SEMINAR REPORT

on

THE USAGE OF ROBOTICS AS AN ELEMENT OF STEM

EDUCATION IN THE EDUCATIONAL PROCESS
By

Anugya
NNM23MC010

(An off-Campus Institution of NITTE (DEEMED TO BE UNIVERSITY), MANGALORE)

Nitte Mahalinga Adyanthaya Memorial Institute of Technology

Nitte – 574110, Karkala, Udupi District

2023-24
 (An off-Campus Institution of NITTE (DEEMED TO BE UNIVERSITY), MANGALORE)

Department of MCA

BONAFIDE CERTIFICATE

Certified that this seminar report “The Usage of Robotics as an Element of

STEM Education in the Educational Process” is the bonafide work of “Anugya

(NNM23MC010)” who presented the seminar under my supervision.

SIGNATURE SIGNATURE

Head of the department Seminar In charge

Dr. Mamatha Balipa Dr. Pallavi Shetty

Professor & Head Associate Professor
Department of MCA Department of MCA
NMAM.I.T., Nitte NMAM.I.T., Nitte
 Table Of Contents

1. Chapter 1

Introduction ………………………….………………. 1

2. Chapter 2

Literature Review ………………….………………… 2

3. Chapter 3

Methodology …………………………………………. 3

4. Chapter 4

Results and Discussion …………………………….…. 5

5. Chapter 5

Conclusion ………………………………….…………. 6

6. References …………………………………….…………. 7
 CHAPTER-1

Introduction
We live in a rapidly evolving world driven by creativity, innovation and knowledge. The
cornerstone of acquiring good knowledge, showing creativity and transforming knowledge into
innovation is education.The spread of the popularity of the use of robotics in the educational
process, at the present stage of development of science and technology, indicates the expansion of
the use of robots. [1]

Analysis of world trends has shown that robotics is one of the leading educational areas. It follows
that educational robotics is one of the promising areas of STEM education. Therefore, it can be
argued that the introduction of elements of robotics is appropriate at all levels of education,
including primary school. Since the use of robotics allows you to use in the educational process
elements of the game, which is most acceptable for the development of motivation to learn and the
cognitive sphere of primary school students.[3]

At the present stage of development of educational space, the educational potential of robotics is
extremely large, as there is already an urgent need for specialists to develop, design and program
robots.

STEM education is a series or series of courses or programs that prepares students for successful
employment, after-school education, or both, and requires a variety of more technically complex
skills, including mathematical knowledge and scientific concepts. [5]

1
 CHAPTER-2

Literature Review
The integration of robotics into STEM (Science, Technology, Engineering, and Mathematics)
education has gained significant attention in recent years. Robotics offers a hands-on and
interdisciplinary approach to learning, allowing students to develop critical skills such as problem-
solving, collaboration, and creativity. This literature survey explores the various aspects of using
robotics as an element of STEM education in the educational process[1].

The article highlights the importance of taking into account the need for cross-cutting knowledge
and skills that can be applied in practice at the present stage of development of educational space. It
is determined that the spread of knowledge that is useful in practice, creates the need for STEM-
technologies (learning in practice) in the education system. The concept of STEM education is
outlined– a combination of natural sciences, technology and engineering with mathematical,
accurate calculations. That is why the analysis of the development of modern society, and
especially the latest information technologies, shows the popularization of science and technology,
in particular– robotics[3].

In addition, it is determined that one of the most promising areas of STEM education today is
educational robotics, the introduction of which is appropriate at all educational levels, starting from
primary school. The use of robotics elements in primary school, which allow to diversify the
educational process through the introduction of games and practical activities, is characterized.The
concept of "robotics" is also characterized as interdisciplinary, which allows the use of
interdisciplinary links in the educational process of primary school[6].

Robotics by nature has a diversity of knowledge, whether in programming languages for routines
and firmware, or in components, sensors, electrical and electronic circuits, microcontrollers and
motors, in which all must interact in sync for robot machine to work as expected in design. Robots
are slowly being incorporated in our society and the number of service robots has in 2008 already
outnumbered industrial robots. Robots are slowly beginning a process of seamless integration in
everyday lives both at home and at school. This impact of social robotics is even more crucial for
children and teenagers, where robots can be used for their development and intellectual growth. As
a consequence, greater attention must be levied onto how educational robots can be better integrated
into the lives of young people. With the continuous advent of technology, it is worthwhile to
understand the potential of robots as effective add-ons to learning. Robots can be an entertaining
platform to learn about computers, electronics, mechanical engineering and languages. It has been
shown that young children performed better on post-learning examinations and generated more
interest when language learning took place with the help of a robot as compared to audiotapes and
books. Educational robots are a subset of educational technology, where they are used to facilitate
learning and improve educational performance of students[2].

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 CHAPTER -3

Methodology
1.Literature Review

Conduct a comprehensive review of existing literature related to robotics in education. Identify and
review academic papers, research studies, book, conference proceedings, and reports that discuss
the use of robotics in educational setting. Summarize key findings, trends, challenges, and best
practices in the literature.

2.Data Collection

Depending on the scope of the seminar, collect data from various sources such as educational
institution, robotics programs, teachers, students, and industry professionals. Utilize surveys,
questionnaires, or interviews to gather information about the implementation of robotics on
education, including curriculum design, teaching methodologies, student engagement, and learning
outcomes.

3.Data Analysis

Analyze the collected data to identify patterns, themes, and insights related to the use of robotics in
education. Use qualitative and/or quantitative analysis techniques to interpret the data and draw
meaningful conclusions. Compare and contrast different approaches to robotics education,
highlighting successes, challenges, and areas for improvement.

4.Case Studies and Examples

Includes case studies or example of schools, universities, or organization that have successfully
integrated robotics into their educational programs. Highlight innovative projects, initiatives, or
curricula that demonstrate the effectiveness of robotics in enhancing student learning experience
and outcomes. Provides concrete examples of robotics competitons, clubs, or extracurricular
activities that promote STEM education and robotics literacy.

5.Expert Interviews
If feasible, conduct interviews with educators, robotics experts, industry professionals, and
policymakers to gain insights into their experiences and perspectives on robotics in education. Use

3
the interviews to supplement the findings from the literature review and provides real-world
perspectives on the topic.

6.Recommendations and Implications

Based on the finding and analysis, provides recommendations for educators, policymaker, and
stakeholders interested in integrating robotics into education. Discuss the potential implications of
robotics in education for curriculum development, teacher training, student engagement, and
workforce readiness.

4
 Chapter 4

Results and Discussion

It is a fact that learning supported by practical experimentation makes all difference for construction
of knowledge, in addition to allowing students significant gains in self-esteem and self-confidence.
Every time you manage to carry out tasks that depend on your knowledge, commitment and
responsibility, it is gratifying and positively marks life of each student. It is possible to see how
practical experimentation helps to encourage students to learn and study more. That's because they
take responsibility for understanding more and better in order to get better results and better
perform their assigned tasks, whether practical or theoretical.

The significant number of students who chose area of control, automation and robotics for the
development of research at the end of the course, in electrical engineering at UNIVAP or at
Faculdade Anhanguera show that idea of integrating students with practical applications can yield
good results . The application of robotics practice, even making use of commercial platforms and
robotics kits, as a teaching tool for children and young people in high school, also allowed to enjoy
encouraging results in engineering schools, as can be seen in the case study in Objetivo Alfa high
school in Taubaté.

For the near future, scientific research arising from this didactic philosophy can lead to interesting
results and with good prospects for application of this strategy in other practical activities in other
disciplines and in other areas of knowledge, such as human and biological, making use of intrinsic
condition of multidisciplinarity as teaching instrument

5
 Chapter - 5

Conclusion
This review paper has presented a summary of important and recent works in the area of robots in
education.We believe that not only are robots built on advanced technology but they also provide a
tangible and physical representation of learning outcomes: a valuable aspect of employing them in
education. An outcome of the review is to encourage pedagogical experts to further understand the
practical aspects of the utilization of robots in education. We have tried not to delve too much into
pedagogical theoretical aspects and have attempted to focus more on issues related to Student–
Robot Interaction, unlike prior reviews in the field. Moreover, since there is a large volume of
research in the area we may have neglected certain works, such as reports from educational
institutions,which are not readily and widely available. To conclude,our message is that we do not
intend that robots replace human teachers but highlight the added value that robots can bring to the
classroom in the form of a stimulating,engaging and instructive teaching aid.

6
References:
[1] Belzetsky R.S., Poltorak O.M. (2017) Robotics as a tool of modern technical education. URL:
https://conferences.vntu.edu.ua/index.php/all ininv/all-ininv-2017/paper/view/2375.

[2] Bida O., Prokhorchuk O., Fedyaeva V., Radul O., Yakimenko P., & Shevchenko O. (2021).
Covid-19 and Distance Education: Analysis of the Problems and Consequences of the Pandemic.
IJCSNS International Journal of Computer Science and Network Security, 629-635.

[3] Davydenko Yu. G. (2017) Introduction of STEM education in primary school. Information
technologies as a way of introduction of STEM education, 103-106.

[4] Introducing LEGOhttps://education.lego.com/

[5] Koshelev, O.L., & Gritsay, S.M. (2017). Competence potential of lego education in primary
school. Young Scientist, vol. 9.2 (49.2), 5–8.

[6] Kuchai O., Yakovenko S., Zorochkina T., Оkolnycha T., Demchenko I., & Kuchaі T. (2021)
Problems of Distance Learning in Specialists Training in Modern Terms of The Informative Society
During COVID-19. IJCSNS International Journal of Computer Science and Network Security, 143-
148.

[7] Kuchai O.V. (2014) Conceptual principles of training future teachers by means of multimedia
technologies. Tutorial. Cherkasy: publisher Chabanenko Yu. A.

[8] Kuchai O.V. (2015) The use of multimedia technologies in the training of primary school
teachers. Tutorial. Cherkasy: publisher Chabanenko Yu. A.

[9] Kuzminskyi, A., Bida, O., Kuchai, O., Yezhova, O., & Kuchai, T. (2019). Information Support
of Educationalists as an Important Function of a IJCSNS International Journal of Computer Science
and Network Security, VOL.22 No.5, May 2022