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Disrupted Lessons in Engineering Robotics: Pivoting Knowledge Transfer From Physical to Virtual Learning

Tanya Chichekian1, Joel Trudeau2, Tawfiq Jawhar3

  • 1Department of Pedagogy, Université de Sherbrooke, Université de Sherbrooke - Longueuil Campus, Sherbrooke, Canada.

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Summary

An Arduino microrobot activity significantly boosted college students' interest in robotics and their understanding of microcomputing and programming. Perceived knowledge transferability was key to increased competence and interest in engineering robotics.

Keywords:
CompetenceInterestKnowledge transferProgrammingRoboticsSTEMStudents

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Area of Science:

  • Engineering Education
  • Robotics
  • Computer Science Education

Background:

  • College students' interest in STEM fields is crucial for future innovation.
  • Hands-on activities, like those involving Arduino microrobots, can enhance learning and engagement.
  • Understanding the factors influencing student interest and competence in robotics is essential for effective curriculum development.

Purpose of the Study:

  • To investigate the impact of an Arduino microrobot activity on college students' interest in robotics.
  • To determine how conceptual understanding of microcomputing and programming affects competence in engineering robotics.
  • To explore the role of perceived knowledge transferability in linking competence to interest in robotics.

Main Methods:

  • A pre- and post-activity survey was administered to 58 undergraduate students in Engineering Physics courses.
  • The study assessed changes in conceptual understanding, sense of competence, and interest in robotics.
  • Statistical analyses were used to examine the relationships between understanding, competence, transferability, and interest.

Main Results:

  • Significant increases in interest in robotics and conceptual understanding of microelectronics and programming were observed post-activity.
  • Improved understanding of computer programming predicted students' sense of competence.
  • Both competence and perceived knowledge transferability influenced changes in interest, with transferability playing a particularly important role.

Conclusions:

  • Arduino-based microrobot activities are effective in increasing student interest and understanding in robotics.
  • Perceived knowledge transferability is a critical factor in fostering sustained interest and competence in engineering robotics.
  • Novel teaching approaches incorporating virtual labs can enhance college-level engineering robotics education.