Robotics via Experiential Active Learning With Immersive Technology: A Pedagogical Framework Designed for Engineering Curricula

• Published in: IEEE access Vol. 12; pp. 65706 - 65715
• Main Authors: Yang, Liangjing, Xiao, Songjie, Wang, Tengyue, Shi, Yunze, Driggs-Campbell, Katherine
• Format: Journal Article
• Language: English
• Published: Piscataway IEEE 2024; The Institute of Electrical and Electronics Engineers, Inc. (IEEE)
• Subjects: Active learning; Curricula; Education; Educational robots; Engineering education; Extended Reality; human-machine interface; Learning curves; learning paradigm; Mixed reality; Pedagogy; Planning; Robot arms; Robot learning; Robot programming; Robotics; robotics pedagogy; Robots; Service robots; Task analysis; Taskload; Virtual reality
• ISSN: 2169-3536; 2169-3536
• DOI: 10.1109/ACCESS.2024.3393473

With robots becoming increasingly ubiquitous, robotics education has become an integral subject in engineering curricula. The extensive prerequisites ranging from mechanics, electronics and computing make the initial learning curve of the subject unnecessarily steep compared with traditional learning approaches even for engineering students. This paper presents and investigates a pedagogical methodology for teaching Robotics via Experiential Active Learning with Immersive Technology (REALITy). The methodology includes a learning paradigm that assimilates the syllabus with experiential hands-on operation of a robot arm for task-driven lab activities facilitated by teaching method that is augmented with virtual interface and mixed reality devices. The immersive teaching platform is assessed through a user test based on a representative lab activity on robot programming for task automation using three modes of interaction for learning, namely, physical, virtual and mixed reality interaction. The mixed reality interaction mode demonstrated significant easing of the learning curve compared to pure physical interaction with the robot hardware and was associated with a lower task load index according to learners' feedback. By exploring this pedagogical framework, we hope to enhance robotics education via experiential active learning by leveraging late-breaking immersive technology.