Edu-Rover: Application of Unmanned Vehicle Systems for Robotics and STEM Education in Nigeria

INTRODUCTION: Robotics needs to be made simple to understand in order to serve as a direct introduction to programming. In this paper, we propose the Edu-Rover (an unmanned vehicle system) for teaching robotics, and other science, technology, engineering, and mathematics (STEM) related subjects.OBJE...

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Vydané v:EAI endorsed transactions on creative technologies Ročník 8; číslo 26; s. 168719
Hlavní autori: Benyeogor, Mbadiwe, Olakanmi, Oladayo, Nnoli, Kosisochukwu, Gwani, Mohammed
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Ghent European Alliance for Innovation (EAI) 01.06.2022
Predmet:
Artificial intelligence
Computer engineering
Computer science
Curricula
edu-rover
instructional apparatus
Internet of Things
Learning
Mathematics education
Physics
R&D
Research & development
Robotics
Robots
Science education
Secondary school students
Secondary schools
STEM education
Students
Teachers
Teaching
Technology education
tele-operation
Unmanned vehicles
ISSN:2409-9708, 2409-9708
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Shrnutí:INTRODUCTION: Robotics needs to be made simple to understand in order to serve as a direct introduction to programming. In this paper, we propose the Edu-Rover (an unmanned vehicle system) for teaching robotics, and other science, technology, engineering, and mathematics (STEM) related subjects.OBJECTIVES: The aim of this project is to expose students to the applications of the theoretical knowledge learned in STEM subjects.METHODS: To determine the applicability of our apparatus, we conducted workshops in schools. These include the collection of questionnaire data from students and teachers to evaluate its pedagogical significance.RESULTS: Results show that our Edu-Rover is useful for teaching STEM subjects and concepts in schools.CONCLUSION: Thus, we hope that this would stimulate creativity and cognitive abilities among students, especially in developing countries like Nigeria, in robotics and other STEM related subjects.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:2409-9708
2409-9708
DOI:10.4108/eai.17-2-2021.168719