Special Issue "The Application of Robotics in Sustainability Education"

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 31 March 2022.

Special Issue Editor

Prof. Dr. Nicolás Montés
E-Mail Website
Guest Editor
CEU Cardenal Herrera University, 46115 Alfara del Patriarca, Valencia, Spain
Interests: robotics in education; sustainability; energy saving systems; mobile robots

Special Issue Information

Dear Colleagues,

Educational robotics has recently appeared in classrooms as a creative process based on trial–error and as a technological process based on the interactions between science, society, and technology which are embodied in the construction, programming, and manipulation of a robotic platform. Although it does not imply a learning methodology in itself, educational robotics can play the role of being a manipulative tool in the teaching process and place the robot as a companion and co-learner of the student, and even as a tutor. Although still in the empirical phase, the already numerous developed scientific studies envision a series of positive contributions that often recur: (1) academic performance, (2) interest and motivation, (3) social skills and cooperative work, (4) creativity, and (5) problem solving skills.

Sustainability will release a Special Issue dedicated to the application of robotics in Sustainability Education which focuses on all educational levels from early childhood to Master or PhD studies. Therefore, original contributions are welcomed where the use of robotic systems, mobile robots, etc., generates positive contributions when teaching sustainability concepts.

Prof. Dr. Nicolás Montés
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1900 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Robotics in Education
  • Sustainability
  • STEM
  • STEAM

Published Papers (3 papers)

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Research

Article
EDUROVs: A Low Cost and Sustainable Remotely Operated Vehicles Educational Program
Sustainability 2021, 13(15), 8657; https://doi.org/10.3390/su13158657 - 03 Aug 2021
Viewed by 448
Abstract
EDUROV is an educational underwater robot proposal from the researchers of the Oceanic Platform of Canary Islands (PLOCAN) and the Computer Vision and Robotics research group of the University of Girona (VICOROB), launched in January 2012 with the support of the Spanish Foundation [...] Read more.
EDUROV is an educational underwater robot proposal from the researchers of the Oceanic Platform of Canary Islands (PLOCAN) and the Computer Vision and Robotics research group of the University of Girona (VICOROB), launched in January 2012 with the support of the Spanish Foundation for Science and Technology (FECyT). This program has evolved in the last decade in order to make it more sustainable, allowing the teleoperation of underwater vehicles from anywhere in the world. EDUROVs have passed through several phases, beginning with a basic electronics robot, followed by the incorporation of open-source electronic prototyping platforms and finally reaching the current state of teleoperation. Results based on 1–5 Likert scale questions show that both students and teachers consider the program useful to introduce technical and scientific concepts. It is concluded that the use of low-cost materials and tools that are easy to obtain, following education on sustainability approaches, also makes them possible for use in high schools, and science teachers can easily carry out the activity. Moreover, the possibility of remote teleoperation of underwater vehicles, together with the collaboration among groups of students in different locations that are in contact through these online tools, allows one to motivate students to work on the project from a different perspective. Full article
(This article belongs to the Special Issue The Application of Robotics in Sustainability Education)
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Article
Sustainable Educational Robotics. Contingency Plan during Lockdown in Primary School
Sustainability 2021, 13(15), 8388; https://doi.org/10.3390/su13158388 - 27 Jul 2021
Viewed by 769
Abstract
New technologies have offered great alternatives for education. In this context, we place robotics and programming as innovative and versatile tools that adapt to active methodologies. With the arrival of COVID-19 and lockdowns, physical resources were kept out of use, and the virtual [...] Read more.
New technologies have offered great alternatives for education. In this context, we place robotics and programming as innovative and versatile tools that adapt to active methodologies. With the arrival of COVID-19 and lockdowns, physical resources were kept out of use, and the virtual lectures did not propose to incorporate these elements in a meaningful way. This recent situation raises as an objective of study the need to evaluate if robotics and programming are content that can be taught virtually in these circumstances, without physical resources and without face-to-face lectures. To do this, a mixed methodology consisting of questionnaires and interviews has been incorporated, aimed at primary education teachers, families, and primary education grade students. The results suggest that the virtualization of robotics and programming is a feasible and beneficial alternative for students, which allows the development of digital skills, while it is enhanced with the use of audiovisual materials and online resources. Even though face-to-face classes have other benefits not offered by virtualization, and teacher training needs to be up to the task to face this situation, it is a matter of time to respond to these situations and to guarantee a high-quality distance education. Full article
(This article belongs to the Special Issue The Application of Robotics in Sustainability Education)
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Article
“Sustainable City”: A Steam Project Using Robotics to Bring the City of the Future to Primary Education Students
Sustainability 2020, 12(22), 9696; https://doi.org/10.3390/su12229696 - 20 Nov 2020
Cited by 4 | Viewed by 932
Abstract
This article presents a STEAM project, “Sustainable City”, based on educational robotics whose objective is to bring the problems of climate change closer to primary school students. The participants were 30 students (aged 10–11) from 5th year of Primary Education and the project [...] Read more.
This article presents a STEAM project, “Sustainable City”, based on educational robotics whose objective is to bring the problems of climate change closer to primary school students. The participants were 30 students (aged 10–11) from 5th year of Primary Education and the project consisted of 14 sessions in which different active methodologies such as project-based learning, collaborative learning and the flipped classroom were carried out. A pre-test and a post-test were carried out and the results were better in the post-test, which indicates that the students improved their skills and increased their motivation. As a conclusion, this STEAM project, which is adapted to the Spanish LOMCE curriculum, can be a reference for other teachers to bring their students closer to the problem of environmental change through educational robotics and the use of active methodologies. Full article
(This article belongs to the Special Issue The Application of Robotics in Sustainability Education)
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