The Current Situation and Development Trends of Robot Programming Education

Robot programming education, this seemingly profound humanoid intelligent electronic product, is entering classrooms and becoming part of mass education. However, there are still many problems when robots enter education. For example, are robots like those we usually see in movies? Is robot education just treating robots as toys? Is robot education merely learning to program? Indeed, robot education is still a novelty and there are areas that need to be developed and improved. We need to consider comprehensively to promote its healthy development.

Robot Subject Instruction (RSI)
Robot Subject Instruction refers to regarding robotics as a science. In all levels and types of education, in the form of specialized courses, all students generally master the basic knowledge and skills related to robotics. Its teaching objectives are as follows:

  • Knowledge objective: Understand the basic knowledge in aspects such as robot software engineering, hardware structure, functions, and applications.
  • Skill objective: Be able to design and write robot programs, assemble various robots with practical functions, use and maintain robots and smart home appliances, and independently develop software to control robots.
  • Emotional objective: Cultivate an interest in artificial intelligence technology and truly recognize the role of intelligent robots in social progress and economic development.

https://www.researchgate.net/publication/325638468/figure/fig1/AS:1086425852325908@1636035516208/Overall-architecture-of-the-Robot-Programming-Network-the-user-is-connected-to-Internet.jpg

The Forms of Robot Programming Education Entering Basic Education
Robot programming education has entered university education and has been included in the courses of related majors such as artificial intelligence and automation. From course theory to course practice, it has gradually matured. The possibility and inevitability of robot programming education entering ordinary primary and secondary schools have also begun to emerge. However, due to the differences in age and thinking characteristics between primary and secondary school students and college students, the possibility of drawing on the experience of colleges and universities is relatively small. Currently, the form of intelligent robot education entering primary and secondary schools is mainly manifested in competition activities. Through competitions, students’ robot design and innovation abilities are stimulated, and a model force is used to promote its comprehensive entry into the curriculum. For example, the robot competitions such as the Henan Province Youth Robot Competition, Zhengzhou Youth Robot Competition, and the hosted IRO International Robot Competition that students of Kakale Robot Programming participate in every year.

Observing the methods of robot programming education in primary and secondary schools across various regions, they can be generally divided into several types.

  1. Absorb robot enthusiasts through units such as schools, children’s palaces, and youth science stations, form intelligent robot study groups, conduct activities in the form of a membership system, and can represent the region in various competition activities. This form is the earliest, most common, and most effective way for robots to enter the vision of primary and secondary school students.
  2. Incorporate the learning of intelligent robot technology into comprehensive practical activity courses for popularization, which is very common in large and medium-sized cities, and the establishment situation is relatively more mature than in economically less developed areas. Currently, many primary and secondary schools offer robot club courses, and the teachers of Kakale Robot Programming are also fortunate to become the promoters of robot programming courses entering the classroom.
  3. Include intelligent robots as one of the contents of information technology courses in primary and secondary school information technology education courses. This form is in the formative stage, and the compilation of teaching materials and the regular offering of courses are just starting. Of course, this will undoubtedly bring new vitality to the information technology discipline and improve the current situation where information technology education focuses on software application but neglects programming development.
  4. Intelligent robot education enters middle schools in the form of research-based courses. Due to the increasing attention paid to research-based learning courses and the long-term and individualized nature of robot education, if promoted through the form of research-based learning, it will be more conducive to the cultivation of students’ innovation abilities. However, due to the insufficient class hours determined by the status of research-based courses and the difficulty in organization caused by large class sizes, the overall advancement of robot programming education will be affected.