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NXT</title> <meta name="description" content="Search results for: lego NXT"> <meta name="keywords" content="lego NXT"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="lego NXT"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 15</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: lego NXT</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> The Effect of Mood and Creativity on Product Creativity: Using LEGO as a Hands-On Activity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaewmart%20Pongakkasira">Kaewmart Pongakkasira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines whether construction of LEGO reflects affective states and creativity as the clue to develop effective learning resources for classrooms. For this purpose, participants are instructed to complete a hands-on activity by using LEGO. Prior to the experiment, participants’ affective states and creativity are measured by the Positive and Negative Affect Schedule (PANAS) and the Alternate Uses Task (AUT), respectively. Then, subjects are asked to freely combine LEGO as unusual as possible versus constraint LEGO combination and named the LEGO products. Creativity of the LEGO products is scored for originality and abstractness of titles. It is hypothesized that individuals’ mood and creativity may affect product creativity. If so, there might be correlation among the three parameters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective%20states" title="affective states">affective states</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=hands-on%20activity" title=" hands-on activity"> hands-on activity</a>, <a href="https://publications.waset.org/abstracts/search?q=LEGO" title=" LEGO"> LEGO</a> </p> <a href="https://publications.waset.org/abstracts/56595/the-effect-of-mood-and-creativity-on-product-creativity-using-lego-as-a-hands-on-activity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56595.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">373</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> Lego Mindstorms as a Simulation of Robotic Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miroslav%20Popelka">Miroslav Popelka</a>, <a href="https://publications.waset.org/abstracts/search?q=Jakub%20No%C5%BEi%C4%8Dka"> Jakub Nožička</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper we deal with using Lego Mindstorms in simulation of robotic systems with respect to cost reduction. Lego Mindstorms kit contains broad variety of hardware components which are required to simulate, program and test the robotics systems in practice. Algorithm programming went in development environment supplied together with Lego kit as in programming language C# as well. Algorithm following the line, which we dealt with in this paper, uses theoretical findings from area of controlling circuits. PID controller has been chosen as controlling circuit whose individual components were experimentally adjusted for optimal motion of robot tracking the line. Data which are determined to process by algorithm are collected by sensors which scan the interface between black and white surfaces followed by robot. Based on discovered facts Lego Mindstorms can be considered for low-cost and capable kit to simulate real robotics systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LEGO%20Mindstorms" title="LEGO Mindstorms">LEGO Mindstorms</a>, <a href="https://publications.waset.org/abstracts/search?q=PID%20controller" title=" PID controller"> PID controller</a>, <a href="https://publications.waset.org/abstracts/search?q=low-cost%20robotics%20systems" title=" low-cost robotics systems"> low-cost robotics systems</a>, <a href="https://publications.waset.org/abstracts/search?q=line%20follower" title=" line follower"> line follower</a>, <a href="https://publications.waset.org/abstracts/search?q=sensors" title=" sensors"> sensors</a>, <a href="https://publications.waset.org/abstracts/search?q=programming%20language%20C%23" title=" programming language C#"> programming language C#</a>, <a href="https://publications.waset.org/abstracts/search?q=EV3%20Home%20Edition%20Software" title=" EV3 Home Edition Software"> EV3 Home Edition Software</a> </p> <a href="https://publications.waset.org/abstracts/10889/lego-mindstorms-as-a-simulation-of-robotic-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10889.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">375</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Prototype of an Interactive Toy from Lego Robotics Kits for Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ricardo%20A.%20Martins">Ricardo A. Martins</a>, <a href="https://publications.waset.org/abstracts/search?q=Matheus%20S.%20da%20Silva"> Matheus S. da Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Gabriel%20H.%20F.%20Iarossi"> Gabriel H. F. Iarossi</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20C.%20M.%20Senefonte"> Helen C. M. Senefonte</a>, <a href="https://publications.waset.org/abstracts/search?q=Cinthyan%20R.%20S.%20C.%20de%20Barbosa"> Cinthyan R. S. C. de Barbosa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is the development of a concept of the man/robot interaction. More accurately in developing of an autistic child that have more troubles with interaction, here offers an efficient solution, even though simple; however, less studied for this public. This concept is based on code applied thought out the Lego NXT kit, built for the interpretation of the robot, thereby can create this interaction in a constructive way for children suffering with Autism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lego%20NXT" title="lego NXT">lego NXT</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=BricX" title=" BricX"> BricX</a>, <a href="https://publications.waset.org/abstracts/search?q=autismo" title=" autismo"> autismo</a>, <a href="https://publications.waset.org/abstracts/search?q=ANN%20%28Artificial%20Neural%20Network%29" title=" ANN (Artificial Neural Network)"> ANN (Artificial Neural Network)</a>, <a href="https://publications.waset.org/abstracts/search?q=MLP%20back%20propagation" title=" MLP back propagation"> MLP back propagation</a>, <a href="https://publications.waset.org/abstracts/search?q=hidden%20layers" title=" hidden layers"> hidden layers</a> </p> <a href="https://publications.waset.org/abstracts/8362/prototype-of-an-interactive-toy-from-lego-robotics-kits-for-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8362.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">569</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> 2D-Modeling with Lego Mindstorms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miroslav%20Popelka">Miroslav Popelka</a>, <a href="https://publications.waset.org/abstracts/search?q=Jakub%20Nozicka"> Jakub Nozicka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The whole work is based on possibility to use Lego Mindstorms robotics systems to reduce costs. Lego Mindstorms consists of a wide variety of hardware components necessary to simulate, programme and test of robotics systems in practice. To programme algorithm, which simulates space using the ultrasonic sensor, was used development environment supplied with kit. Software Matlab was used to render values afterwards they were measured by ultrasonic sensor. The algorithm created for this paper uses theoretical knowledge from area of signal processing. Data being processed by algorithm are collected by ultrasonic sensor that scans 2D space in front of it. Ultrasonic sensor is placed on moving arm of robot which provides horizontal moving of sensor. Vertical movement of sensor is provided by wheel drive. The robot follows map in order to get correct positioning of measured data. Based on discovered facts it is possible to consider Lego Mindstorm for low-cost and capable kit for real-time modelling. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LEGO%20Mindstorms" title="LEGO Mindstorms">LEGO Mindstorms</a>, <a href="https://publications.waset.org/abstracts/search?q=ultrasonic%20sensor" title=" ultrasonic sensor"> ultrasonic sensor</a>, <a href="https://publications.waset.org/abstracts/search?q=real-time%20modeling" title=" real-time modeling"> real-time modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=2D%20object" title=" 2D object"> 2D object</a>, <a href="https://publications.waset.org/abstracts/search?q=low-cost%20robotics%20systems" title=" low-cost robotics systems"> low-cost robotics systems</a>, <a href="https://publications.waset.org/abstracts/search?q=sensors" title=" sensors"> sensors</a>, <a href="https://publications.waset.org/abstracts/search?q=Matlab" title=" Matlab"> Matlab</a>, <a href="https://publications.waset.org/abstracts/search?q=EV3%20Home%20Edition%20Software" title=" EV3 Home Edition Software "> EV3 Home Edition Software </a> </p> <a href="https://publications.waset.org/abstracts/10888/2d-modeling-with-lego-mindstorms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10888.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">473</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> LEGO Bricks and Creativity: A Comparison between Classic and Single Sets</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maheen%20Zia">Maheen Zia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Near the early twenty-first century, LEGO decided to diversify its product range which resulted in more specific and single-outcome sets occupying the store shelves than classic kits having fairly all-purpose bricks. Earlier, LEGOs came with more bricks and lesser instructions. Today, there are more single kits being produced and sold, which come with a strictly defined set of guidelines. If one set is used to make a car, the same bricks cannot be put together to produce any other article. Earlier, multiple bricks gave children a chance to be imaginative, think of new items and construct them (by just putting the same pieces differently). The new products are less open-ended and offer a limited possibility for players in both designing and realizing those designs. The article reviews (in the light of existing research) how classic LEGO sets could help enhance a child’s creativity in comparison with single sets, which allow a player to interact (not experiment) with the bricks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructive%20play" title="constructive play">constructive play</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=LEGO" title=" LEGO"> LEGO</a>, <a href="https://publications.waset.org/abstracts/search?q=play-based%20learning" title=" play-based learning"> play-based learning</a> </p> <a href="https://publications.waset.org/abstracts/130650/lego-bricks-and-creativity-a-comparison-between-classic-and-single-sets" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> The Applications and Effects of the Career Courses of Taiwanese College Students with LEGO® SERIOUS PLAY®</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Payling%20Harn">Payling Harn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> LEGO® SERIOUS PLAY® is a kind of facilitated workshop of thinking and problem-solving approach. Participants built symbolic and metaphorical brick models in response to tasks given by the facilitator and presented these models to other participants. LEGO® SERIOUS PLAY® applied the positive psychological mechanism of Flow and positive emotions to help participants perceiving self-experience and unknown fact and increasing the happiness of life by building bricks and narrating story. At present, LEGO® SERIOUS PLAY® is often utilized for facilitating professional identity and strategy development to assist workers in career development. The researcher desires to apply LEGO® SERIOUS PLAY® to the career courses of college students in order to promote their career ability. This study aimed to use the facilitative method of LEGO® SERIOUS PLAY® to develop the career courses of college students, then explore the effects of Taiwanese college students' positive and negative emotions, career adaptabilities, and career sense of hope by LEGO® SERIOUS PLAY® career courses. The researcher regarded strength as the core concept and use the facilitative mode of LEGO® SERIOUS PLAY® to develop the 8 weeks’ career courses, which including ‘emotion of college life’ ‘career highlights’, ‘career strengths’, ‘professional identity’, ‘business model’, ‘career coping’, ‘strength guiding principles’, ‘career visions’,’ career hope’, etc. The researcher will adopt problem-oriented teaching method to give tasks which according to the weekly theme, use the facilitative mode of LEGO® SERIOUS PLAY® to guide participants to respond tasks by building bricks. Then participants will conduct group discussions, reports, and writing reflection journals weekly. Participants will be 24 second-grade college students. They will attend LEGO® SERIOUS PLAY® career courses for 2 hours a week. The researcher used’ ‘Career Adaptability Scale’ and ‘Career Hope Scale’ to conduct pre-test and post-test. The time points of implementation testing will be one week before courses starting, one day after courses ending respectively. Then the researcher will adopt repeated measures one-way ANOVA for analyzing data. The results revealed that the participants significantly presented immediate positive effect in career adaptability and career hope. The researcher hopes to construct the mode of LEGO® SERIOUS PLAY® career courses by this study and to make a substantial contribution to the future career teaching and researches of LEGO® SERIOUS PLAY®. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LEGO%C2%AE%20SERIOUS%20PLAY%C2%AE" title="LEGO® SERIOUS PLAY®">LEGO® SERIOUS PLAY®</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20courses" title=" career courses"> career courses</a>, <a href="https://publications.waset.org/abstracts/search?q=strength" title=" strength"> strength</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20and%20negative%20affect" title=" positive and negative affect"> positive and negative affect</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20hope" title=" career hope"> career hope</a> </p> <a href="https://publications.waset.org/abstracts/65654/the-applications-and-effects-of-the-career-courses-of-taiwanese-college-students-with-lego-serious-play" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65654.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Changing MBA Identities: Using Critical Reflection inside and out in Finding a New Narrative</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Keith%20Schofield">Keith Schofield</a>, <a href="https://publications.waset.org/abstracts/search?q=Leigh%20Morland"> Leigh Morland</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Storytelling is an established means of leadership and management development and is also considered a form of leadership of self and others in its own right. This study focuses on the utility of storytelling in the development of management narratives in an MBA programme; sources include programme participants as well as international recruiters, whose voices are often only heard in terms of economic contribution and globalisation. For many MBA candidates, the return to study requires the development of a new identity which complements their professional identity; each candidate has their own journey and expectations, the use of story can enable candidates to explore their aspirations and assumptions and give voice to previously unspoken ideas. For international recruitment, the story of market development and change must be captured if MBAs are to remain fit for purpose. If used effectively, story acts as a form of critical reflection that can inform the learning journeys of individuals, emerging identities as well as the ongoing design and development of programmes. The landscape of management education is shifting; the MBA begins to attract a different kind of candidate, some are younger than before, others are seeking validation for their existing work practices, yet more are entrepreneurial and wish to capitalise on an institutional experience to further their career. There is a shift in context, creating uncertainty and ambiguity for programme managers and recruiters, thus requiring institutions to create a new MBA narrative. This study utilises Lego SeriousPlay as the means to engaging programme participants and international agents in telling the story of their MBA. We asked MBA participants to tell the story of their leadership and management aspirations and compare these to stories of their development journeys, allowing for critical reflection of their respective development gaps. We asked international recruiters, who act as university agents and promote courses in the student’s country of origin, to explore their mental models of MBA candidates and their learning agenda. The purpose of this process was to explore the agent’s perception of the MBA programme and to articulate the student journey from a recruitment perspective. The paper’s unique contribution is in combining these stories in order to explore the assumptions that determine programme design. Data drawn from reflective statements together with images of Lego ‘builds’ created the opportunity for reflection between the mental models of these groups. Findings will inform the design of the MBA journey and experience; we review the extent to which the changing identities of learners are congruent with programme design. Data from international recruiters also determines the extent to which marketing and recruitment strategies identify with would be candidates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20reflection" title="critical reflection">critical reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=programme%20management" title=" programme management"> programme management</a>, <a href="https://publications.waset.org/abstracts/search?q=recruitment" title=" recruitment"> recruitment</a>, <a href="https://publications.waset.org/abstracts/search?q=storytelling" title=" storytelling"> storytelling</a> </p> <a href="https://publications.waset.org/abstracts/60111/changing-mba-identities-using-critical-reflection-inside-and-out-in-finding-a-new-narrative" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60111.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">226</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Formative Assessment of Creative Thinking Skills Embedded in Learning Through Play</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yigal%20Rosen">Yigal Rosen</a>, <a href="https://publications.waset.org/abstracts/search?q=Garrett%20Jaeger"> Garrett Jaeger</a>, <a href="https://publications.waset.org/abstracts/search?q=Michelle%20Newstadt"> Michelle Newstadt</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilia%20Rushkin"> Ilia Rushkin</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Bakken"> Sara Bakken</a> </p> <p class="card-text"><strong>Abstract:</strong></p> All children are capable of advancing their creative thinking skills and engaging in creative play. Creative play puts children in charge of exploring ideas, relationships, spaces and problems. Supported by The LEGO Foundation, the creative thinking formative assessment is designed to provide valid, reliable and informative measurement to support the development of creative skills while children are engaged in Learning through Play. In this paper we provide an overview of the assessment framework underpinned the assessment of creative thinking and report the results from the 2022 pilot study demonstrating promising evidence on the ability to measure creative skills in a conceptually and ecologically valid way to inform the development of creative skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20thinking" title=" creative thinking"> creative thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20through%20play" title=" learning through play"> learning through play</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20play" title=" creative play"> creative play</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20progressions" title=" learning progressions"> learning progressions</a> </p> <a href="https://publications.waset.org/abstracts/156668/formative-assessment-of-creative-thinking-skills-embedded-in-learning-through-play" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Collective Movement between Two Lego EV3 Mobile Robots</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luis%20Fernando%20Pinedo-Lomeli">Luis Fernando Pinedo-Lomeli</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosa%20Martha%20Lopez-Gutierrez"> Rosa Martha Lopez-Gutierrez</a>, <a href="https://publications.waset.org/abstracts/search?q=Jose%20Antonio%20Michel-Macarty"> Jose Antonio Michel-Macarty</a>, <a href="https://publications.waset.org/abstracts/search?q=Cesar%20Cruz-Hernandez"> Cesar Cruz-Hernandez</a>, <a href="https://publications.waset.org/abstracts/search?q=Liliana%20Cardoza-Avenda%C3%B1o"> Liliana Cardoza-Avendaño</a>, <a href="https://publications.waset.org/abstracts/search?q=Humberto%20Cruz-Hernandez"> Humberto Cruz-Hernandez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Robots are working in industry and services performing repetitive or dangerous tasks, however, when flexible movement capabilities and complex tasks are required, the use of many robots is needed. Also, productivity can be improved by reducing times to perform tasks. In the last years, a lot of effort has been invested in research and development of collective control of mobile robots. This interest is justified as there are many advantages when two or more robots are collaborating in a particular task. Some examples are: cleaning toxic waste, transportation and manipulation of objects, exploration, and surveillance, search and rescue. In this work a study of collective movements of mobile robots is presented. A solution of collisions avoidance is developed. This solution is levered on a communication implementation that allows coordinate movements in different paths were avoiding obstacles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=synchronization" title="synchronization">synchronization</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=robots" title=" robots"> robots</a>, <a href="https://publications.waset.org/abstracts/search?q=legos" title=" legos"> legos</a> </p> <a href="https://publications.waset.org/abstracts/64452/collective-movement-between-two-lego-ev3-mobile-robots" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64452.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> The Effect of an Al Andalus Fused Curriculum Model on the Learning Outcomes of Elementary School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sobhy%20Fathy%20A.%20Hashesh">Sobhy Fathy A. Hashesh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was carried out in the Elementary Classes of Andalus Private Schools, girls section using control and experimental groups formed by Random Assignment Strategy. The study aimed at investigating the effect of Al-Andalus Fused Curriculum (AFC) model of learning and the effect of separate subjects’ approach on the development of students’ conceptual learning and skills acquiring. The society of the study composed of Al-Andalus Private Schools, elementary school students, Girls Section (N=240), while the sample of the study composed of two randomly assigned groups (N=28) with one experimental group and one control group. The study followed the quantitative and qualitative approaches in collecting and analyzing data to investigate the study hypotheses. Results of the study revealed that there were significant statistical differences between students’ conceptual learning and skills acquiring for the favor of the experimental group. The study recommended applying this model on different educational variables and on other age groups to generate more data leading to more educational results for the favor of students’ learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AFC" title="AFC">AFC</a>, <a href="https://publications.waset.org/abstracts/search?q=STEAM" title=" STEAM"> STEAM</a>, <a href="https://publications.waset.org/abstracts/search?q=lego%20education" title=" lego education"> lego education</a>, <a href="https://publications.waset.org/abstracts/search?q=Al-Andalus%20fused%20curriculum" title=" Al-Andalus fused curriculum"> Al-Andalus fused curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=mechatronics" title=" mechatronics"> mechatronics</a> </p> <a href="https://publications.waset.org/abstracts/72153/the-effect-of-an-al-andalus-fused-curriculum-model-on-the-learning-outcomes-of-elementary-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72153.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> The Task-Centered Instructional Strategy to Prepare Teachers for Integrating Robotics Activities in Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Doaa%20Saad">Doaa Saad</a>, <a href="https://publications.waset.org/abstracts/search?q=Igor%20Verner"> Igor Verner</a>, <a href="https://publications.waset.org/abstracts/search?q=Rinat%20B.%20Rosenberg-Kima"> Rinat B. Rosenberg-Kima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This case study demonstrates how the Task-Centered Instructional Strategy can be used to develop robotics competencies in middle-school science teachers without programming knowledge, thereby reducing their anxiety about robotics. Sixteen middle school science teachers participated in a teachers’ professional development program. The strategy combines the progression of real-world tasks with explicit instruction that serves as the backbone of instruction. The designed progression includes three tasks that integrate building and programming robots, pedagogy, and science knowledge, with an increasing level of complexity and decreasing level of support. We used EV3 LEGO kits and programming blocks, a new technology for most of the participating teachers. Pre-post questionnaires were used to examine teachers’ anxiety in performing robotics tasks before the program began and after the program ended. In addition, post-program questionnaires were used to obtain teachers’ feedback on the program’s overall quality. The case study results showed that teachers were less anxious about performing robotics tasks after the program and were highly satisfied with the professional development program. Overall, our research findings indicate a positive effect of the Task-Centered Instructional Strategy for preparing in-service science teachers to integrate robotics activities into their science classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competencies" title="competencies">competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20robotics" title=" educational robotics"> educational robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=task-centered%20instructional%20strategy" title=" task-centered instructional strategy"> task-centered instructional strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20professional%20development" title=" teachers’ professional development"> teachers’ professional development</a> </p> <a href="https://publications.waset.org/abstracts/165845/the-task-centered-instructional-strategy-to-prepare-teachers-for-integrating-robotics-activities-in-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165845.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> A Modular Reactor for Thermochemical Energy Storage Examination of Ettringite-Based Materials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20Chen">B. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Kuznik"> F. Kuznik</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Horgnies"> M. Horgnies</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Johannes"> K. Johannes</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Morin"> V. Morin</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Gengembre"> E. Gengembre</a> </p> <p class="card-text"><strong>Abstract:</strong></p> More attention on renewable energy has been done after the achievement of Paris Agreement against climate change. Solar-based technology is supposed to be one of the most promising green energy technologies for residential buildings since its widely thermal usage for hot water and heating. However, the seasonal mismatch between its production and consumption makes buildings need an energy storage system to improve the efficiency of renewable energy use. Indeed, there exist already different kinds of energy storage systems using sensible or latent heat. With the consideration of energy dissipation during storage and low energy density for above two methods, thermochemical energy storage is then recommended. Recently, ettringite (3CaO∙Al₂O₃∙3CaSO₄∙32H₂O) based materials have been reported as potential thermochemical storage materials because of high energy density (~500 kWh/m³), low material cost (700 €/m³) and low storage temperature (~60-70°C), compared to reported salt hydrates like SrBr₂·6H₂O (42 k€/m³, ~80°C), LaCl₃·7H₂O (38 k€/m³, ~100°C) and MgSO₄·7H₂O (5 k€/m³, ~150°C). Therefore, they have the possibility to be largely used in building sector with being coupled to normal solar panel systems. On the other side, the lack in terms of extensive examination leads to poor knowledge on their thermal properties and limit maturity of this technology. The aim of this work is to develop a modular reactor adapting to thermal characterizations of ettringite-based material particles of different sizes. The filled materials in the reactor can be self-compacted vertically to ensure hot air or humid air goes through homogenously. Additionally, quick assembly and modification of reactor, like LEGO™ plastic blocks, make it suitable to distinct thermochemical energy storage material samples with different weights (from some grams to several kilograms). In our case, quantity of stored and released energy, best work conditions and even chemical durability of ettringite-based materials have been investigated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dehydration" title="dehydration">dehydration</a>, <a href="https://publications.waset.org/abstracts/search?q=ettringite" title=" ettringite"> ettringite</a>, <a href="https://publications.waset.org/abstracts/search?q=hydration" title=" hydration"> hydration</a>, <a href="https://publications.waset.org/abstracts/search?q=modular%20reactor" title=" modular reactor"> modular reactor</a>, <a href="https://publications.waset.org/abstracts/search?q=thermochemical%20energy%20storage" title=" thermochemical energy storage"> thermochemical energy storage</a> </p> <a href="https://publications.waset.org/abstracts/98860/a-modular-reactor-for-thermochemical-energy-storage-examination-of-ettringite-based-materials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98860.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> The Role of Group Dynamics in Creativity: A Study Case from Italy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sofya%20Komarova">Sofya Komarova</a>, <a href="https://publications.waset.org/abstracts/search?q=Frashia%20Ndungu"> Frashia Ndungu</a>, <a href="https://publications.waset.org/abstracts/search?q=Alessia%20Gavazzoli"> Alessia Gavazzoli</a>, <a href="https://publications.waset.org/abstracts/search?q=Roberta%20Mineo"> Roberta Mineo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Modern society requires people to be flexible and to develop innovative solutions to unexpected situations. Creativity refers to the “interaction among aptitude, process, and the environment by which an individual or group produces a perceptible product that is both novel and useful as defined within a social context”. It allows humans to produce novel ideas, generate new solutions, and express themselves uniquely. Only a few scientific studies have examined group dynamics' influence on individuals' creativity. There exist some gaps in the research on creative thinking, such as the fact that collaborative effort frequently results in the enhanced production of new information and knowledge. Therefore, it is critical to evaluate creativity via social settings. The study aimed at exploring the group dynamics of young adults in small group settings and the influence of these dynamics on their creativity. The study included 30 participants aged 20 to 25 who were attending university after completing a bachelor's degree. The participants were divided into groups of three, in gender homogenous and heterogeneous groups. The groups’ creative task was tied to the Lego mosaic created for the Scintillae laboratory at the Reggio Children Foundation. Group dynamics were operationalized into patterns of behaviors classified into three major categories: 1) Social Interactions, 2) Play, and 3) Distraction. Data were collected through audio and video recording and observation. The qualitative data were converted into quantitative data using the observational coding system; then, they were analyzed, revealing correlations between behaviors using median points and averages. For each participant and group, the percentages of represented behavior signals were computed. The findings revealed a link between social interaction, creative thinking, and creative activities. Other findings revealed that the more intense the social interaction, the lower the amount of creativity demonstrated. This study bridges the research gap between group dynamics and creativity. The approach calls for further research on the relationship between creativity and social interaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=group%20dynamics" title="group dynamics">group dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20thinking" title=" creative thinking"> creative thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20action" title=" creative action"> creative action</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interactions" title=" social interactions"> social interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20play" title=" group play"> group play</a> </p> <a href="https://publications.waset.org/abstracts/154197/the-role-of-group-dynamics-in-creativity-a-study-case-from-italy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154197.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> The Effects of Collaborative Videogame Play on Flow Experience and Mood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eva%20Nolan">Eva Nolan</a>, <a href="https://publications.waset.org/abstracts/search?q=Timothy%20Mcnichols"> Timothy Mcnichols</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gamers spend over 3 billion hours collectively playing video games a week, which is arguably not nearly enough time to indulge in the many benefits gaming has to offer. Much of the previous research on video gaming is centered on the effects of playing violent video games and the negative impacts they have on the individual. However, there is a dearth of research in the area of non-violent video games, specifically the emotional and cognitive benefits playing non-violent games can offer individuals. Current research in the area of video game play suggests there are many benefits to playing for an individual, such as decreasing symptoms of depression, decreasing stress, increasing positive emotions, inducing relaxation, decreasing anxiety, and particularly improving mood. One suggestion as to why video games may offer such benefits is that they possess ideal characteristics to create and maintain flow experiences, which in turn, is the subjective experience where an individual obtains a heightened and improved state of mind while they are engaged in a task where a balance of challenge and skill is found. Many video games offer a platform for collaborative gameplay, which can enhance the emotional experience of gaming through the feeling of social support and social inclusion. The present study was designed to examine the effects of collaborative gameplay and flow experience on participants’ perceived mood. To investigate this phenomenon, an in-between subjects design involving forty participants were randomly divided into two groups where they engaged in solo or collaborative gameplay. Each group represented an even number of frequent gamers and non-frequent gamers. Each participant played ‘The Lego Movie Videogame’ on the Playstation 4 console. The participant’s levels of flow experience and perceived mood were measured by the Flow State Scale (FSS) and the Positive and Negative Affect Schedule (PANAS). The following research hypotheses were investigated: (i.) participants in the collaborative gameplay condition will experience higher levels of flow experience and higher levels of mood than those in the solo gameplay condition; (ii.) participants who are frequent gamers will experience higher levels of flow experience and higher levels of mood than non-frequent gamers; and (iii.) there will be a significant positive relationship between flow experience and mood. If the estimated findings are supported, this suggests that engaging in collaborative gameplay can be beneficial for an individual’s mood and that experiencing a state of flow can also enhance an individual’s mood. Hence, collaborative gaming can be beneficial to promote positive emotions (higher levels of mood) through engaging an individual’s flow state. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20gameplay" title="collaborative gameplay">collaborative gameplay</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20experience" title=" flow experience"> flow experience</a>, <a href="https://publications.waset.org/abstracts/search?q=mood" title=" mood"> mood</a>, <a href="https://publications.waset.org/abstracts/search?q=games" title=" games"> games</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20emotions" title=" positive emotions"> positive emotions</a> </p> <a href="https://publications.waset.org/abstracts/69410/the-effects-of-collaborative-videogame-play-on-flow-experience-and-mood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69410.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">335</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Framework Proposal on How to Use Game-Based Learning, Collaboration and Design Challenges to Teach Mechatronics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Wendland">Michael Wendland</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a framework to teach a methodical design approach by the help of using a mixture of game-based learning, design challenges and competitions as forms of direct assessment. In today’s world, developing products is more complex than ever. Conflicting goals of product cost and quality with limited time as well as post-pandemic part shortages increase the difficulty. Common design approaches for mechatronic products mitigate some of these effects by helping the users with their methodical framework. Due to the inherent complexity of these products, the number of involved resources and the comprehensive design processes, students very rarely have enough time or motivation to experience a complete approach in one semester course. But, for students to be successful in the industrial world, it is crucial to know these methodical frameworks and to gain first-hand experience. Therefore, it is necessary to teach these design approaches in a real-world setting and keep the motivation high as well as learning to manage upcoming problems. This is achieved by using a game-based approach and a set of design challenges that are given to the students. In order to mimic industrial collaboration, they work in teams of up to six participants and are given the main development target to design a remote-controlled robot that can manipulate a specified object. By setting this clear goal without a given solution path, a constricted time-frame and limited maximal cost, the students are subjected to similar boundary conditions as in the real world. They must follow the methodical approach steps by specifying requirements, conceptualizing their ideas, drafting, designing, manufacturing and building a prototype using rapid prototyping. At the end of the course, the prototypes will be entered into a contest against the other teams. The complete design process is accompanied by theoretical input via lectures which is immediately transferred by the students to their own design problem in practical sessions. To increase motivation in these sessions, a playful learning approach has been chosen, i.e. designing the first concepts is supported by using lego construction kits. After each challenge, mandatory online quizzes help to deepen the acquired knowledge of the students and badges are awarded to those who complete a quiz, resulting in higher motivation and a level-up on a fictional leaderboard. The final contest is held in presence and involves all teams with their functional prototypes that now need to contest against each other. Prices for the best mechanical design, the most innovative approach and for the winner of the robotic contest are awarded. Each robot design gets evaluated with regards to the specified requirements and partial grades are derived from the results. This paper concludes with a critical review of the proposed framework, the game-based approach for the designed prototypes, the reality of the boundary conditions, the problems that occurred during the design and manufacturing process, the experiences and feedback of the students and the effectiveness of their collaboration as well as a discussion of the potential transfer to other educational areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20challenges" title="design challenges">design challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=game-based%20learning" title=" game-based learning"> game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=playful%20learning" title=" playful learning"> playful learning</a>, <a href="https://publications.waset.org/abstracts/search?q=methodical%20framework" title=" methodical framework"> methodical framework</a>, <a href="https://publications.waset.org/abstracts/search?q=mechatronics" title=" mechatronics"> mechatronics</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20assessment" title=" student assessment"> student assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=constructive%20alignment" title=" constructive alignment"> constructive alignment</a> </p> <a href="https://publications.waset.org/abstracts/159874/framework-proposal-on-how-to-use-game-based-learning-collaboration-and-design-challenges-to-teach-mechatronics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" 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