=Paper=
{{Paper
|id=Vol-2564/shortarticle_2-CRoNe2019
|storemode=property
|title=Pre-robot: an open-source educational robotics platform for preschoolers
|pdfUrl=https://ceur-ws.org/Vol-2564/shortarticle_2-CRoNe2019.pdf
|volume=Vol-2564
|authors=Francisca Coiro,Miguel A. Solis,Cristóbal J. Nettle,Anibal Chila
|dblpUrl=https://dblp.org/rec/conf/crone/CoiroSNC19
}}
==Pre-robot: an open-source educational robotics platform for preschoolers==
https://ceur-ws.org/Vol-2564/shortarticle_2-CRoNe2019.pdf
Proceedings of the 5th Congress on Robotics and Neuroscience
Pre-robot: an open-source
educational robotics platform for
preschoolers
Francisca Coiro0 , Miguel A. Solis1,2 , Cristóbal J. Nettle2 , Anibal Chila0
*For correspondence:
francoirodiaz@gmail.com; 1 Facultad de Ingeniería, Universidad Andres Bello; 2 Centro de Innovación y Robótica
miguel.solis@unab.cl; cristobal.
nettle@innovacionyrobotica.com;
chilanibal@gmail.com
Abstract Educational robotics represent a novel and attractive scenario for stimulating different
abilities frequently related to science, technology, engineering, and math. To this extent, there exist
multiple approaches depending on the specific ability being tackled, and resources needed such as
physical equipment or computational tools.
Commercial platforms, as well as open-source educational kits, have made extensive contributions
in diminishing coding abilities required for specifying desired behavior on the physical agent, such
as programming through block sequences or embedding a smartphone or tablet for more intuitive
uses. This work describes prototyping specifications for a novel open-source robot aimed to foster
computational thinking abilities on preschool children, including a first approach involved on the
built platform, with an embedded processing unit for not requiring any further equipment, and
work on development for minimizing costs.
Introduction
In search of stimulating computational thinking and logical reasoning, robotics has proved to be
effective when teaching computer science (Fagin and Merkle, 2003) and also enhancing skills for
modularizing solutions in school problems (Benitti, 2012). Moreover, literature has reported several
approaches for integrating science and technology curriculum in K-12 schools by encouraging
teamwork with the construction of open-ended autonomous platforms (Kolberg and Orlev, 2001),
or by fostering craft-based hands-on activities (Mataric et al., 2007), or including commercial
platforms (Souza et al., 2018) or open low-cost platforms (Vega and Cañas, 2018) to name a few.
Although there has been found a growing interest on the use of robotics for enhancing learning
activities as much in schools as students with extra-curricular interests looking into formal and
informal K-12 curricula (Cho, 2011), including authors local scenario (Navarrete et al., 2016), a recent
study (Garcia et al., 2017) about science and technology perception in youth was made, surveying
1010 people between 15 and 29 years old in authors country (Chile, South America). Although 73%
of people identify themselves familiar with browsing the Internet for scientific information, only half
of them agree with thinking that science and technology development will help to minimize social
gaps, and only 1% of the total participating people perceive that science and technology benefits
education area.
Educational robotics have been identified as a transformational tool for learning, computational
thinking development, thinking on engineering problems and coding (Eguchi, 2014), and also have
reported benefits on preschool children such as helping with executive functions development
(Di Lieto et al., 2017), which is the final user of the prototype described throughout this document.
It is worth to note that it should be clearly differentiated whether the desired approach corresponds
to use robotics in school education, or education in robotics in the way of training teachers to use
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
Proceedings of the 5th Congress on Robotics and Neuroscience
(a) 3D model (b) Physical prototype
Figure 1. Pre-robot with a basic routine.
robotics for teaching purposes (Alimisis, 2012).
Symbolic capacity on children enables them to identify signs in a way that they can start coding
and decoding on different representation systems such as written language. Educational robotics
activities in this context should consider methodological principles for defining expected outcomes
from such activities, as well as defining appropriate content sequence and activities organization. To
this end, those methodologies should seek significant learning with observation, experimentation
and globalized learning in a game-based environment so workspace becomes comfortable without
detriment of representing a challenging scenario for knowledge and learning stimulation.
Although the literature has shown that commercial platforms intended for greater ages could be
also applied to preschool children (Mousa et al., 2017), there are also multiple preschool robotics
kits (Elkin et al., 2016; Anzoátegui et al., 2017). Nevertheless, to the best of the authors’ knowledge,
this prototype entitled pre-robot is the first open-source platform that could be easily reproduced
with appropriate equipment access and minimal prototyping skills.
The remainder of this document describes the more relevant aspects for developing the first
version of this open-source prototype developed for preschool children, and also possible activities
which teachers could perform in order to achieve some of the declared expected results. Finally,
some conclusions related to other possible activities are given, as well as ongoing work for lowering
implementation costs and fostering worldwide reproducibility.
Prototype description
This prototype is intended for programming its movement actually onboard, by placing tubular-
shaped colored tokens on the top of its chassis with signs representing its behavior as shown in
Figure 1. The platform follows the instructions according to the tokens repeatedly within a loop. In
case of empty slots, the robot stops and waits for a 1-second delay, a pre-settled amount. Taking
Figure 1 (b) as an example, the robot starts performing a counter-clockwise turn (red token of the
back left), reading the following tokens in a counter-clock fashion. After turning, the robot performs
a straight movement (green token) for 1 second. As follows an empty slot, the robot stops and waits
for another second, continuing with a clockwise rotation (blue token). Finally, as there are five empty
slots, the robot stops and waits for five seconds, completing a loop iteration and starting again.
During the performance, white light is powered on showing which token slot is being executed at
Proceedings of the 5th Congress on Robotics and Neuroscience
Figure 2. Tokens for programming Pre-robot.
every moment, as activity feedback.
Without detriment to encouraging contributions for prototype enhancement, the following
subsections describe the main components used in this first version. All ongoing material will
be available and open under GNU General Public License v3.0 at a Github repository: https:
//github.com/miguel-a-solis/prerobot
Structural design
Given that this platform is intended for being used with preschool children whose manual dexterity
and fine motor skills are still on development, tokens or coding blocks were shaped big enough with
a basic form for allowing an easy fit on the programming surface. This surface was designed in a
round shape for taking advantage of its form through its potential for introducing the loop concept,
and type of behaviors are distinguished by colors with a sign that represents the corresponding
behavior as shown in Figure 2 with structural characteristics detailed in Table 1.
Diameter 30 [mm]
Height 30 [mm]
Material PLA
3D layer thickness 0.2 [mm]
3D printing infill 12.5 %
Table 1. Programming tokens characteristics.
Figure 3 shows side and top view for the chassis and structural components, whose parameters
are summarized in Table 2.
Top view
Complete cover diameter 185 [mm]
Shorter-side cover diameter 166 [mm]
Token slot diameter 34 [mm]
Equally spaced token slots 9 slots
Side view
Cover thickness 15 [mm]
Chassis height (from base to top side of cover) 95 [mm]
Basis height (from floor surface to bottom side of chassis) 25 [mm]
Straight side length 166 [mm]
Wheels diameter 78 [mm]
Table 2. Pre-robot structural parameters.
Proceedings of the 5th Congress on Robotics and Neuroscience
(a) top-view (b) side-view
Figure 3. Main parameters for prototype (measures in [mm]).
Hardware components
Although authors are currently developing subsequent version which replaces color sensors in
order to diminish prototyping costs (without detriment to continue using colored tokens), this
first version use TCS3200 color sensor, which features 4 white light-emitting diodes that allow
developers to improve acquired data. This module also features 64 photodiodes where 16 are
filtered for red, 16 are filtered for green, 16 are filtered for blue and the remaining 16 photodiodes
have no filter.
Finally, sensor outputs a measure of color components in light intensity perceived and after
processing this data, the robot performs corresponding behavior and then the development board
identifies whether there is a token in the following slot or not, along with its color. Hardware used
in this prototype consists of 9 TCS3200 color sensors (one for each token slot), 2 general-purpose
servo motors model GS-3360BB, and Arduino Uno (Banzi and Shiloh, 2014) development board for
processing data and interpreting desired behavior. Wiring diagram for one color sensor (for one
token slot) is shown in Figure 4, noting that for reading each token slot at a time, each 𝑉 𝐶𝐶 pin will
have to be connected to a different digital output from Arduino which will be triggered for reading
a given token slot.
The costs of the platform as described here go around $75 USD, considering 3D plastic and
hardware components. A new developing version diminishes materials cost to $30 USD. Simi-
lar commercial platforms are: Fisher-Price Code ’n Learn Kinderbot (around $50 USD), Bee-Bot
Educational Robot (around $95 USD), and Blue-Bot robot (around $127 USD).
Sample activities
In order to make learning fun in early childhood, creative and hands-on activities that appeal
to children’s interests should be designed. Some simple activities that can be easily done with
this mobile platform include learning carpets, as shown in Figure 5, where pre-robot should be
programmed for solving the corresponding challenge.
Specifically, learning carpet in Figure 5 (left) consists of coding a behavior such that pre-robot
goes first to a fixed location whose accomplishment represents obtaining a key. Then, the child
Proceedings of the 5th Congress on Robotics and Neuroscience
Figure 4. Wiring diagram for color sensor (one token slot).
Figure 5. Learning carpets. (Left) Treasure hunt. (Right) Race track
would have to put new tokens for getting into the final cell where the treasure is located.
On the other hand, learning carpet in Figure 5 (right) represents a race track where pre-robot
should move while avoiding some obstacles, that could be improved by placing physical obstacles
in corresponding places.
Conclusions
This work documents a reproducible prototype for introducing first notions of coding on preschool
children, as task scheduling and simple computational thinking, introducing iterations and ordering
instructions. This, by using their symbolic capacity to identify signs in a way that they can start
coding a given behavior on this mobile platform, without requiring any further equipment such as
a computer, tablet or phone.
It is important to note that while the platform does not require extra equipment (phone or
tablet), it could be extended following that purpose, which might improve interest and motivation
for producing meaningful learning (Ausubel et al., 1980).
Although final users of this platform correspond to children, the first version of this prototype
is intended for giving some preliminary insights on teachers about using robotics for teaching
purposes on preschoolers.
Although literature has shown that commercial platforms intended for greater ages could be also
applied on preschool children and there are also multiple preschool robotics kits, to the best of the
Proceedings of the 5th Congress on Robotics and Neuroscience
authors knowledge, this prototype entitled pre-robot is a first approach for an open-source platform
that could be easily reproduced with appropriate equipment access and minimal prototyping skills.
The following modifications include changing color sensors for a simpler token identification by
measuring the impedance of an internal resistor integrated within the token.
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