Figure 5 - uploaded by Thomas Braunl
Content may be subject to copyright.
Source publication
We have taught a number of robotics courses at Australian and German universities, both on manipulator kinematics and on intelligent mobile robots. In all cases has the inclusion of lab components with hands-on embedded robotics systems and/or simulation systems proven to be very successful. Through this, students have gained a better understanding...
Similar publications
Citations
... Gil et al. [35] proposed the use of 3D simulations to help students practice theoretical concepts about robotics. Other authors [32,[35][36][37][38] had demonstrated that traditional teaching methods could be complemented with the use of computer simulations of robots in order to improve the performance of students. Nevertheless, in all previous studies, the professor had to determine when and how to use technology in the classroom. ...
Previous studies show that traditional teaching methods such as oral explanations and PowerPoint presentations can be complemented with the use of computer simulations in problem-solving sessions to teach robotics. Nevertheless, these previous works rest upon the assumption that the knowledge that is learned in virtual laboratories transfers to its equivalent real task. The main contribution of this work is to validate that the knowledge obtained by students in an undergraduate robotics course using computer simulations of 3D model robots can be applied to its real-world context. The experimental platform used to run the computer simulations was based on the Simscape Multibody library of the MATLAB™ software. Results show a satisfactory knowledge transfer because more than 75% of the students finished a forward kinematics problem using a physical manipulator built with LEGO Mindstorms™. In addition, the observation analysis of the professor reveals that students reinforced their knowledge previously learned, and their problem-solving and critical thinking skills also improved. In this way, this study demonstrates that the proposed methodology not only helps the transfer of knowledge to the real-world context but also helps to develop student competencies. Future work is needed to replicate the findings in other robotics topics, such as the generation of trajectories, the analysis of the dynamics of manipulators, and the design of various controllers for the actuators of the robot.
... In general, these works have had two educational approaches; namely, teaching programming and teaching robot kinematics. Some authors have focused on the use of robots to increase the students' motivation to learn programming techniques [16,17]. Other authors have focused on the use of robots to improve the learning of the students through hands-on activities to create "new learning environments" that could provoke the interest and curiosity of the students [18,19]. ...
In the educational area of engineering, there has been research using simulations to illustrate the concepts and exercises seen in class, as in the case of robotics course classes in which simulations have been used to demonstrate theoretical concepts. Results have been inconclusive whether or not the use of state-of-the-art simulations with traditional teaching methods improve the academic performance of students. From the point of view of the authors, some of these negative results could be because teachers do not receive any guidance on how to incorporate the use of simulations in their teaching strategy. This paper reports the evaluation of a platform to simulate industrial robots based on the MATLAB™ and Simulink™ environment. The platform was used by 3 teachers of undergraduate robotics courses. Each teacher was trained how to use the platform. For teachers of groups A and B, in addition to this training, they also received guidance on how to use the platform in their classes, while the teacher of group C freely decided on his own how to use the platform in his classes. In each group, the teacher covered the same topics about forward kinematics, and the same exercises were given to the students to solve during the practical sessions. As a result, students in groups A and B attained better academic performance compared to students of group C. This fact shows that it is necessary to train the professors not only in the use of the platform but also in the incorporation of this technology into their courses.
... Gil et al. [35] proposed the use of 3D simulations to help students practice theoretical concepts about robotics. Other authors [32,[35][36][37][38] had demonstrated that traditional teaching methods could be complemented with the use of computer simulations of robots in order to improve the performance of students. Nevertheless, in all previous studies, the professor had to determine when and how to use technology in the classroom. ...
During the last decade, students of mechanical engineering, electrical engineering, and mechatronics have been interested in studying robotics. It is a challenge for robotics course professors to get students to clearly understand the basic theoretical concepts for its correct application to solve problems, and to motivate them to achieve the best performance. Previous works proposed the use of 3D models to perform the simulation of industrial robots in class and consequently to reinforce the students’ theoretical and practical concepts. However, it has not yet been clearly demonstrated how the use of robots and simulations helps improve students’ academic performance. In this paper, the main contribution consists of a formal evaluation in which the comparison between the use of two teaching methods was carried out. In the first teaching method (traditional method), the professor used PowerPoint presentations and oral explanations to teach theoretical concepts and solve exercises (Group A). In the second teaching method, the professor added the use of 3D simulations together with the traditional method to teach theoretical concepts and solve exercises (Group B). Students of both groups performed the same written exam about forward kinematics in order to study and analyse the differences between the methodology used with Group A and the methodology used with Group B. This exam consisted of solving three exercises with different robot complexity levels. The results demonstrate that the performance of the students in group B is significantly better than that of the students in group A. In other words, the use of 3D simulations improves student’s academic performance, and provides a teaching tool to enhance the way the professors teach.
The main goal of this paper is to present the advantages that the new generation of mobile robot simulators has given to the teaching of robotics to computer science students. We present some of their features, as well as some experiences of their use in two Spanish universities. These experiences have taken place at different courses, both at graduate and undergraduate levels. We also discuss about those experiences and introduce how we envision teaching in this field.
The use of hands-on learning experience to teach robotics design techniques is well established. In light of this, a small autonomous underwater vehicle (AUV) for use in the education of undergraduate students has been developed. The system builds on the LEGO NXT Mindstorms kit, maintaining interconnectivity between custom components and the NXT system, to provide an easily reconfigurable platform. The AUV illustrates the design process as well as many of the concepts required in submersible design such as buoyancy, trimming, passive stability, control, seals and propulsion methods. By keeping the cost of the system low, the ability to use the AUV for purely instructional purposes becomes feasible.
