Robotics via Experiential Active Learning With Immersive Technology: A Pedagogical Framework Designed for Engineering Curricula

Abstract

With robots becoming increasingly ubiquitous, robotics education has become an integral subject in engineering curricula. The extensive prerequisites ranging from mechanics, electronics and computing make the initial learning curve of the subject unnecessarily steep with traditional learning approaches even for engineering students. This paper presents and investigates a pedagogical framework for teaching Robotics via Experiential Active Learning with Immersive Technology (REALITy). The framework includes a learning paradigm that assimilates the syllabus with experiential hands-on operation of a robot arm for task-driven lab activities facilitated by teaching method that is augmented with virtual interface and mixed reality devices. The immersive teaching platform is assessed through a user test based on a representative lab activity on robot programming for task automation using three modes of interaction for learning, namely, physical, virtual and mixed reality interaction. The mixed reality interaction mode demonstrated significant easing of the learning curve compared to pure physical interaction with the robot hardware and is associated with a lower task load index according to learners’ feedback. By exploring this pedagogical framework, we hope to enhance robotics education via experiential active learning by leveraging late-breaking immersive technology.