Exploring the efficacy of collaborative learning in a remote robotics laboratory: a comparative analysis of performance and pedagogical approaches

• Published in: Smart learning environments Vol. 11; no. 1; pp. 15 - 14
• Main Authors: Teng, Long, Tang, Yuk Ming, Wu, Raymond P. H., Tsui, Gary C. P., Tsang, Yung Po, Tang, Chak Yin
• Format: Journal Article
• Language: English
• Published: Singapore Springer Nature Singapore 01.12.2024; Springer Nature B.V; SpringerOpen
• Subjects: Collaborative learning; Collaborative work; Completion time; Computers and Education; Cooperative Learning; Education; Educational objectives; Effectiveness; Engineering education; Grasping (robotics); Higher education; Human–computer interaction; Laboratories; Pedagogy; Remote laboratory; Robot arms; Robot learning; Robotics; Students; Teaching Methods; Undergraduate Students; Undergraduate study; Remote laboratory; Collaborative learning; Robotics; Human–computer interaction
• ISSN: 2196-7091; 2196-7091
• DOI: 10.1186/s40561-024-00305-w

In today's world, remote-controlled robots are widely used across various industries due to their ability to enhance working efficiency in various applications. Learning about robot operation and human–computer interaction has emerged as a popular topic in recent times. Indeed, learning robotics can be challenging for many students as it requires knowledge of programming, control systems, electronics, etc. Collaborative learning in a physical robotics setting is common in higher education and has received significant attention for its potential to enhance individual learning outcomes. However, the effectiveness of learning robotics in a remote setting is still a matter of debate. In this study, we establish a remote laboratory environment to teach undergraduate students in the engineering discipline. Students are required to utilize a robotic arm to grasp designated objects collaboratively among students through synchronous interactions online. To compare students’ performance under different pedagogical teaching approaches, students are divided into two groups. They each perform the task individually and collaboratively, albeit in a different order. Our study adopts a quantitative method to measure students' learning outcomes based on the assessment of performing the laboratory tasks and completion time. The results indicate a noteworthy improvement in the individual performance of the group of students who engage in collaborative work prior to the individual tasks. These findings have implications for other remote laboratory setups and highlight the effectiveness of collaborative learning in higher education.