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Robotics education is often constrained by the high cost and limited accessibility of physical robots, which can hinder the learning experience for many students. To address this challenge, the Fundamentals of Robotics Education (FORE) project, part of a larger NSF-funded collaborative work, was developed to create an accessible and comprehensive online learning platform. FORE provides a student-centered approach to robotics education, featuring a robust code editor, real-time simulation, and interactive lessons. This paper presents the architecture and implementation of the FORE platform, highlighting its key components, including the backend simulation using Gazebo and ROS2, a frontend visualizer built with Three.js, and the integration of a Python-based coding environment. We discuss the development process, the contributions of the student team, and the challenges encountered during the project. The results demonstrate the platform’s effectiveness in making robotics education more easily available. These findings originate from software testing and utilization by senior computer science students, as well as feedback from participants at the University of Nevada, Reno College of Engineering’s annual Capstone Course Innovation Day. The platform allows students to gain hands-on experience without the need for physical hardware. Its adaptability enables it to serve a broad audience of undergraduate students, offering an encompassing and accessible solution for modern robotics education.
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This content will become publicly available on May 20, 2026
Robotics as a tool for STEM inclusion: Implementation of an after-school robotics program for students with Autism spectrum Disorder
This study investigated the engagement of elementary-aged students with a diagnosis of Autism Spectrum Disorder in a seven-week after-school robotics and coding program. Researchers examined students’ interaction styles with robotics tools and coding apps, considering their sensory responses and the perceived benefits and challenges. Findings revealed a strong preference for hands-on, physical interaction with robots, although students also enjoyed coding apps when tangible outcomes were visible. Sensory responses to robots varied, highlighting the need for diverse tools and careful environmental design. Parents and staff reported potential benefits such as increased engagement, improved problem-solving skills, and enhanced social interaction. Challenges included the need for flexible, individualized instruction and robust staff training.
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- Award ID(s):
- 2313418
- PAR ID:
- 10591799
- Publisher / Repository:
- Journal of Research on Technology in Education
- Date Published:
- Journal Name:
- Journal of Research on Technology in Education
- ISSN:
- 1539-1523
- Page Range / eLocation ID:
- 1 to 12
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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