Designing Learning Experiences with a Low-Cost Robotic Arm

Eric Markvicka; Jason Daniel Finnegan; Kasey Moomau; Amie Sueann Sommers; Markeya S. Peteranetz; Tareq A. Daher

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Multidisciplinary Engineering Division (MULTI) Technical Session 10
Tagged Division: Multidisciplinary Engineering Division (MULTI)
Page Count: 14
DOI: 10.18260/1-2--42983
Permanent URL: https://strategy.asee.org/42983
Download Count: 288

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Paper Authors

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Eric Markvicka University of Nebraska-Lincoln

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Dr. Eric Markvicka is an Assistant Professor in the Department of Mechanical and Materials Engineering at the University of Nebraska-Lincoln (UNL). There, he also holds a courtesy appointment in the Department of Electrical and Computer Engineering and the School of Computing. At UNL Dr. Markvicka directs the Smart Materials and Robotics Laboratory, an interdisciplinary research lab that is creating the next generation of wearable electronics and robotics that are primarily composed of intrinsically soft materials (e.g. rubbers, gels, fluids). Dr. Markvicka has taught in the Department of Mechanical and Materials Engineering for four years, teaching classes in robotics, engineering controls, entrepreneurship, and machine learning. His interests include creating and evaluating novel experiential learning experiences that complement existing curricula. Before arriving at UNL, Dr. Markvicka received his B.S. and M.S. in Mechanical and Materials Engineering from UNL and his M.S. and Ph.D. in Robotics from Carnegie Mellon University.

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Dr. Peteranetz is the Learning Assessment Coordinator for the University of Nebraska-Lincoln College of Engineering. Her research interests include the impact of instructional practices on student learning and motivation, and sources of within-person variation in motivation and self-regulated learning.

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Tareq A. Daher University of Nebraska, Lincoln orcid.org/0000-0001-8901-0608

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Tareq A. Daher is the Director of the Engineering and Computing Education Core for the University of Nebraska-Lincoln, College of Engineering. Tareq earned his B.S in Computer Science from Mu’tah University in Jordan. He earned his M.A and PhD in Educational Studies with a focus on Instructional Technology at UNL. Dr. Daher collaborates with Engineering faculty to document and research the integration of innovative classroom instructional strategies in Engineering Classrooms, supports educational components of grants, facilitates data and assessment project, and delivers teaching-focused professional development for graduate students and faculty in Engineering. His work explores the role of implementing online, blended, and flipped models in enhancing instruction and learning in Engineering programs, while bridging quantitative and qualitative methods.

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Abstract

Robots have gained immense popularity in Hollywood and growth globally in both industrial manufacturing and non-manufacturing environments and applications such as healthcare, service sector, and space exploration. To date, there are several examples of simple and low-cost educational robotic platforms and commercially available platforms (e.g., Lego Mindstorms, VEX Robotics) for incorporation into existing curriculum. However, most low-cost examples require access to rapid-prototyping tools, such as 3D printers to manufacture the structure of the robot, while commercially available platforms are relatively expensive (> $1,000). Although the low-cost, open-source examples provide increased access, these examples require design and manufacturing tasks that would be considered outside the learning objectives of an upper-level robotics course and are better suited for other introductory courses.

Thus, we asked, how can a robotic platform be incorporated into existing robotics curriculum to enhance students' learning experiences? To explore this research question, we introduce a low-cost (<$200), untethered, and transportable robotic platform that is easy to assemble using off-the-shelf components. This kit can be powered from a laptop computer and does not rely on access to rapid-prototyping tools such as 3D printers or laser cutters, making this a more accessible option in undergraduate engineering courses. Specifically, we aimed to investigate the design of experiential learning experiences for the mathematical modeling of the forward and inverse kinematics of a serial robotic arm that complements existing robotics curriculum. The experiential learning experience focuses on traditional written answer, simulation in MATLAB, and finally implementation on a robotic platform.

Few studies examined this accessible option when evaluating experiential learning experiences that complement existing robotics curricula. To assess the impact of this robotic arm kit in an undergraduate course, we implemented an educational intervention that allowed us insight into student perceptions, takeaways on the course and activities involving the robotic arm, and the impact of the course on their career outlook when comparing activities that involved use of the robotic arm and those that did not. Details on the design, development and implementation of the learning activities is provided. Both quantitative and qualitative data were collected and analyzed. The results presented in this paper discuss students finding the learning activities on the robotic arms more helpful than those without, and that students found high value in the hands-on experiences and real-world scenarios offered by the activities using the robotic arm. Challenges to implementation of the robotic arms are discussed, including students’ prior knowledge of using robotic arms.

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Markvicka, E., & Finnegan, J. D., & Moomau, K., & Sommers, A. S., & Peteranetz, M. S., & Daher, T. A. (2023, June), Designing Learning Experiences with a Low-Cost Robotic Arm Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42983

TY - CPAPER
AB - Robots have gained immense popularity in Hollywood and growth globally in both industrial manufacturing and non-manufacturing environments and applications such as healthcare, service sector, and space exploration. To date, there are several examples of simple and low-cost educational robotic platforms and commercially available platforms (e.g., Lego Mindstorms, VEX Robotics) for incorporation into existing curriculum. However, most low-cost examples require access to rapid-prototyping tools, such as 3D printers to manufacture the structure of the robot, while commercially available platforms are relatively expensive (&amp;gt; $1,000). Although the low-cost, open-source examples provide increased access, these examples require design and manufacturing tasks that would be considered outside the learning objectives of an upper-level robotics course and are better suited for other introductory courses.

Thus, we asked, how can a robotic platform be incorporated into existing robotics curriculum to enhance students&#39; learning experiences? To explore this research question, we introduce a low-cost (&amp;lt;$200), untethered, and transportable robotic platform that is easy to assemble using off-the-shelf components. This kit can be powered from a laptop computer and does not rely on access to rapid-prototyping tools such as 3D printers or laser cutters, making this a more accessible option in undergraduate engineering courses. Specifically, we aimed to investigate the design of experiential learning experiences for the mathematical modeling of the forward and inverse kinematics of a serial robotic arm that complements existing robotics curriculum. The experiential learning experience focuses on traditional written answer, simulation in MATLAB, and finally implementation on a robotic platform.

Few studies examined this accessible option when evaluating experiential learning experiences that complement existing robotics curricula. To assess the impact of this robotic arm kit in an undergraduate course, we implemented an educational intervention that allowed us insight into student perceptions, takeaways on the course and activities involving the robotic arm, and the impact of the course on their career outlook when comparing activities that involved use of the robotic arm and those that did not. Details on the design, development and implementation of the learning activities is provided. Both quantitative and qualitative data were collected and analyzed. The results presented in this paper discuss students finding the learning activities on the robotic arms more helpful than those without, and that students found high value in the hands-on experiences and real-world scenarios offered by the activities using the robotic arm. Challenges to implementation of the robotic arms are discussed, including students’ prior knowledge of using robotic arms.
AU - Eric Markvicka
AU - Jason Daniel Finnegan
AU - Kasey Moomau
AU - Amie Sueann Sommers
AU - Markeya S. Peteranetz
AU - Tareq A. Daher
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Designing Learning Experiences with a Low-Cost Robotic Arm
UR - https://strategy.asee.org/42983
DO - 10.18260/1-2--42983
ER -