AstroBot: A robotic platform to enhance the teaching-learning process in basic education

  • Jaqueliny S. S. Teixeira UFV
  • Laryssa O. Caneschi UFV
  • Celso O. Barcelos UFV
  • Leonardo A. Fagundes UFV
  • Hiago O. B. Batista UFV
  • Wérikson F. O. Alves UFV
  • Beatriz M. Miranda UFV
  • Silvana C. Dos Santos UFV
  • Alexandre S. Brandão UFV


The present work aims to analyze the implementation of Educational Robotics in the teaching and learning of subjects considered as complex in elementary school, in order to evaluate the limitations and possibilities of its use in the education of children. Considering that education is a fertile field for the use of technology, the application of technological methods can become an excellent tool to help in the teaching of several areas, increasing the students' understanding of the subjects, becoming an instrument that will support teaching. Throughout this work, the robots and their functionalities are explained: interactions by buttons, line follower, and obstacle avoidance. For the initial validation, the robotic prototype is presented to the children of the first cycle of basic education, in a municipal school in Viçosa-MG. From the results, it is possible to identify the enthusiasm of the children when interacting with the robots developed by the Robotics Specialization Center of the Federal University of Viçosa. Therefore, this demonstrates how Educational Robotics can promote didactic and pedagogical conditions that are more attractive and motivating, making learning more attractive and interesting for children.
Palavras-chave: Instruments, Conferences, Education, Prototypes, Collision avoidance, Robots, Educational Robotics, Button Interaction, Line-Following, Obstacle Avoidance
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TEIXEIRA, Jaqueliny S. S. et al. AstroBot: A robotic platform to enhance the teaching-learning process in basic education. In: SIMPÓSIO BRASILEIRO DE ROBÓTICA E SIMPÓSIO LATINO AMERICANO DE ROBÓTICA (SBR/LARS), 19. , 2022, São Bernardo do Campo/SP. Anais [...]. Porto Alegre: Sociedade Brasileira de Computação, 2022 . p. 407-411.