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1)The group is required to develop an initial mind map on the topic that they have chosen.  The mind map will be basis for the annotated bibliography evaluating the resources investigated and will be further developed in the Group Report task.  

2)Each member of the group should be allocated one part of the mind map for their individual work.

3)Each member of the group is required to work by themselves to create an annotated bibliography using the templates provided in this document.  

4)Three different types of resources are to be used; these being a journal article, a book, and a website (excluding Wikipedia).  You are only required to complete one of each type for the assignment, however you may elect to complete more to assist you with your group report.

5)Your annotated bibliography should include a summary of the resource, an evaluation and the reason(s) why the resource has been selected for use.  Writing should be completed using correct spelling and grammatically correct paragraphs.  Bullet points/lists should be used sparingly.   Overuse of bullet points and/or lists will result in marks being deducted.  As a guide, each annotated bibliography should be approximately one (1) page in length.

6)Your annotated bibliography should be completed using the templates provided at the end of this document.

Literature Review

The application of robotics in an education system helps to increase the ability of the instructor to give provide a new picture of instruction to the students. There are various fields which promote human computer interaction. “The human computer interaction mainly involves graphical user interfaces and multimodal interfaces” (Mannino, 2015). The physical robots serve as a companion in the field of education. The robot directly interacts with student to perform several roles in the beneficiary of student. They can act as an educator, instructor, and a collection of course material.

In the traditional education system, the tools of information system give a theoretical way of teaching. The applicability of artificial intelligence provides a behavioural, constructive, and cognitive way of teaching. The behavioural teaching focuses on facts, cognitive study focuses on operation of processes, and constructive way of teaching gives a real situation to perform personal interpretation. The involvement of artificial intelligence in the education system increases the personal experience of the student to face real life problems. It is the constructive way of education which improves the learning capability of the student. The physical and intellectual environments are the pillars of the personal knowledge. The objects and tools are used for teaching the students. The basic programming can be teaches to the student by using real devices and simple programming environment.

Domain of learning activity:

The involvement of robotics is carried out in both technical and non-technical field of education. In technical education environment, the student is gaining knowledge about robots and technology. The intermediate tools of robotics are used for educating non-technical subjects. The teaching programs of technical and non-technical environment depend on the movement of robots. Rotation and transformation are the movements associated with the robots. The iRobots are used for teaching geometry by using the concept of path trajectory. The next field of education is to teach literature to the student. The well-documentation is required for teaching literature to the students. The repetitive manner of teaching helps the student to increase their learning capability.

“The learning activity involves robots in both intra-curricular and extra-curricular activities” (Bormann, 2017). The intra-curricular activities are the collection of activities which are associated with the school syllabus of the students. The robotic competition helps in increasing the formal learning of the students. The extra-curricular are the activities which are performed by the student outside the school campus under the guidance of the instructor.

Domain of Learning Activity

“The robots play various roles in the learning process of the education system” (Tejada, 2016). The role of the robot depends on the factors such as choice of the instructor, content of the syllabus, type of student, and the learning capability of the students. The passive role can be performed by the robots by utilizing the tools and teaching aid to the students. The three main roles are performed by the robots in the learning activity which are categorised as tool, tutor, and peer. The different roles performed by the robots in the education system are depicted in the table below:

Particulars

Tutor

Peer

Tools

Language

The vocabulary of the students can be improved by using robots in the education system

The robot complement the student on their achievements

By playing games the student can learn various non-native phrases which can improves the body language of the students.

Science

The performance of the student can be improved by practicing the arithmetic exercise with the help of robots

The robots helps the student in solving the typical exercise of science

The student can gain real time experience by using the sensors

Technology

The robots helps in simplifying the programming tasks given to the students

The animation gives the real time experience to the students

The programming language can be easily learned by the students

“The critical factor in the education system is the embodiment of the robots” (Tollens, 2016). Following table describes some of the types of robots which are used in the education system.

Type of subject

Electronic robotic kit

Mechanical robotic kit

Humanoid robots

Language

LEGO Mind storms robots which are used for playing games

The humanoid robots are used for teaching English.

Science

Boebot multi-function kit is used for teaching the principles of electronics to the students

Accelerometer is used for teaching the fundamentals of gravity

The concepts of physics can be taught by using humanoid robots

Technology

The Arduino robots are used for teaching programming fundamentals

Mindstorm robots are used for teaching tangible learning concepts

The computer vision can be learned by Nao robots.

It has been analysed that collaborative learning is more effective than individual learning practice. The replication of activities helps in improving the learning capability of the student. The evaluation and comparison helps in improving the learning process of the education system. The game playing is the major tools which are capable of increasing the learning capability of the students. “The involvement of artificial intelligence in the education system increases the personal experience of the student to face real life problems” (Keengwe, 2015). The repetitive manner of teaching helps the student to increase their learning capability.

“The teachers should be provided with the well-defined curriculum of the learning materials” (Wang, 2015). The robotic education system focuses on improving the intra-curricular and extra-curricular activities of the students. The hardware and software of the robots should be developed according to the requirement of learning materials. The role of teacher and the role of robots are directly linked to each other. “The well-defined curriculum of activities helps in increasing the learning capability of the students” (Thomas, 2017). In the robotic education system, the teacher performed the role of the facilitators. The base knowledge is provided by the teacher to the students.

“In the robotic education system, the focus should be given on the learning capability of the students” (Smith, 2014). The particulars which should be addressed in analysing the behaviour of the students are age, gender, knowledge of robotics, other background details, social and cultural behaviour of the students, fundamental knowledge of computer sciences and information technology. The diversification in technical background helps in resolving the issues related with computer knowledge. The capabilities of the robots can be improved by analysing the human behaviour. The replacement of human teacher with robots can improve the learning capability of the students and provides a new picture to the education system. “Robots are the teaching tools which aids learning experience of the students. Robots are serving as a bridge between the student and human” (Kevin, 2016). The robotic environments give the active learning environment to the education system. The tangible robots help in physical manipulation of learning activities to improvise the learning experience of the students. The robots do not give any facial expression during the curriculum of learning activities. The factors which are responsible for the choice of robots are cost, age of the students, subject domain, and gender. The robots in the education system act as a mentor for the students.

Conclusion:

The robotic education system focuses on improving the intra-curricular and extra-curricular activities of the students. The critical factor in the robotic education system is the embodiment of the robots. The well-defined curriculum of activities helps in increasing the learning capability of the students. The applicability of artificial intelligence provides a behavioural, constructive, and cognitive way of teaching. It has been concluded that collaborative learning is more effective than individual learning practice.

References:

Bormann, U. (2017). Artificial intelligence and robotics and their impact on the workplace (1st ed.). Retrieved from https://www.google.co.in/url?sa=t&rct=j&q=research%20paper%20pdf%20on%20ai%20and%20robotics%20education&source=web&cd=4&cad=rja&uact=8&ved=0ahUKEwjrpce17-7TAhWLuI8KHUEMDMgQFgguMAM&url=https://www.ibanet.org/Document/Default.aspx%3FDocumentUid%3Dc06aa1a3-d355-4866-beda-9a3a8779ba6e&usg=AFQjCNGySqEHzepH1OO-i-lA1V-t-GNt3A

Keengwe, J. (2015). Handbook of research on educational technological integration and active learning (1st ed.). Retrieved from https://books.google.co.in/books?id=IC51CQAAQBAJ&pg=PA45&lpg=PA45&dq=Research+paper+pdf+on+AI+and+robotics+education&source=bl&ots=2Xec4cqYqo&sig=TxuYXZDPBevnzpA2teUTnTqBh7s&hl=en&sa=X&ved=0ahUKEwjXuqvB7-7TAhVKvI8KHSmgBBkQ6AEIODAF#v=onepage&q=Research%20paper%20pdf%20on%20AI%20and%20robotics%20education&f=false

Kevin, M. (2016). How artificial intelligence and robots will radically transforms the economy (1st ed.). Retrieved from https://www.ijircce.com/upload/2015/sacaim/32_214.pdf

Mannino, A. (2015). AI: Opportunities and risks (1st ed.). Retrieved from https://ea-foundation.org/files/ai-opportunities-and-risks.pdf

Smith, A. (2014). AI robotics and the future of jobs (1st ed.). Retrieved from https://www.pewinternet.org/files/2014/08/Future-of-AI-Robotics-and-Jobs.pdf

Tejada, S. (2016). Educational robots: Three models for the research of learning theories and human robot interaction (1st ed.). Retrieved from https://www.aaai.org/Papers/Workshops/2006/WS-06-15/WS06-15-014.pdf

Thomas, C. (2017). Artificial intelligence and robotics 2017 (1st ed.). Retrieved from https://www.pwc.in/assets/pdfs/publications/2017/artificial-intelligence-and-robotics-2017.pdf

Tollens, H. (2016). Artificial intelligence, Automation, and the economy (1st ed.). Retrieved from https://www.whitehouse.gov/sites/whitehouse.gov/files/images/EMBARGOED%20AI%20Economy%20Report.pdf

Wang, K. (2015). Human computer interaction: Concepts, methodologies, tools, and applications (1st ed.). Retrieved from https://books.google.co.in/books?id=e2a2CgAAQBAJ&pg=PA765&lpg=PA765&dq=Research+paper+pdf+on+AI+and+robotics+education&source=bl&ots=sPt4VljDlK&sig=nguLxnphFvoC8SqBLlehBuMDiDY&hl=en&sa=X&ved=0ahUKEwjXuqvB7-7TAhVKvI8KHSmgBBkQ6AEIPzAH#v=onepage&q=Research%20paper%20pdf%20on%20AI%20and%20robotics%20education&f=false

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