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Cited by 145Educational Robotics and EngineeringTeaching and Learning ProgrammingMechatronics Education and Applications

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A review: Can robots reshape K-12 STEM education?

Open access
Karim, Mohammad Ehsanul, Lemaignan, Severin, Mondada, Francesco·2015·2015 IEEE International Workshop on Advanced Robotics and its Social Impacts (ARSO)
DOI 10.1109/arso.2015.7428217
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Abstract

Can robots in classroom reshape K-12 STEM education, and foster new ways of learning? To sketch an answer, this article reviews, side-by-side, existing literature on robot-based learning activities featuring mathematics and physics (purposefully putting aside the well-studied field of “robots to teach robotics”) and existing robot platforms and toolkits suited for classroom environment (in terms of cost, ease of use, orchestration load for the teacher, etc.). Our survey suggests that the use of robots in classroom has indeed moved from purely technology to education, to encompass new didactic fields. We however identified several shortcomings, in terms of robotic platforms and teaching environments, that contribute to the limited presence of robotics in existing curricula; the lack of specific teacher training being likely pivotal. Finally, we propose an educational framework merging the tangibility of robots with the advanced visibility of augmented reality.

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Crossref · 10.1109/arso.2015.7428217

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  • Karim and colleagues (2015) identified several shortcomings in robotics platforms and teaching environments and suggested having an educational framework that combines robots and augmented reality.

    “They identified several shortcomings in robotics platforms and teaching environments and suggested having an educational framework that combines robots and augmented reality.”

    From A Systematic Review of Studies on Educational Robotics (2019) · cites this paper as Karim et al., 2015

  • Karim et al. (2015) failed to indicate the effective robotic pedagogies and theoretical foundations required for educational modules in STEM education.

    “However, this study, in addition to the limited number of included studies, failed to indicate the effective robotic pedagogies and theoretical foundations that are required for educational modules in STEM education.”

    From A Systematic Review of Studies on Educational Robotics (2019) · cites this paper as Karim et al., 2015

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Metadata

Authors
Karim, M. E., Lemaignan, S., & Mondada, F.
Affiliations
École Polytechnique Fédérale de Lausanne (CH)
Venue
2015 IEEE International Workshop on Advanced Robotics and its Social Impacts (ARSO)
Publisher
IEEE
Published
2015-06
Pages
1-8
DOI
10.1109/arso.2015.7428217
OpenAlex
W2244743914
Cited by
145
References
4
Citations by year
2026: 3 · 2025: 7 · 2024: 14 · 2023: 17 · 2022: 15 · 2021: 16 · 2020: 25 · 2019: 12 · 2018: 20 · 2017: 12 · 2016: 4
FWCI
6.76
Type
conference paper
Language
en
Open access
Licence
cc-by-nc-nd
Locations
  • IEEE Workshop on Advanced Robotics and its Social Impacts (ARSO) (publishedVersion)
  • Infoscience (Ecole Polytechnique Fédérale de Lausanne) (submittedVersion, cc-by-nc-nd)
  • Infoscience (Ecole Polytechnique Fédérale de Lausanne) (submittedVersion)
Topics
  • Social Sciences › Education › Educational Robotics and Engineering
  • Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
  • Physical Sciences › Engineering › Mechanical Engineering › Mechatronics Education and Applications
Keywords
educational robots, K-12 STEM education, mathematics education, physics education, teacher professional development, augmented reality, tangible learning, pedagogical framework

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