Hobots: A Remote Teaching Method for Collaborative Robotics Learning

Resumo

Resumo

This research-to-practice full paper focuses on the use of technology in education, which enables a wide variety of activities. For example, a computer with internet access allows students to read articles, make video calls, perform group work, and even take tests. In 2021, this tool was relevant to face-to-face teaching because the interruption caused by COVID-19 resulted in social distancing. In this way, remote teaching was adopted as an emergency measure in the teaching process. Although remote teaching uses technological innovation, it lacks the inclusion of educational theories and remote practices in virtual classes. Thus, this approach analyzes Lev Vygotsky's theories of learning, specifically the zone of proximal development and scaffolding, to understand the satisfaction of learning the content alone or with other people's help through the Industrial Internet of Things (IIoT) technology. It then investigated IIoT, intending to build a remote virtual environment. In this context, it was possible to develop a remote teaching method called Hobots. This remote teaching method comprises six collaborative modules (the integrating platform, interfaced, MQTT broker, communication module, server, and Robot-X) for the remote teaching of industrial robotics. In addition, the method was evaluated by ten students using the ISO 9241 - Part 10 - Dialog Systems standard, with a view to their satisfaction with using the method in the remote teaching process, and the results were admissible. Therefore, in addition to theory and simulation, the proposed method stands out for the possibility of remote implementation.

palavras-chave

Palavras-chave

remote teachingcollaborative roboticsindustrial robotics educationIndustrial Internet of Thingszone of proximal developmentscaffoldingVygotskyMQTTvirtual learning environmentsstudent satisfactionCOVID-19 remote learning

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