Designing Educational Robots (Edot) as Space Learning Logic and

Spatial Media

Bertha Bintari Wahyujati and Martinus Bagus Wicaksono

Politeknik Mekatronika Sanata Dharma, Paingan, Meguwaharjo, Depok, Sleman, Yogyakarta, Indonesia

Keywords: Educational Robots, Learning Robot Design, Robot Toy, Simple Logic.

Abstract: The Edot educational Robot is a robot for early childhood, which can be played by children from the age of

5 years. Learning with technology media including robots will help children actively engage in learning.

Learning for children will be more interesting if they learn while playing. Technology will grow rapidly in

the future, therefore it is necessary to prepare a generation that is able to keep up with technological

developments. The introduction of technology needs to be started since early childhood. One of the media is

an educational robot. This educational robot was developed to help children in the following matters: 1.

Explain abstract concepts about STEM (Science, Technology, and Mathematics) and logic 2. Teach the

ability to understand the spatial scope of space. This educational robot named Edot is expected to children

learn about how to "program" in a simple way that is learning to plan direction from one place to the

destination by arranging the direction block card. By planning directions, children learn how to compile

orders for Edot who will "read" the commands and carry out according to the instructions that have been

prepared. Besides learning to program, Edot can be used to train cooperation skill for children when playing

together. Learn to know the environment, learn to sharpen and practice logic thinking.

1 INTRODUCTION

Robots are technologies that are increasingly

developing in an increasingly broad scope, not only

in industry but also in the scope of everyday life.

Educational robots are media to help tp learn with

certain specifications embedded in their learning

goals. Educational robots are as a medium of

exploration for learning through experience.

Experience will be easier to remember, understand

and then it will be easier to develop in accordance

with the level of learning education.

Through learning experiences that are happily

obtained, the children will be actively involved so that

teachers, mentors, and parents play a role as

facilitators and study companions. Therefore this

educational robot is designed to be treated as a

learning medium through play.

Playing is a learning method while gaining

experience. Games performed in a group can teach

various aspects of daily life. By playing, eating

experiences related to the social, cultural, economic

and physical or natural environment will develop.

The development of these relations will improve

language skills, thinking, behaving, associating and

working. When playing children - children will focus

their attention, feeling and thinking to play to the

nature and shape of the game. (Khohir, December

2009)

Basically, an educational robot is designed to

convey learning that is determined according to the

needs and age of the child. In this Edot robot learning

is designed to be carried out by early childhood, such

as Kindergarten and Playgroup so that there are

certain requirements related to the design standards of

playground equipment related to technology and

standard to security.

In addition, designer must consider the basic rules

set in safety standards; in applying standards on toy

safety, safety signs or graphic symbols for age

warning labels, standards for robots and robotic

systems, and electric toy security, mechanical safety

features and physical, flammable requirements,

specifications for the transfer of certain elements,

experimental sets for chemistry and related activities

and chemical toys in addition to experimental games.

(Mouroutsos, 2012)

Wahyujati, B. and Wicaksono, M.

Designing Educational Robots (Edot) as Space Learning Logic and Spatial Media.

DOI: 10.5220/0009395204350443

In Proceedings of the 1st International Conference on Interdisciplinary Arts and Humanities (ICONARTIES 2019), pages 435-443

ISBN: 978-989-758-450-3

435

The robot design for learning media is adjusted to

the development needs of children in kindergarten

and Playgroup ages, ranging in age from 4-5 years.

Therefore needs media to develop the ability of

children aged 4-5 years according to the Directorate

of Early Childhood Education (2002) is as follows

paying attention to nine children's learning abilities,

such as: 1) linguistic intelligence; 2) logic-

mathematical intelligence; 3) visual-spatial

intelligence; 4) musical intelligence; 5) kinesthetic

intelligence; 6) naturalist intelligence; 7)

interpersonal intelligence; 8) intra-personal

intelligence,and ; 9) spiritual intelligence.

Learning using this educational robot aims to help

children learn about simple logic programming,

mathematical logic, and spatial visual logic. In

addition to the cognitive aspects, children by playing

will train their psikomotor skills when arranging

objects or installing parts of a robot. The game using

educational robots is carried out in groups so that

children practice how to socialize, train their

emotional intelligence and social intelligence. They

must work together, discuss together, and help each

other to solve problems.

2 SPATIAL VISUAL MAPPING

LOGIC

Learn about visual and spatial sensitivity in children,

especially since an early age because this intelligence

is needed when children begin to recognize their

environment. Visual and spatial intelligence is the

ability to view space. With this ability, the child will

have a perception of objects that can be seen by the

five senses. These capabilities include understanding

objects, colors, and space and transforming objects

seen in other forms, such as sketches, paintings, and

views of geometric space. The ability to perceive

geometrically is one of mathematical-logical

intelligence. The ability to understand geometric is

needed when working with measurements, mapping

and imagining space in three dimensions. Whereas

according to Piaget & Inhelder: Yilmaz, 2009

((Alimuddin, 2018) Spatial ability is the ability to

understand abstract concepts that include the

relationship of understanding the position of objects

to space, determining the reference position of objects

in space, the ability to see objects from various

angles, the ability to estimate distances, and imagine

the movement of objects in space.

The learning aapproachment is giving problem-

solving tasks to spatial visual logic with games using

edot robots. Simple programming logic is done using

a method of reading towards a simple symbol of

direction. The problem with spatial understanding is

given with a pictorial map media that shows the origin

of the object and the final destination of the object.

Learning to use robots will help understand

abstract concepts of mathematical logic and spatial

logic. This educational robot is a teaching medium for

teachers and parents so that children are not only

listeners but actors. Educational robots are also an

introduction to children's knowledge about

technology. Children will be actively involved in

problem-solving and learning ideas from computer

science, and robotics, including the basic concepts of

computational thinking.

Robots are the introduction to the concepts of

Science, Technology, Engineering, and Math

(STEM) for early childhood. Referring to learning

standards it is necessary for early childhood to

recognize new technologies so that they should

integrate technology into the early childhood

education curriculum.

3 COMMUNITY RESPONSE

Surveys conducted to find out responses about the use

of robots for children's learning media can be grouped

as attributes specified in the robot.

Table 1: Educational Robot Attribute Ideas from the

community.

No. Attribute Descri

tion

1 construction

motors, batteries, frames and

boards can be assembled for

children of the child / Robot

can be assemble

Assembling parts must be safe

/ Form not sharp angles

Command

button

there is an on-off button on the

robot

in the "programming box"

there is a run button to send

the

ram to the robot

Battery

Batteries are easy to

find/re

lace

the battery can be charge

Program

the robot can detect when in

the finish box (there is a finish

indicator box

the program consists of

forward, right turn, left turn,

sub-program, active magnet,

and inactive ma

net

Size robot size length = 10 cm

width = 10 c

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436

12x12cm robot track size gri

6 form

interestin

for

interesting track shape

sound

ruled b

voice

additional sound according to

the direction

additional songs if the robot

successfull

orders

accessories

the robot has a sound indicato

led li

hts as a robot face

A camera on a robot

the robot bod

iven a li

The arrow is lit.

The Color on a robot

Additional robots can do matches, socce

Need to add challenges

Need En

lish

Robot mobility is more

flexible

4 STANDARD REGULATIONS

REGARDING EDUCATIONAL

ROBOTS

Designing tools and toys that use technological

elements, which is using motion or Mechanicsm,

using electrical resources as a driver and using

computer technology related to interfaces and

program systems have their own regulatory standards.

From the list of rules below are selected from the

standard regulations in Chiasson and Gutwin (HCI-

TR-2005-02) which are in accordance with the

educational robot designed. These regulations include

this following belows: The interface must be very

visual, avoid text as much as possible and reduce

cognitive load. 2. Special content metaphors are

useful in helping children navigate the interface. 3.

Instructions must be presented in an age-appropriate

format. 4. Instructions must be easy to understand and

remember. 5. Children are impatient and need

immediate feedback indicating that their actions have

an effect; otherwise they will repeat the action until

some results are felt. 6. The interface must provide

structure tools and guidelines to help children

remember how to do tasks. 7. Activities must allow

expanding complexity and must support children

when their skills increase from one level to the next

in the use of products. 8. Icons must be visually

meaningful for children. 9. Rollover audio,

animation, or lights must be used to show where to

find functionality. 10. The interface must provide an

indication of the current system condition, whether it

is busy processing or waiting for input from the user

11. The interface must track and display children's

environmental exploration if it is important for them

to remember where they were before. 12. The

interface needs to consider the fact that children may

not understand abstract concepts. 13. Interfaces may

not use extensive menus and sub-menus because

children may not have the ability to categorize or have

the knowledge of the content needed to navigate

efficiently. 14. Children are familiar with direct

manipulation interfaces, their actions must map

directly to actions on the screen. If other styles are

used, estimate that most users will need training and

that some will not be able to understand how this

interaction works. 15. Make interactions as simple as

possible. 16. Make all buttons have the same function.

17. Items must be large enough and within each other

to compensate for some inaccuracies in targeting. 18.

Children like a real interface because they like being

able to physically touch and manipulate devices. 19.

Direct manipulation allows children to explore and

actively participate in the process of discovery. 20.

Physical teaching aids and having large input devices

encourage collaboration. 21. Small changes in design

can produce very different physical interactions.

Different interfaces emphasize different actions. 22.

Technology must give children the ability to define

their experiences and control interactions .23.

Providing entertainment keeps children engaged and

motivated during the learning assignment. 24.

Activities must be interesting and challenging so

children want to do it for themselves

25. A supportive gift structure that considers the level

of child development and the context of use helps

children stay involved. 26. Technology for children

must facilitate social interaction between children.

27. Technology for children must explain children's

beliefs about computers and interact in a socially

consistent manner. 28. Give children each their own

tools when collaborating to encourage participation

and cooperation. This also leads to greater user

satisfaction.

5 REVIEW OF EXISTING

EDUCATIONAL ROBOTS

Robots have been used as learning media for children

and many are available in the market. The robot is

used as a reference to review the workings and

purpose of learning as a reference for designing this

educational robot.

The design and system references used by several

types of robots as written in table 2, concluded as the

Designing Educational Robots (Edot) as Space Learning Logic and Spatial Media

437

easiest system to be created, ease to used by children,

is the RFID card reading system. The RFID reader is

simpler because of direct reading so that after the

robot reads the received signal it will turn on the

motor driver to actuate the robot to moves. This easy

system will be easy for children to understand

because the immediatly reaction after reading the

code on the card will immediately seen the difference.

Instructions for directing and operating the robot are

simpler. With easy instructions and operations,

children can play by them selves.

6 DESIGN METHOD

The design method uses a morphological chart

method by applying a combination of components

using morphological maps. Alternative choices are

selected based on the criteria used as specifications

for the educational robot. Before making a

morphological chart, the components that will be part

of the robot are determined so that the robot can be

assessed and in accordance with the specifications of

the educational robot needed. Therefore needs will be

determined as a criterion for their specifications.

Determination of specifications through

identification of educational robot needs.

6.1 Identification of Needs

The need for educational robots in accordance with

the target users, namely early childhood based on the

results of interviews selected according to the ease

and technical feasibility of the implementation,

requires the main things as follows.

Table 2: Educational Robot Specifications.

No. Spesifikasi Kriteria

1 Simple, attractive shapes and colors W

2 Easy to operate D

3 Give target learning about

rogramming logic

Give target learning about spatial

logic

Has an interactive element W

6 Can be done in groups W

Can be developed for other learning W

8 Safe to play D

9 Easy to install and install W

Affordable prices D

Note :

W = Wish

D = Demand

6.2 Technical Specifications

From the reference review of existing educational

robots, the use of separate program boards with robots

requires complex technicalities. Relationships or

connectivity between program boards and robots are

needed Wi-Fi or Bluetooth. The program board is the

sender/transmitter while the robot is the receiver. In

the Bee and Mouse robot the program system is easy,

but the program results cannot be seen, because it is

based on the number of presses on a particular

direction button. With the ability of robots to

remember, a large enough dimension is needed. In

kubo robots, the system of readings and reminders is

a complex system. Running steps must also be two

steps.

With consideration of convenience, simplicity

and affordable prices, the selection of RFID systems

was chosen to make this educational robot. Reading

using RFID is a simple and relatively cheaper

mechanism. With a simple system it will be easy to

make, and still allows for further development

6.2.1 Technical Design

The technical design takes precedence so that the

suitability of the system that will be applied to this

educational robot can function and execute orders

according to the concept of an educational robot that

uses RFID control. The complexity of robots is

mainly only in the placement of its components. With

consideration of PCB layout, component size, and

interface between components, it will help determine

the shape of the casing or the appearance of the robot.

Power supply / power supply. A 5V DC power

supply is supplied to a system that is converted from

a 230V power supply. First, the step down

transformer will be used here to convert the 230V AC

to 12V AC. The microcontroller will only support DC

supply, so the AC supply will be converted to DC

using a rectifier. The output of the rectifier will have

a wave so the 2200 uF capacitor is used to filter the

wave.

The output of the filter is given to the voltage

regulator 7805 which will convert 12V DC to 5V DC.

The output of the regulator will be filtered using

1000uf capacitors, so that pure DC 5V gets as the

output of the power supply unit. The microcontoler

used is the Arduino Nano microcontroller.

Microcontroller. The microcontroller is a device

that can process analog and digital signals (Budiarso

& Prihandono, 2015). In this design, the

microcontroller used is Arduino Nano. This

microcontroller is used to read RFID tags through an

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438

RFID card. The results of reading the identity in the

RFID tag will be processed by the microcontroller.

The results of processing these signals will determine

the movement of EDOT according to the program

that has been written in the microcontroller. Arduino

Nano was chosen because it has small dimensions

when compared to Arduino UNO but has

specifications similar to Arduino UNO.

Figure 1: Arduino UNO dan NANO.

Sensor Unit. The sensor used in the robt EDOT is

an RC522 RFID reader sensor. Radio Frequency

Identification (RFID) is a technology used to detect

objects by utilizing radio frequencies used to emulate

modulated electro-magnetic waves (Hamdani, 2014).

These waves will be emitted by the reader (RFID

Sensor RC522) which will activate RFID tags that

have been filled with a certain identity. This identity

will be read by RFID sensors wirelessly without

being affected by existing environmental conditions

such as light or barrier objects. The workings or

readings of the sensors are illustrated in the figure

below.

Figure 2: Sensor Reader RFID RC522

Figure 3: Read method of tag RFID by RFID Sensor

Tag RFID. The RFID tag is a device consisting of

electronic circuits in the form of a microchip and an

antenna that is integrated with the circuit as shown in

the figure below. Memory on the RFID Tag makes

this tool capable of storing data in the form of a

unique identity (Rerungan, Nugraha, & Anshori,

2014). There are two types of RFID tags based on

their identity data, Read Only and re-Writeable. In

general, RFID tags have a unique identity for certain

needs.

Figure 4: Tag RFID structure

Motor Driver. Motor driver is a device or

electronic component used to control a DC motor.

The parameters that are controlled are the direction of

rotation and the speed of the motor. The driver motor

used is the L298N type. An L298N can be used to

control 2 DC motors at once. This type of driver is

able to drive a DC motor with a maximum voltage of

40 V DC and 2A current on each channel (Adriansyah

& Hidyatama, 2013). The L298N driver scheme is as

shown in the image below.

Figure 5: L298N motor driver

6.2.2 Electrical Scheme

The electrical scheme uses a chart as shown in the image

below.

Figure 6: EDOT Electrical Scheme

6.2.3 Layout Analysis Series

Electrical schemes are then arranged with an efficient

layout so that the robot dimensions meet the desired

size standards. The pattern of compiling electrical

components not only pays attention to the location

efficiency of functions, but also from security. Lay

out for edot robots has four layers, namely sensors,

Designing Educational Robots (Edot) as Space Learning Logic and Spatial Media

439

drive systems, control systems, voltage sources

(power supply).

Figure 7: Lay-out Sistem EDOT

6.2.4 Mechanism

The way the robot is designed is as follows when an

RFID reader sensor receives identity coding, a

program that has been inserted in Arduino as its

microcontroller will trigger the motor drive as an

actuator to move the motor on both wheels. This

microcontroller will adjust the speed of motion of the

right and left wheels, according to the coding identity

that they read.

6.3 Morfological Chart

Morfological chart or referred to as a morphological

map, is a table to make it easier for designers to get

alternative concepts of educational robots that are

sorted according to the division of components. The

sorting is based on existing robot references as a

reference. The combination of several components

into one educational robot unit that fits the criteria in

the specification, or has the expected attributes.

6.3.1 Morphological Map

This morphological chart is arranged by division

according to the following attributes: Forms,

additional working mechanisms, accessories and

technical.

Table 3: Educational Robot Specifications.

Com

onent Alternative A Alternative B Alternative C

1. Shape

2.Mechanis

m (RFID)

Alternative D Alternative E Alternative F

Arrange the

program or path

directions

The map has been

determined, the

arrangement of

directions has been

determined, just

choose the start

position and then

run it

Arrange the path

into the map

then run it

Assecories Alternative G Alternative H Alternative I

3.Lampu LED on when

running

the flashing light

blinks for the eyes

LED switch on

while run and

Off when

sto

4.Sound Alternative J Alternative

Alternative L

Sound active

when running

the sound active if

the task is complete

Sound active

when strat and

off when

sto

5.Color Alternative M Alternative N Alternative O

Casing color is

neutral for robot

Color combined for

the robot body and

top

Color can be

customized

Adding

Technics

Alternative P Alternative Q Alternative R

6.Assemblin

Knock Down Only certain part

can be knock down

Built in except

the batteries

7.Product

Pro

erties

Alternative S Alternative T Alternative U

Path directions

on cards

Path direction card

include a casing in

uzzles sha

Direction Path

have sticky

stickers

Map with

specific theme

Included symbol

thing example:

house model,

signange, flags, etc

Equipped with

instructions for

developing the

goal as needed

6.3.2 Morphological Map

Alternative design is a combination of possibilities on

the morphological map above. The selected

combination has the following criteria. 1. The shape

of a square box with the ease of unloading only on the

battery. 2. The color of the robot at the top can be

replaced. 3. Robots are operated directly on the cards

that have been arranged. 4. The light as an indicator

lights up, on the front as the eye. 5. The sound

indicates the command is complete. 6. Equipped with

an RFID card equipped with a card case. 7. Equipped

with instruction instructions for development as

needed.

Table 4: Educational Robot Specifications.

atribut

ilihan

1A B C

2D E F

3 GH I

5M N O

6P Q R

7S T U

So the combination obtained is 1B, 2F, 3G, 4K, 5N,

6R, 7T. Robot sketches are drawn and selected and

then drawn using SOLIDWORKS software, with

adjustments to ease of drawing and ease of printing

3dimensions using 3D printer.

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440

Figure 8: Robot Edot drawing (left) and Prototype (right)

6.3.3 Selections of Alternative Edot Robots

Are Selected

Edot robots are designed with sizes 10 x 7 x 12 cm

the size is a size that children can still hold easily.

Robot weight approximately 250 grams. The material

which used is PLA plastic. The top of the robot as a

battery cover can be removed while the components

and microcontroller are bolted so that it cannot be

dismantled by children without the help of adults. The

robber is attempted not to have sharp angles so as not

to injure the children. The battery can be removed and

recharged.

RFID cards are equipped with casing and have

been identified with the identity of the direction to be

used. In this case the Edot Robot was tested for

learning program logic and spatial logic. The two

learning targets are agreed to try by arranging the

direction from the place of origin to a certain

destination that the children want. The completeness

of this robot is a map that can be arranged as needed.

Figure 9: Edot reads RFID Tags

Table 5: Edot Robot Components.

Component Description

RFID card with the

specified direction code

identity, equipped with

a direction symbol

using a sticker on the

card. The card has a

uzzle sha

ed casin

An RFID card with

a Stop code identity as

an order stop, equipped

with a red circle symbol

using a sticker on the

card. The card has a

uzzle shaped casing.

DC motors are used by

two each - to move the

left and right wheels

RFID readers are

placed under Edot so

they can read the

magnetic frequencies

emitted b

RFID cards

The icrocontroller

layout is placed as

efficiently as possible

using restricted space,

as the second layer

The battery is placed as

the third layer, with the

battery housing. In this

section Edot's head

cover can be removed

and reinstalled to

facilitate battery

replacement

The back of the Robot

has an ON-OFF button,

which turns on the

power supply and turns

on the LED light as a

robot's eye.

6.4 Evaluate the Results of the Trial

The edot robot prototype test was conducted at

Ananda Mentari Kindergarten/Playgroup at Condong

Catur, Sleman. Game trials are carried out by children

aged 4-5 years.

Figure 10: Uji coba prototype Edot di TK Ananda Mentari

Trials are carried out as observations and answers

to questions about things as follows: 1. Can the Edot

robot be operated independently by children? 2. Can

the robot be operational as expected? 3. Are there

Designing Educational Robots (Edot) as Space Learning Logic and Spatial Media

441

errors? 4. Is there an idea of the possibility of

Development of the Edot Robot? 5. What is the

interaction of children with the Edot robot? 6. In

addition to answering a number of questions related

to the specifications of the educational robot

needed,as following belows: a) Simple, attractive

shapes and colors, b) Easy to operate, c) Give target

learning about programming logic, d) Give target

learning about spatial logic, e) Has an interactive

element, f) Can be done in groups, g) Can be

developed for other learning, h) Safe to play, i) Easy

to install, j) Affordable prices,

During the trial, children were gathered in a free

classroom, 12 children were grouped into 2 groups

who took turns playing the robot. Each prefix plays,

the instructions for playing are briefly explained and

demonstrated. During the game carried out by

children, observations were made while at the same

time capturing the responses of children and

accompanying teachers through direct interviews.

From the trial found a number of things as follows: 1.

Preparation of programs to arrange direction signs

can be done easily by children. 2. If done on the floor,

the enclosed card causes delay in reading the RFID

card, so that the Edot robot does not run smoothly. 3.

The use of DC geared motors has a character that is

not linear in its speed regulation so that the

adjustment of the position of the wheel needs to be

done delay settings through several trials. This delay

also causes children to be impatient and choose to

press the button repeatedly or push the robot forward.

4. With the position of the DC motor the "front"

direction should be reversed, because it turns out that

the position of the motor pushes the robot forward, so

that the placement of the lit eyes should be reversed

with the position of the ON/Off button. 5. The use of

maps is not very important, because it can be played

on a wide floor, by determining the place of origin

with the purpose added to another card. 6.

Development proposals to be developed for other

learning, such as counting and language. 7. For

robotic casings can be sold separately so that color

combinations can be arranged by children, better if

you use unique characters / animals. 8. For relatively

affordable prices because the technology used is quite

simple.

7 CONCLUSIONS

Learn with an interactive Edot robot for children

could be the alternative to involve children learning

something new. Children can be involved in groups

to learn to work in teams. Easy operations make

children interested in exploring as many possibilities

as possible. Obstacles in the form of errors due to

delays make children less patient so they tend to push

the robot forward first. For the drive motor, it will be

replaced with a DC geared motor with a lower

rotation so that the resulting torque is greater and

easier to control. The use of jumper cables is still not

so neat so that in the future PCB will be used so that

jumper cables are no longer needed, so it will be more

sturdy, neat and safe. The mass replication of Edot

robots is likely to be able to reduce prices for one Edot

Robot unit. Furthermore, for the possibility of

development can be done using the same system that

is using RFID readings, but developed for different

learning concepts.

Thus the development potential and potential of

early childhood learning using educational robots is

very good, it is necessary to develop the ability of

educational robots for different types of learning so

that it will be more interesting for children.

ACKNOWLEDGEMENTS

Thank you for The Headmaster of Mentari

Kindergarten and all the students of B class which

pleased to tried Edot to plearn and play.Thankyou for

helpfullness of my student, Adi, Kevin and Widi.

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