2025 ASEE Annual Conference & Exposition

This Pre-College Engineering Education Division (PCEE) Division Fundamental Full Paper proposes the Low-cost Educational Robotics (LCER) framework. As engineering, computer science, and robotics opportunities continue to grow within education, equitable devices can support under-resourced schools (e.g. Wedeward & Bruner, 2002; Zhu et al., 2024). Robotics engages students with technology, engineering, and computer science in a meaningful way (Benitti, 2012; Ntemngwa & Oliver, 2018), providing opportunities for embodied learning (Zheng et al., 2024), and alternatives to screen time (Sullivan et al., 2015). As schools build robotics programs, the cost of robotics and electronic devices can be a barrier to offering students the opportunities (Ahmed & La, 2015; Venkatesh, et al., 2021). Low-cost engineering frameworks for robotics typically center industrial or higher education institutions with larger budgets and more internal support than K-12 institutions (i.e. Pedra et al., 2014). Designing robotics for K-12 education requires knowledge about the context and resources of schools.
We propose the LCER framework for designers of educational robotics to consider the needs of schools, affording access to technology. We adapted existing engineering robotic design and educational technology frameworks. Many low-cost robotics projects (e.g. Murali et al., 2019; Tsalmpouris et al., 2021) developed for research are not easily scalable, are relatively expensive, or require specific technical knowledge. Educational technology frameworks that evaluate the use of technology in schools often focus on existing technology. (e.g. Marangunić & Granić, 2015; Moro et al., 2023). We seek to combine principles in these frameworks by considering the technology and curricular needs of educators for designing low-cost educational robotics.
The components of the LCER framework describe the trade-offs associated with low-cost electronics (e.g. plastic-geared motors, STM32F0 microcontroller), use of open-source tools (e.g. KiCAD, GCC), manufacturing and distribution options (e.g. educational kits, digital fabrication tools) serviceability (e.g. 3D-printed part repositories, troubleshooting guides), software options (e.g. Python, MakeCode), and curricular support (e.g. tutorials, guided lesson plans) to design low-cost robotics. Rationale for the inclusion of each framework component is included from a larger project in which both teachers in under-served communities and experts in robotics were surveyed about implementation and cost of robotics in schools.
We also share how the LCER framework could be applied through an existing, low-cost educational robotics project, XXX (anonymized for this proposal). This project was initially designed using parts of the Educational Robotics Application framework (Catlin & Blamires, 2010), and we share how the lessons learned in the design and implementation of the XXX project are applied in this framework. The open-source robot, XXX, consists of common components, laser cut and 3D-printed parts, a printed circuit board designed in open-source software, and contains materials for teachers. This serves as a practical example of building the LCER framework.
Implications of the LCER framework include providing educational robotics to schools that may not have the resources to purchase and continue to support robotics in K-12 education. The LCER framework will enable robotics designers to consider K-12 educational contexts to support teachers in implementing and exposing their students through equitable access to robotics education.

References:
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