Utilization of an Automated Guided Vehicle for Physics and Mathematics Teaching in Professional and Technological Education

In the era of digital transformation expansion and with the internet providing fast and easy access to information, Professional and Technological Education must keep pace with the current generation of digitally native students and the evolution of professions. This is particularly relevant on the...

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Bibliographic Details
Published inIEEE-RITA Vol. 18; no. 4; pp. 344 - 353
Main Authors Kock, Fernando Luis, Martins, Giselle Alves, Dias, Andre Luis
Format Journal Article
LanguageEnglish
Published Piscataway IEEE 01.11.2023
The Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Subjects
automated guided vehicle
Automated guided vehicles
Automation
Autonomous vehicles
Education
Experiential learning
Industrial applications
Industry 4.0
Learning
Mathematical analysis
Mathematics
New technology
Physics
Programming profession
Remotely guided vehicles
Student experiments
Students
Task analysis
teaching and learning
Training
Vocational training
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ISSN1932-8540
2374-0132
DOI10.1109/RITA.2023.3323787

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Summary:In the era of digital transformation expansion and with the internet providing fast and easy access to information, Professional and Technological Education must keep pace with the current generation of digitally native students and the evolution of professions. This is particularly relevant on the era of Industry 4.0, which integrates new technologies with industrial automation. The objective of this study is to qualitatively analyze the teaching and learning of selected Physics and Mathematics subjects through experiential learning, employing an Automated Guided Vehicle as a Learning Object for practical activities. The research led to the development of a Didactic Sequence, which was implemented with students enrolled in the Integrated Technical High School Course. The Experiential Learning proposed, aimed to involve students as the primary actors in the learning process, engaging them actively in constructing their own knowledge. It was observed that the use of AGV emerges as a relevant educational tool, capable of enhancing the teaching and learning processes, and providing students with a more tangible and meaningful experience, combining work, science, and culture through activities that embrace a polytechnic education.
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ISSN:1932-8540
2374-0132
DOI:10.1109/RITA.2023.3323787