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Owing to the widespread distribution of open‐source robotic software and cheaper hardware, design education in architecture and engineering is evolving to emphasize interactive and dynamic geometries, using new digital media and technologies. However, ethnic minority groups are still underrepresented in technology‐driven changes in architecture, an...
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... are many kinds of circuit boards and transducers available that are widely used electronic devices to start crossdisciplinary robotics studies for both educational and professional purposes. Figure 3 lists specific equipment used in the studio to learn the principles of motional mechanism based on the sensing-actuating feedback and test them within scale building modeling. To support small-to-FIGURE 1 Modeling learning stages (LSs): Formal organization of course modules and agendas YI medium fabrication and prototyping in the studio-learning environment, students take advantage of 3-axis CNC machines, 3D printers, and miscellaneous fabricating tools equipped in the FIU Fabrication Lab (Figure 4). ...
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... and MWT were planned to teach basic programming skills and methods of mechanism, including electronic circuits, mechanical linkage, force transmission systems, soft body connection, joints, etc. During CWs, the parametric design process for organic form-making was recapped, and the second workshops were provided on C+ programming language, as it is required to handle the electronic equipment (Figure 3) for kinetics. ...
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... mechanisms are subject to a limited degree of freedom in motion, whereas pneumatic forces acting on a surface of a form enables far smoother movement and controllability of a target object. For kinetic actuators, two types of servo motors (micro: 1.6 kg-cm torque and 0.12 sec/60° at 4.8 V; and standard type: 5.5 kg-cm and 0.2 sec/60° at 4.8 V) were selected, and the 12 V vacuum air pump was chosen for soft systems (Figures 3 and 6a). Servos can be easily handled, as they can run on the microcontroller power outputs of 3.3/5 V, but the air pump cannot be directly turned on by Arduino boards, because the current supply is inadequate to run the pump. ...
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... to manufacturing complexity, 3D mold design has been less addressed in soft robotics; nevertheless, the soft robot team developed and tested rubber casting molds whose air-chamber patterns are configured with complex 3D geometry. As shown in Figure 13, the students fabricated a 3D silicon form on a large scale, presenting successful pneumatic actuation. Another team working on a parasite pavilion space suggested a robust gear system by employing double rotary wheels, and successfully integrated them with a movable 3D Voronoi structure (Figure 14a). ...
Citations
... Several factors inhibit the adoption of construction robotics, necessitating design development to resolve these issues. They include; education and training [57], misplaced trust [49], lack of trust, situation awareness and wage inequality [7]. ...
... As stated by IFR [57], wage inequality and the potential of a downward spiral are emerging concerns in robotics but are not a given, stating that the emerging technological innovation is not necessarily the culprit in rising inequality which could be attributed to other factors such as; globalisation, trade and immigration, business model shifts, and weakling of trade unions. Furthermore, extant studies state that contrary to widely held speculation, automation does not accrue to job substitution but rather reallocates IOP Publishing doi:10.1088/1755-1315/1101/5/052003 ...
Over the last decade, the potential and prospects for using robotics for various construction activities have increased, particularly for dangerous work areas such as roof construction, construction in hazardous environments, and improving productivity while shielding construction workers from strenuous work and accidents. As there have been concerns about human factors in collaborating robotics with humans on construction worksites, ergonomics in human-robot teams’ research is critical to enhancing the advantages and adoption of collaborative robots in improving the productivity of construction workers and the competitiveness of construction organisations. This study reviews the emerging trends in human-robot teams and ergonomics in robotics, focusing on addressing the grey areas in human-robot teams’ body of knowledge. A systematic review of publications from similar industries with extensive studies on human-robot teams and factors applicable to the built environment were identified. The study summarises articles that have emerged over the last decade and highlights the emerging nature of robotics collaboration, ergonomic development and the interplay between robotics design and construction robotics ergonomics. Its outcome benefits AEC research and practice in building knowledge in construction human-robot collaboration, guiding practice and design in robotics by focusing on critical ergonomic issues.
... Robotics was also employed for inclusive education by some articles. For instance, low-cost robotics kits helped to motivate minority students in STEAM subjects [51,58] as well as to promote interdisciplinary collaboration for minority students in architectural design [61]. ...
... Improve student performance [39][40][41][42]45,47,54,55,59] 9 Encourage student interest in STEM/STEAM [36,37,[49][50][51]58,61] 7 Promote student engagement [44,46,53,56,60] 5 Other advantages [38,43,48,52,57,62] 6 The review found that the main advantage of using AI and new technologies in inclusive education for minority students was to improve student performance, for instance, [40] employed machine learning and AI algorithms to provide personalized feedback, and [59] found an increase in the students' self-efficacy. Similarly, Kazimzade et al. [72] stated that inclusive education could benefit from the use of technology to increase the students' performance and competence. ...
... Contextualize the technology [42,45,[56][57][58]62] • Develop students' sense of belonging • Include attributes that correspond to student minority background Provide adequate resources [39,40,47,50,53,61] • Provide high-quality software • Estimate the effectiveness of materials beforehand At the sociocultural level Cultural values [41,52,54,55] • Include content relevant to minority people • Use technology to protect the language and cultural heritage of minority people ...
Artificial intelligence (AI) and new technologies are having a pervasive impact on modern societies and communities. Given the potential of these new technologies to transform the way things are done, it is important to understand how they can be used to support inclusive education, particularly regarding minority students. This systematic review analyzes the advantages and challenges of using AI and new technologies in different sociocultural contexts, and their impact on minority students. In terms of advantages, this review found that AI and new technologies (a) improved student performance, (b) encouraged student interest in STEM/STEAM, (c) promoted student engagement, and (d) showed other advantages. This review also identifies the main challenges associated with the use of AI and new technologies for inclusive education: (a) technological challenges, (b) pedagogical challenges, (c) dataset limitations, (d) low satisfaction using technology, and (e) cultural differences. This review proposes some solutions to these challenges at the pedagogical, technological, and sociocultural levels, and also explores important aspects of inclusive education that address the students’ sociocultural diversity. The findings and implications will aid teachers, practitioners, and policymakers in making decisions on the effective use of AI and new technologies to support sociocultural inclusiveness in education.
... In addition, the use of robots in the field of education includes other related aspects of student education [8], which include contributing to the development of logical thinking, psychomotor skills, and spatial perception of students [9], promoting student independence through the development of their projectsand student participation in the teaching and learning process [11], to promote innovation, research, and understanding directed at the computer world [12], to generate students 'problem-solving skills [13], to promote the development of students' digital skills [14], to integrate it with other teaching methods, such as project learning, collaborative reading, or collaborative reading [ 15], and to promote active learning as it produces resources that can be used in the social environment [16]. Thus, it can be said that robots in education produce a series of benefits [17], which include learning to work in a team [18], increasing self-esteem [19], promoting business [20], developing skills [21], identifying and taking an interest in other disciplines [22], increasing concentration [23], enhancing art [24], and stimulating curiosity and increasing interest in mathematics [25]. ...
The installation of robots as a teaching tool in higher education should in recent years have a new way to improve the teaching of various subjects and the development of control software. The use of robots that work well in educational programs in institutions of higher learning and their ideas for new teaching programs in engineering, health sciences, biology, chemistry, physics, etc. has been recognized throughout the education sector. The bibliometric tools used to analyze the emergence of educational robots as a factor contributing to improved teaching and participation in teaching methods used by teachers. With this advancement in the field of education, the teaching method can be improved. Thus solving the problems and problems created and encourages students to experience this new era of technology.
... Robotics education can promote aconstructivist classroom learning and create an active learning environment (Barak & Assal, 2018). In addition, it can be used to promote skills such as: creativity and spatial memory skills, psychomotor skills (Alemi et al., 2020), collaborative learning (Chootongchai et al., 2019), creativity (Yi, 2019), entrepreneurship (Blackley & Howell, 2019), and project-based learning skills (Caballero-González & García-Valcárcel, 2020). ...
Application of robotics is rapidly increasing in all fields of life. Though robotics education became popular in the 21st century, its teaching and training has not gained much importance across the world, especially in developing and low-income countries. There are various reasons for its neglect and one of them could be gender-science stereotypes. Research studies are yet to explore the reasons for its slow emergence. The present study explores the need and training for educational robotics considering the role of students, teachers, teacher-educators and parents, determining whether it is gender-dependent or not. The study also proposes to come up with a syllabus for robotics training. The study employs exploratory, sequential, qualitative-quantitative mixed-method research design and applies purposive sampling techniques. Researchers conducted semi-structured interviews, including five science teacher-educators, five science teachers, and five trainee teachers majoring in sciences to understand the need, scope and benefits of robotics education. They recruited 100 high school students, 50 teacher-educators, and 100 parents to test whether their interest in robotics is gender-dependent through Chi-square analysis. The study revealed the need for robotics education under four themes and seven subthemes. It has been found that the interest of students and parents and the readiness of teacher-educators for robotics education is gender-dependent. The study came up with a suggestive syllabus for robotics training. It recommends that future researchers should focus on the implementation of robotics teaching for teacher and school education.
... As analyzed in other studies, robotics has not yet been implemented in a concrete way in education systems. However, due to the potential it offers for the academic development of students, it will probably be included in the not-too-distant future as a specific subject in various education systems [25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][47][48][49][50]. ...
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.
... However, despite the active employment of robot machines and technological advancements on the engineering side of AEC [2,3,8], it is still foreign to architecture and building design, and above all, gaps in industrial development and academic education have increased in those areas. For the majority of architecture students and design tutors, technology has been perceived to be less impactful or even irrelevant to enhance the design quality and elevate academic endeavor to search for newer agendas [20]. It is found that there exist only a few architectural courses that focus on robotics, in contrast to the rapid pace of knowledge growth in the field of robotics engineering. ...
... To do so, related knowledge from fundamental to advanced levels needs to be properly curated with the higher education system of professional architectural programs. Although the incorporation of robotics in the architectural studio has been found to be effective in increasing students' overall achievements [20], we suffer from a scarcity of reliable information about robust models of education content. Students' motivation, expected outcomes, and the representation of individual preferences remain a domain of inquiry. ...
... This study does not involve field application of class learning, and the fourth level of KM was excluded from the analysis. The nine factors corresponding to three KM levels (reaction, learning, and results) were used to examine education performance (Figure 7b): (i) prior knowledge level (Pk); (ii) study motivation (Mo); (iii) importance of course topics (Im); (iv) collaboration and communication among students (Co); (v) workload/task pressure (Tp); (vi) instructor-specific training supports/ connections (Ts); (vii) performance expectancy/self-evaluation (Pe); (viii) student achievements (Sa); and (ix) overall satisfaction (Sf) [20]. ...
This study reports and analyzes the first architectural robotics class regularly organized in a professional college in South Korea. The course consists of two modules: (i) design experimentation with kinetic (responsive) building pro-totyping and (ii) construction automation of a complex building form using an industrial robot arm. Both modules are structured to provide undergraduates with applied knowledge of kinematics and mechanisms. Along with introducing tools and content of robotics learning in architecture, the course development and students' perception of learning progress and intellectual achievement have been systematically assessed by adapting theoretical course analysis models (of Richards and of Kirkpatrick). The results reveal that learning motivation affects self-satisfaction and achievement. This suggests that the background, goals, and methods of teaching robotics engineering need to be carefully coordinated over the entire curricular context of building design education. K E Y W O R D S architecture, building design, design technology, kinetic architecture, robotics
... Along with advanced understanding of building sustainability, recent developments in research on design computation [6,7] have been increasingly focused on building mobility, addressing expressive features of interactive building shapes, and on responsive morphing of various building components (envelope, solar shading, ceiling, etc.) [8,9]. Innovations applied from materials science and robotics as well as extended availability associated with software/ electronic hardware encourage architects and building engineers to find untapped terrain in motional building applications in many aspects of design, fabrication, and control [10][11][12][13]. Despite academic evidence and the potential of adaptive building (kinetically movable construction that reacts to environmental stimuli), it has yet to be exposed at the level of ordinary work in sustainable architecture, and suggestions for best building practices and technical methods to broaden and advance the use of responsive building ideas is necessary. ...
... This study aims to suggest easily accessible and rapid mass-customizable/-producible methods for the kinetic building envelope for general practitioners and non-professional building users, representing a major application of environmental building design that pursues kinematics [4,8,9,11,14]. A few industrial attempts have been made to suggest kinetic building ideas and technical methods of responsive shading, leading to the emergence of adaptive shading façades, for example, in the Al Bahr tower or Q1 headquarters [1]; nevertheless, it is necessary to call current responsive building practices into question, given the following inherent observed problems: (i) mechanism and component fabrication to configure movable parts and linkage systems are highly complex and costly; (ii) electromagnetic motor-based kinetics often convey annoying noise and vibration to the interior and re quire regular checkups for robust operation; and (iii) performance of kinetic designs, reported in building simulations, does not, in effect, significantly consider actuation efficiency (output force/energy or output force/weight), discounting additional electricity consumed by large-scale motors and parts. ...
... To suggest a flexibly deployable type of kinetic component and practical construction method, we chose an origami pattern as the paneling shape for our device. Origami, a traditional paper-folding technique, is a well-known and widely used method to configure movable building surfaces and other components [6,8,11]. To materialize it on a building scale, we studied physical models and simulation of structural movement. ...
To find a low-cost and flexibly adaptive building design and construction method in the field of sustainable architecture, the authors attempted to propose a user-fabricable 3D-printed kinetic shading device that is selectively actuatable by a switch between a geared DC motor and a thermomechanical shape memory alloy (SMA) actuator. This approach leverages additive manufacturing, SMA, and origami to suggest a lightweight, motorless, and silently operable kinetic building module with compact actuation parts. User-customization is prioritized in its manufacturing, installation, and operation: the device is made by 3D-printed thermoplastic components and is self-supportively installable. User-engaged operation is considered by involving an app-based remote control, along with sensor-integrated automation. The results of responsive building performance simulation and mockup tests demonstrate that the thermo-responsive building module enables control of solar radiation and light, reducing room temperature dynamically. The study findings speak to the limitations and potential of material-based actuation for adaptive building technologies.
... Its basic concepts and terminology were introduced in the 1970s [17], but along with the rise of the green building industry, the adaptively movable building is once again gaining increasing popularity as an emerging paradigm in sustainable architecture and building design education. Lee et al. [11] suggested simplified formulas to estimate the energy performance of movable windows, and Yi [18] discussed robotics-based design experiments as well as the educational effectiveness of introducing kinematics into design studio curriculums. In particular, the responsively acclimatized design of building enclosures, inspired by biomimicry (or biomimetics) that takes the characteristics of nature as a dominant driver for design strategies and form-making [5,9,19], is progressively studied with a high-level abstraction of natural principles, owing to the development of robotics and sensor technologies [8]. ...
Operation of environmentally responsive building components requires rapid prediction of the optimal adaptation of geometric shapes and positions, and such responsive configuration needs to be identified during the design process as early as possible. However, building simulation practices to characterize optimized shapes of various geometric design candidates are limited by complex simulation procedures, slow optimization, and lack of site information. This study suggests a practical approach to the design of responsive building façades by integrating on-site sensors, building performance simulation (BPS), machine-learning, and 3D geometry modeling on a unified design interface. To this end, a novel and efficient hybrid optimization algorithm, tabu-based adaptive pattern search simulated annealing (T-APSSA), was developed and integrated with wireless sensor data communication (using nRF24L01 and ESP8266 WiFi modules) on a parametric visual programming language (VPL) interface Rhino Grasshopper (0.9.0076, , McNeel, Seattle, USA). The effectiveness of T-APSSA for early-stage BPS and optimal design is compared with other metaheuristic algorithms, and the proposed framework is validated by experimental optimal envelope (window shading) designs for single (daylight) and multiple (daylight and energy) objectives. Test results demonstrate the improved efficiency of T-APSSA in calculations (two to four times faster than other algorithms). This T-APSSA-integrated sensor-enabled design optimization practice supports rapid BPS and digital prototyping of responsive building façade design.
This chapter explores the practical applications and effective methods of integrating artificial intelligence (AI) into various educational settings. It examines how educational institutions, ranging from K-12 to higher education, have successfully utilized AI to enhance teaching methods, strategies, and learning outcomes through the presentation of compelling case studies. In addition to theoretical frameworks, the chapter offers practical insights into the challenges faced, strategies employed, and lessons learned during the implementation of AI-enhanced teaching approaches. The adoption of AI in education can facilitate personalized learning journeys by tailoring instruction, materials, pacing, and resources to individual learners' needs and preferences. It also enables adaptive assessments and feedback systems that provide real-time feedback, identify areas for improvement, and contribute to more nuanced grading systems. The chapter highlights examples of AI-powered platforms, such as adaptive learning platforms, intelligent tutoring systems, smart content recommendation systems, and gamified learning paths, illustrating their effectiveness in meeting the unique requirements of students and promoting engagement and mastery. Furthermore, it discusses the importance of immediate and targeted feedback and individualized content structuring in adaptive learning environments. The chapter also explores AI-assessment tools, real-time feedback systems, learning analytics dashboards, and peer learning facilitation platforms as valuable resources for educators. By leveraging AI technologies, educational institutions can transform teaching and learning practices, promote personalized and adaptive learning, and ensure the alignment of AI-based systems with human values.
This research explores the integration of robotics into K-12 education to enhance emotional and social learning (ESL). The theoretical framework draws from constructivism, social learning theory, experiential learning, socio-cultural theory, and emotional intelligence models. Implementation strategies include curriculum design, teacher training, student engagement, and ethical considerations. Challenges encompass ethical dilemmas, access disparities, and socio-cultural sensitivity. The future of robotics in education involves technological advances, global collaboration, and adaptive learning environments. The conclusion emphasizes the transformative potential of robotics in cultivating well-rounded individuals with technical proficiency and heightened socio-emotional skills. As the educational landscape evolves, the integration of robotics emerges as a dynamic force shaping a generation prepared for the complexities of the 21st century.
