Comparative experiential learning of mechanical engineering concepts through the usage of robot as a kinesthetic learning tool

Abstract

Two independent studies of teaching mechanical engineering fundamentals are designed. In one study, a few selected mechanical engineering students are taught a few selected mechanical engineering concepts through the usage of illustrations created with a robot. The selected mechanical engineering concepts are believed to be abstract in nature and hard to comprehend. This study provides experiential kinesthetic learning opportunities to the students. In another study, the same concepts are taught to another group of students of similar grade and major by the same instructor. However, the instructor does not use any robot as a pedagogical tool to teach the students. Instead, the instructor uses the regular (ordinary) classroom facilities and traditional instruction approach. The outcomes of the two studies are assessed using appropriately developed rubrics, and are compared. The results show the efficacy of the robot-based teaching over the traditional (ordinary) teaching. The results can guide the educators and education decision makers to adopt appropriate technologies especially robotics as pedagogical tools to enhance the teaching and learning outcomes and effectiveness. The limitations and future directions of the research are also discussed.