[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600419-105":59,"doc-detail-600419-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","applying-a-design-approach-to-robotics-in-education","Applying a Design Approach to Robotics in Education","","Integration of robots into classroom settings is established across general and vocational education, gaining added importance with Industry 4.0 and related funding programmes. Prior approaches often focus on using robots as interactive feedback tools, yet may underemphasize robot design and limit learners’ ability to design robots for self-defined goals. This article presents a methodology that promotes a design-oriented perspective and illustrates initial implementation examples for training future technology teachers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/applying-a-design-approach-to-robotics-in-education/600419/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/applying-a-design-approach-to-robotics-in-education/600419.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article identify with current robotics-in-education approaches?","Question",{"text":112,"@type":113},"It argues that typical classroom use often focuses on robots mainly as interactive feedback tools while overlooking the robots’ own design elements and limiting learners’ opportunities to design robots for self-set goals.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the proposed approach change the role of robots in teaching?",{"text":117,"@type":113},"It promotes a design-oriented perspective, positioning robot design and the design process as central to learning, rather than treating robots primarily as programmable feedback devices.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence or example implementations does the article mention?",{"text":121,"@type":113},"The article describes piloting the design approach with future secondary school technology teachers (grades 5–10, ages 10–16) and references the use of Dobot Magicians based on real industrial robots.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600419,1792434401,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Applying a design approach to robotics in education  \nDani Hamade, Carl von Ossietzky University Oldenburg, Germany Jan Landherr, Carl von Ossietzky University Oldenburg, Germany Peter Röben, Carl von Ossietzky University Oldenburg, Germany  \nAbstract  \nThe integration of robots into classroom settings has a long-established presence in both general and vocational education. With the developments in Industry 4 .0, the importance of robotics in schools has also increased, which has become clear through various funding programmes. Especially in general education, there is often a focus on utilising robots as a tool to provide learners with an interactive learning experience centred around feedback. This approach effectively connects theoretical concepts from the curriculum to practical real-world applications through the utilisation of robots. However, the emphasis often overlooks the robots themselves and their design elements. It is important to note that the possibility for learners to design robots for self-set goals is often limited by this traditional approach. This article introduces a methodological approach that promotes a design-oriented perspective within robotics in education. In addition to outlining the methodology, the article also presents initial examples on the implementation of this design-oriented approach in training future technology teachers.  \nKeywords  \nDesign orientation, Technology education, Educational robotics, Design process  \nIntroduction  \nRobots have long been the subject of teaching, both in general education and in vocational training. However, there are differences in the type of robots used in the educational context:  \nin vocational education, the robots used are those that will be worked on later, mostly in industrial applications. In general education, on the other hand, robots are used that can be described as a didactic reduction of mobile robots with wheels (e.g. Lego Mindstorms) and which usually do not have tools comparable to industrial robots and therefore cannot perform any productive tasks. They are so simplified that the connection to real robots (e.g. to industrial robots) is not always obvious. Nevertheless, they fulfil an important function in the classroom and have so far been an important medium for digital education because they have made it possible to link the virtual and real worlds in the classroom. The code created by the students themselves in the virtual world controls the movement in the real world. The sensually perceptible actions of the robot constituted a form of feedback learning that has since captivated generations of students. In didactic research, the positive effects of using Mindstorms, Arduino etc. have been highlighted in many studies (a systematic review regarding the use of robots in education can be found in Darmawansah et al., 2023) . However, these studies also show that robots were primarily used as a model for computer science education. Their reactions can be used to learn how to program and to experience the mistakes made in the process. The robot itself did not automatically become the subject of the lesson, as this requires a reference to real robots (Röben et al., 2023) .  \nIn this regard, the implementation of robot models that come close to real robots poses great challenges, especially in connection with decisions about what students should learn, which is particularly related to the diverse developments and applications of robots.  \nA previous study with teachers in the related project in which a total of 54 schools were equipped with robots has shown that even when schools are equipped with models of real robots, there are difficulties in implementation (especially in finding suitable contexts that motivate the students to engage with the robots as such) (Hamade & Landherr, 2023) . In particular, the aspect of increasing demands in the creative use of robots will be addressed in this article and the question of the extent to which a de","cbCaicmjYVJZqnNL","https://ap.wps.com/l/cbCaicmjYVJZqnNL","pdf",413971,14,"English","# Abstract\n# Introduction\n# Literature review: Design orientation and robotics\n## Technology and technological determinism","[{\"question\":\"What problem does the article identify with current robotics-in-education approaches?\",\"answer\":\"It argues that typical classroom use often focuses on robots mainly as interactive feedback tools while overlooking the robots’ own design elements and limiting learners’ opportunities to design robots for self-set goals.\"},{\"question\":\"How does the proposed approach change the role of robots in teaching?\",\"answer\":\"It promotes a design-oriented perspective, positioning robot design and the design process as central to learning, rather than treating robots primarily as programmable feedback devices.\"},{\"question\":\"What evidence or example implementations does the article mention?\",\"answer\":\"The article describes piloting the design approach with future secondary school technology teachers (grades 5–10, ages 10–16) and references the use of Dobot Magicians based on real industrial robots.\"}]","Applying a Design Approach to Robotics in Education | PDF",1792090654,35]