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Hands-on Learning: Assessing the Impact of a Mobile Robot Platform in Engineering Learning Environments

Author

Listed:
  • Adrian Suarez

    (Department of Electronic Engineering, Universitat de València, Av. de la Universitat s/n, 46100 Burjassot, Spain)

  • Daniel García-Costa

    (Computer Science Department, Universitat de València, Av. de la Universitat s/n, 46100 Burjassot, Spain)

  • Joaquin Perez

    (Department of Electronic Engineering, Universitat de València, Av. de la Universitat s/n, 46100 Burjassot, Spain)

  • Emilia López-Iñesta

    (Department of Didactics of Mathematics, Universitat de València, Av. Tarongers 4, 46022 Valencia, Spain)

  • Francisco Grimaldo

    (Computer Science Department, Universitat de València, Av. de la Universitat s/n, 46100 Burjassot, Spain)

  • Jose Torres

    (Department of Electronic Engineering, Universitat de València, Av. de la Universitat s/n, 46100 Burjassot, Spain)

Abstract

As the world continues to change and evolve, students must acquire a diverse set of competencies and skills that focus on sustainability. This term extends beyond environmental matters, encompassing educational aspects, such as critical thinking, communication, creativity, collaboration, and problem solving, all of which are crucial components. In order to promote these aspects in an engineering learning environment, using educational tools that emulate real-life tasks related to students’ future careers can significantly boost their motivation. It could be worth considering the integration of teaching techniques that align more closely with the professional work of engineering. By embracing this pedagogical approach, educators can empower students, contributing to the advancement of science and technology. The field of programming embedded or integrated systems presents numerous professional opportunities for students of Telecommunications and Electronics Engineering degrees. An embedded systems engineer is a specialized professional responsible for co-designing electronic devices based on a processor. This contribution analyzes the impact of introducing a mobile robot platform as a cutting-edge teaching approach that merges problem-based learning (PBL) with hands-on learning. The platform’s main features include robustness in reducing interconnection problems and the possibility of co-designing projects with multiple integrated sensors and actuators. This learning tool makes it possible for students to work with a professional embedded system that they can find in their future careers. Hence, assessing the impact of this learning strategy using the robot and how students perceive it to enhance their professional skills is fundamental. This evaluation compares students’ experiences in previous subjects with the learning approach proposed in this research that intends to support students to prepare them more effectively for transitioning to professional life. The evaluation involves a previous and post-questionnaire that examines three dimensions: energy, absorption, and dedication. Based on the findings, it can be concluded that the general satisfaction item showed the highest growth rate (1.05 out of 5.00) and the best score in the post-questionnaire. This indicates that, overall, the students evaluated the impact of using the learning strategy described positively. After completing the learning experience, the dimension of dedication showed the highest increase (0.73 out of 5.00) among all three dimensions.

Suggested Citation

  • Adrian Suarez & Daniel García-Costa & Joaquin Perez & Emilia López-Iñesta & Francisco Grimaldo & Jose Torres, 2023. "Hands-on Learning: Assessing the Impact of a Mobile Robot Platform in Engineering Learning Environments," Sustainability, MDPI, vol. 15(18), pages 1-19, September.
  • Handle: RePEc:gam:jsusta:v:15:y:2023:i:18:p:13717-:d:1239820
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    References listed on IDEAS

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    1. Xaro Benavent & Esther de Ves & Anabel Forte & Carmen Botella-Mascarell & Emilia López-Iñesta & Silvia Rueda & Sandra Roger & Joaquin Perez & Cristina Portalés & Esther Dura & Daniel Garcia-Costa & Pa, 2020. "Girls4STEM: Gender Diversity in STEM for a Sustainable Future," Sustainability, MDPI, vol. 12(15), pages 1-17, July.
    2. Sergio Tobón & Josemanuel Luna-Nemecio, 2021. "Complex Thinking and Sustainable Social Development: Validity and Reliability of the COMPLEX-21 Scale," Sustainability, MDPI, vol. 13(12), pages 1-19, June.
    3. David Sotelo & José Carlos Vázquez-Parra & Marco Cruz-Sandoval & Carlos Sotelo, 2023. "Lab-Tec@Home: Technological Innovation in Control Engineering Education with Impact on Complex Thinking Competency," Sustainability, MDPI, vol. 15(9), pages 1-16, May.
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    Cited by:

    1. Chahid E. Fourali, 2024. "The Case for Multidisciplinary Frameworks for Developing Effective Solutions to Complex Human Problems: An Illustration Based on Development Education, Corporate Social Responsibility and Social Marke," Challenges, MDPI, vol. 15(2), pages 1-20, May.

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