTC fm IEE Xplore, Restctons apy
410 Fig. 6. Humanizing the robot, with lis “eyes” conceived by ulrasonie
proximity sensors,
‘concept. the drawing, and the mental image. When manipu-
lating the robot (the object), from our mediation, the children
directed their focus on the concrete, that is, on the model,
However, this manipulation, although playful, was mediated
by our team, since we asked questions and made comments
that dizected the children's gaze. In this manipulative process
the concepts were being produced. Drawing, in turn, can be
seen as a didactic strategy that required a cognitive effort
from the children to represent their ideas. Finally, the mental
image involves the child's need to think in a systematized way
to describe their elaborations in the absence of the concrete
model. In view of this, we believe that the manipulation of
the robots and the drawings made by the children, brought
in this article, illustrate the development of skills related
to ways of thinking, analytical capacity, and production of
ideas, in addition to highlighting the promotion of creativity,
imagination, curiosity, and critical sense provided by the
‘experience they bad with the robots at school.
V. ConcLUDING REMARKS
Robotics, for being innovative, attracts and arouses the
interest of all kinds of age groups, and articulated with schools,
it can innovate the teaching strategies and methods. In such
4 context, this work presented the proposal of a modular
educational robot, aiming to enhance the teaching-learning
mission. The robot las, so far, three functionalities that can
bbe used in daily school tasks, in several knowledge areas.
‘The result experienced during the exhibition of the AstroBot
project at the elementary school, in the city of Vigosa - MG,
signaled the potential of this didactic platform, with respect to
attractiveness and dynamism. In view of this signaling, this
project aims to improve the performance of students from
public schools, who commonly do not have access t0 such
technology.
-Aumaraedleensed use ines to Univer
For continuity ofthe project, the team intends to present new
aspects in the future, bringing versatility applied through new
navigation technologies. In other words, using a sound sensor
module, we aim to build a robotic structure capable of moving
by the clapping of hands, and furthermore to produce an
application to interact with the robots through the user’s own
cell phone via Bluetooth communication. Once consolidated,
the focus will be on the insertion of AstroBot in the school en-
vironment, taining teachers, students and, whenever possible,
their parents, thus favoring the strengthening of institutional
ties and the popularization of science.
ACKNOWLEDGMENT
‘The authors Would like to thank Escola Municipal Anita
Chequer and Centro Municipal de Edueagio Infantil Profes-
sora Maria José Santana, for opening their doors so we could
[present the project to their students and collect their feedback.
REFERENCES
LINER, "Mapa da distor idadeséne: Sinopse esata - 2021; 2028
[Online| Avalable: tpseww gov bsinepptbeaceso-einfrmacao!
