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Journal articles on the topic 'LEGO MINDSTORMS'

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Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

David, David, and Sandy Kosasi. "Robot Scanner Gambar Menggunakan Intensitas Cahaya." Creative Information Technology Journal 1, no. 3 (April 2, 2015): 243. http://dx.doi.org/10.24076/citec.2014v1i3.25.

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Banyak teknologi robot yang dapat digunakan untuk meniru mesin-mesin dengan kemampuan digitalisasi. Salah satu teknologi robot yang terkenal sekarang adalah Lego Mindstorms NXT 2.0 dengan platform Mindstorm NXT-G. Pada Penelitian ini, dirakit dan dikodekan program sebuah robot scanner menggunakan intensitas cahaya. Metode yang digunakan adalah metode Mindstorms dengan robot Lego Minstorms NXT 2.0. Metode ini adalah metode sederhana yang terdiri dari empat tahapan yaitu mencari ide untuk robot, membangun robot, memprogram robot dan dokumentasi. Pemrograman robot dengan menggunakan bahasa pemrograman NXT-G digunakan untuk mendapatkan program yang bekerja terbaik. Pengujian V-model akan digunakan untuk menguji program utama. Robot yang dibuat dengan menggunakan Lego Mindstorms NXT 2.0 dapat melakukan scanning pada gambar dengan output pada Layar NXT Brick. Robot dapat membedakan warna berdasarkan intensitas cahaya yang dipantulkan. Sensor warna mendeteksi pantulan infra merah pada permukaan kertas yang berwarna dengan intensitas tertentu. Hasil pendeteksian disimpan dalam memory dan sebagai pusat kendali dari robot ini menggunakan NXT Brick yang sudah termasuk dalam paket LEGO MINDSTORMS NXT 2.0.A lot of Robot technology that can be used to act like machines with digital ability. Nowadays, one of the famous robot technology is Lego Mindstorms NXT 2.0 with Mindstorm NXT-G platform. In this research, created and coded by program, a scanner robot uses light intensity. Method that being used is Mindstorms method with Lego Mindstorms NXT 2.0. robot. This method is a simple method with four steps. They are find the idea for the robot, construct the robot, program the robot and documentation. Robot programming with NXT-G programming language is use to get the best working program. V-Model test will be use to test the main program. Robot that being created with Lego Mindstorms NXT 2.0 can do scanning to an image with output from the NXT brick screen. Robot can differentiate colors base on light intensity that has been reflected. Color censor detect infrared reflection at the colored paper surface with certain intensity. Result of the detection is being saved into memory and as the control center from this robot, it uses NXT brick that has been included in the LEGO MINDSTORMS NXT 2.0. package.

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2

Kovács, Lehel István. "Gesture-Driven LEGO robots." Acta Universitatis Sapientiae, Informatica 11, no. 1 (August 1, 2019): 80–94. http://dx.doi.org/10.2478/ausi-2019-0006.

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Abstract In this short survey and case study we want to present our research experience through the project developed by our team, that involves the building of a LEGO MINDSTORMS EV3 robotic arm and tracked robot car which mimics the motion of the human arm and legs. We used 3 interconnected LEGO MINDSTORMS EV3 bricks to reach the desired degrees of freedom. Using a Kinect sensor, the system detects the motion of the human user’s arm and creates the skeletal image of the arm. Coordinate geometry and different approximation methods are used to calculate the rotation angles between the bones connecting the joints. In our project the key is inverse kinematics, whitch makes use of the kinematics equations to determine the joint rotation parameters that provide a desired position for each of the robot’s end-effectors – arms and legs (wheels). The combined motion of the LEGO MINDSTORMS EV3 motors results in a complete robotic forward or backward motion and arm movement which is a perfect mimic of the human arm movement.

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3

Slinkin, D. A. "USING THE FREE PASCAL PROGRAMMING LANGUAGE AND THE RUBIROBOTLIB SOFTWARE LIBRARY TO CONTROL ROBOTS ON THE LEGO MINDSTORMS EV3 PLATFORM." Informatics in school, no. 7 (November 17, 2018): 8–12. http://dx.doi.org/10.32517/2221-1993-2018-17-7-8-12.

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The article examines the LEGO MINDSTORMS EV3 robotic platform, the advantages and disadvantages of LEGO MINDSTORMS Education EV3 development environment, the possibilities of programming a robot using alternative programming languages and thirdparty firmware. Particular attention is paid to the RubiRobot authoring project and the RubiRobotLib software library which allows developing programs for LEGO MINDSTORMS EV3 on the Free Pascal programming language.

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4

Kozlovskikh, M. E., O. I. Kutigin, and V. D. Slinkina. "SOFTWARE IMPLEMENTATION OF THE TASKS OF THE OPEN REGIONAL ROBOTICS CHALLENGE "FAIRYTALE TOURNAMENT"." Informatics in school, no. 10 (December 23, 2019): 20–30. http://dx.doi.org/10.32517/2221-1993-2019-18-10-20-30.

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The article presents some solutions to the tasks "Ilya Muromets" and "Goldfish" those were done by the participants of the open regional robotics challenge "Fairytale tournament". The tasks can be used while teaching robotics at school. Schoolchildren may have different levels of training. The design of the robot to solve the tasks done with LEGO MINDSTORMS NXT and LEGO MINDSTORMS EV3 is offered. The solutions are done in Lego MINDSTORMS Education EV3 graphical environment.

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5

Voštinár, Patrik. "MakeCode for Lego Mindstorms EV3." International Journal of Online and Biomedical Engineering (iJOE) 16, no. 14 (November 30, 2020): 42. http://dx.doi.org/10.3991/ijoe.v16i14.17069.

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Computer Science is nowadays very popular and requested in almost all companies. Many companies would like to have more IT professionals. Therefore we would like to motivate students from the beginning of their education to learn Computer Science, especially programming. There are many educational aids, which could be used for showing students, that programming is not so hard, as they think. The contribution describes our experience with using the online environment Microsoft MakeCode and the most popular educational robot Lego Mindstorms EV3 in an extracurricular activity for primary school children at Matej Bel University, Slovakia. In this paper, we present environment MakeCode and examples of tasks, which we are using for teaching programming in this environment.

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6

Chen, Jen Yang, Ter Feng Wu, Pu Sheng Tsai, and Kuang Yow Lian. "Indirect Adaptive Fuzzy Controller for LEGO Mindstorms NXT Two-Wheeled Robot." Applied Mechanics and Materials 278-280 (January 2013): 561–67. http://dx.doi.org/10.4028/www.scientific.net/amm.278-280.561.

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An indirect adaptive fuzzy controller is proposed to control the LEGO Mindstorms NXT Two-Wheeled robot in this paper. The dynamical model of the robot, LEGO Mindstorms NXT, is derived from Lagrange of kinetic and potential energies. Based on the developed model, two fuzzy systems are first used to approximate the grey functions in the developed model, and then the adaptive fuzzy controller is designed. Adaptation laws for the above fuzzy systems are derived from the Lyapunov stability analysis. According to the stability analysis, the developed control system guarantees that the system tracking performance and the error convergence can be assured in the closed-loop system. Finally, we apply the proposed fuzzy controller to balance the LEGO Mindstorms NXT two-wheeled robot.

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7

Takáč, Ondrej. "Výučba robotiky pomocou lego MINDSTORMS NXT." Edukacja – Technika – Informatyka 15, no. 1 (2016): 219–23. http://dx.doi.org/10.15584/eti.2016.1.31.

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8

Abdullah, Mohd Azman, Faiz Redza Ramli, and Chin Sheng Lim. "Railway Dynamics Analysis Using Lego Mindstorms." Applied Mechanics and Materials 465-466 (December 2013): 13–17. http://dx.doi.org/10.4028/www.scientific.net/amm.465-466.13.

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In recent years, the high speed railway vehicle dynamics performances have been studied and investigated in order to determine the ride comfort of the passengers. Most of the time, these researches were involving expensive and high end technology of data logging system to record and analyze the data. In this research, a low cost data logging system (Lego Mindstorms) is used to gather the data from accelerometer and gyro during experimentation. The study about the behaviour of railway vehicle in term of roll and vibrations at three perpendicular axes during running at the curve track is performed. Actual field run of railway vehicle data collection is performed on the available high speed railway vehicle operating from Kuala Lumpur International Airport (KLIA) to the Kuala Lumpur (KL) Sentral. The route selected consists of several curves which are important to study the dynamics performance of the vehicle. The results from experiment establishes the dynamics performances of the railway vehicle in term of passengers ride comfort. With the availability of the data logging system and sensors, the railway vehicle dynamics performance can be analyzed and monitored for future improvement of railway vehicle service and operation.

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9

Fernsler, Jonathan, Vincent Nguyen, Alison Wallum, Nicholas Benz, Matthew Hamlin, Jessica Pilgram, Hunter Vanderpoel, and Ryan Lau. "A LEGO Mindstorms Brewster angle microscope." American Journal of Physics 85, no. 9 (September 2017): 655–62. http://dx.doi.org/10.1119/1.4991387.

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10

Boogaarts, Martijn, Jonathan A. Daudelin, Brian L. Davis, Jim Kelly, David Levy, Lou Morris, Fay Rhodes, et al. "The LEGO Mindstorms NXT Idea Book." Ubiquity 2007, December (December 2007): 2. http://dx.doi.org/10.1145/1345073.1331943.

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11

Baumann, Michael. "LEGO� mindstorms, Robotics Invention System 1.5." Complexity 5, no. 6 (2000): 48–50. http://dx.doi.org/10.1002/1099-0526(200007/08)5:6<48::aid-cplx10>3.0.co;2-v.

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12

Fagin, Barry. "An Ada interface to lego mindstorms." ACM SIGAda Ada Letters XX, no. 3 (September 2000): 20–40. http://dx.doi.org/10.1145/362076.362081.

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13

Usoltseva, Alena, and Aleksandr Tolstokorov. "Robo-guardian, created using Lego Mindstorms NXT kit." Transaction of Scientific Papers of the Novosibirsk State Technical University, no. 1 (May 25, 2017): 109–16. http://dx.doi.org/10.17212/2307-6879-2017-1-109-116.

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14

NAGYOVÁ, Ingrid. "LEGO MINDSTORMS IN THE TEACHING OF JAVA PROGRAMMING." Journal of Technology and Information 6, no. 2 (August 1, 2014): 17–24. http://dx.doi.org/10.5507/jtie.2014.012.

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15

Wijaya, Tri Kurniawan, Gunawan, and Arya Tandy Hermawan. "Beyond Lego Mindstorms: Analytical and Experimental Minds." International Journal of Applied Research on Information Technology and Computing 1, no. 1 (2010): 141. http://dx.doi.org/10.5958/j.0975-8070.1.1.009.

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16

Lui, Andrew K., S. C. Ng, Yannie H. Y. Cheung, and Prabhat Gurung. "Facilitating independent learning with Lego Mindstorms robots." ACM Inroads 1, no. 4 (December 2010): 49–53. http://dx.doi.org/10.1145/1869746.1869762.

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17

Barnes, David J. "Teaching introductory Java through LEGO MINDSTORMS models." ACM SIGCSE Bulletin 34, no. 1 (March 2002): 147–51. http://dx.doi.org/10.1145/563517.563397.

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18

NAODA, Yuki, and Michiko MATSUDA. "Frame Design Support System for "Lego Mindstorms"." Proceedings of Manufacturing Systems Division Conference 2002 (2002): 47–48. http://dx.doi.org/10.1299/jsmemsd.2002.47.

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19

Herber, Paula, and Verena Klös. "A multi-robot search using LEGO mindstorms." ACM SIGBED Review 14, no. 1 (January 5, 2017): 61–70. http://dx.doi.org/10.1145/3036686.3036694.

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20

Truzsi, Patrik, and Erika Baksáné Varga. "Lego Mindstorms EV3 robotok viselkedés-alapú programozása." Multidiszciplináris tudományok 11, no. 3 (2021): 11–19. http://dx.doi.org/10.35925/j.multi.2021.3.2.

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A programozási nyelvek fejlődésének egyik irányzata a viselkedéstípusok alkalmazása annak érdekében, hogy biztosítsák a nagyméretű, kommunikáció-alapú rendszerek pontosabb működését. A viselkedéstípusok interfészeket, kommunikációs protokollokat, szerződéseket és koreográfiát foglalnak egységbe. Sikeres alkalmazásukhoz ismerni kell, hogy az adott programozási nyelvben milyen nyelvi elemekkel írhatók le és meg kell tanulni integrálni ezeket a nyelvben definiált más szintaktikai egységekbe. Jelen kutatás célja a viselkedéstípusok Java nyelvi integrációjának vizsgálata egy Lego Mindstorms EV3 robot működését leíró program segítségével.

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21

Mqawass, Ghaith. "Students’ Perceptions and Acceptance of lego Robots in Syria." Journal of Interrupted Studies 1, no. 1 (March 8, 2018): 26–33. http://dx.doi.org/10.1163/25430149-00101005.

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An important recent trend in education has been the integration of different technologies such as digital games, online courses, and educational robots. The development of educational robots such as lego Mindstorms nxt allows students to learn to build their own robots. This paper describes the human-robot interaction (hri) focusing especially on the model lego Mindstorms nxt. A questionnaire among 250 Syrian school and university students was conducted to investigate the different perceptions about lego robots in 2016. The informants were grouped based on their age; participants in the first group were aged between 11 and 18 years while participants in the second between 19 and 24. The current study also focuses on the factors leading to the acceptance of lego robots. Another questionnaire was conducted to highlight what factors determine the degree of acceptance of lego robots by the studied groups. Significant age and gender effects were found. The results show a noticeable difference between the two age groups, with the younger group tending to accept lego robots more. Furthermore, it was found that male respondents show more positive reactions towards lego robots than females.

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22

Da Silva, Maurício Veiga, Sônia Elisa Marchi Gonzatti, and Wolmir José Böckel. "Robótica educacional: um recurso para a exploração de conceitos relacionados à transferência de calor." Educação, Ciência e Cultura 24, no. 1 (April 4, 2019): 281. http://dx.doi.org/10.18316/recc.v24i1.4452.

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Este trabalho aborda a exploração de conceitos relacionados à transferência de calor por meio do kit de robótica LEGO MINDSTORMS® NXT. O trabalho é parte de uma pesquisa de Mestrado Profissional em Ensino de Ciências Exatas. O estudo foi realizado em uma escola da rede privada do município de Vilhena, Rondônia, tendo, como participantes, vinte e dois estudantes do 2° ano do Ensino Médio. O objetivo desta pesquisa foi investigar como o uso de atividades de robótica no ensino médio pode contribuir na exploração de conceitos relacionados à transferência de calor. A pesquisa desenvolvida foi de natureza qualitativa abordando um estudo de caso. Para análise e coleta dos dados, foram feitas observações, aplicação de um questionário prévio e desenvolvimento de atividades pedagógicas com o uso do kit de robótica LEGO MINDSTORMS® NXT e do software LEGO MINDSTORMS® NXT. Os resultados da pesquisa indicaram que as atividades pedagógicas desenvolvidas com os alunos mostraram ser potencialmente relevante, pois contribuíram para a exploração de conceitos físicos relacionados à transferência de calor e proporcionaram aos estudantes uma nova forma de analisar, abordar e compreender conteúdos teóricos no cotidiano.

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23

Gonzalez, Salvador, Gerardo Loreto-Gomez, and Jorge Rodriguez-Arce. "Enseñanza de la Cinemática Directa Utilizando LEGO Mindstorms." Pädi Boletín Científico de Ciencias Básicas e Ingenierías del ICBI 7, Especial (September 4, 2019): 19–26. http://dx.doi.org/10.29057/icbi.v7iespecial.4293.

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El presente trabajo tiene como objetivo presentar una metodología para la enseñanza de la cinemática directa de manipuladores, el cuál es uno de los principales temas de un curso de robótica industrial para estudiantes universitarios. La técnica más común para la enseñanza de la cinemática directa de manipuladores es el método de Denavit-Hartenberg, el cual se basa en un análisis del cuerpo rígido del manipulador para la obtención de parámetros que permitan definir las matrices de transformación homogénea y así, relacionar el sistema de referencia del efector final con el sistema de referencia de la base del robot. La simulación y la experimentación en el laboratorio puede ser de gran ayuda para mejorar la comprensión de dichos conceptos. El enfoque propuesto permite a los estudiantes 1) Reafirmar sus conocimientos a través de una plataforma de manipuladores modelados en SOLIDWORKS, exportados al entorno de MATLAB Simulink y, 2) Verificar su habilidad para resolver un problema de cinemática directa de un manipulador físico construido con el kit de LEGO Mindstorms y controlado mediante la librería de LEGO Mindstorms EV3 para MATLAB.

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24

Henryranu P, Barlian, Heru Nurwarsito, and Wijaya Kurniawan. "One-Time Password Implementation on Lego Mindstorms NXT." TELKOMNIKA (Telecommunication Computing Electronics and Control) 12, no. 3 (September 1, 2014): 689. http://dx.doi.org/10.12928/telkomnika.v12i3.92.

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Henryranu P, Barlian, Heru Nurwarsito, and Wijaya Kurniawan. "One-Time Password Implementation on Lego Mindstorms NXT." TELKOMNIKA (Telecommunication Computing Electronics and Control) 12, no. 3 (September 1, 2014): 689. http://dx.doi.org/10.12928/v12i3.92.

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26

Jipping, Michael J., Cameron Calka, Brian O'Neill, and Christopher R. Padilla. "Teaching students java bytecode using lego mindstorms robots." ACM SIGCSE Bulletin 39, no. 1 (March 7, 2007): 170–74. http://dx.doi.org/10.1145/1227504.1227371.

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27

Ringwood, J. V., K. Monaghan, and J. Maloco. "Teaching engineering design through Lego®Mindstorms™." European Journal of Engineering Education 30, no. 1 (March 2005): 91–104. http://dx.doi.org/10.1080/03043790310001658587.

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28

Klassner, F., and S. D. Anderson. "LEGO mindstorms: Not just for K-12 anymore." IEEE Robotics & Automation Magazine 10, no. 2 (June 2003): 12–18. http://dx.doi.org/10.1109/mra.2003.1213611.

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29

Suárez-Gómez, Andrés-David, and Wilson Javier Pérez-Holguín. "Physical visualization of math concepts using LEGO Mindstorms." Journal of Technology and Science Education 10, no. 1 (February 19, 2020): 72. http://dx.doi.org/10.3926/jotse.788.

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Educational robotics has become one of the most effective methods to teach STEM concepts in a practical and didactic way at all educational level. In this context, the LEGO Mindstorms robotic platforms have been widely used due to their versatility ease of use and modularity. Despite this, most of the papers focus on K-12 and undergraduate levels, with little information reported in the literature about educational experiences at the graduate level. This article deals with the use of educational robotics for the teaching of mathematical concepts at the graduate level, and more specifically on the physical visualization of metrics (Euclidean, Taxicab, and Infinity), and the convergence of Cauchy's succession using a mobile robots LEGO Mindstorms NXT. The educational experience was applied to a group of graduate students who offered good comments on this type of educational activity and its usefulness to understand the mathematical concepts addressed. It was observed that this type of educational experiences motivates students to use mathematical concepts in interdisciplinary problems and encourages them to understand their functionality and application in the real world.

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Csernai, Zoltán. "Egy robotprogramozás szakkör munkatervének bemutatása." Mesterséges intelligencia 2, no. 2 (2020): 45–52. http://dx.doi.org/10.35406/mi.2020.2.45.

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A tanulmányban a LEGO® MINDSTORMS Education EV3 robotprogramozás szakkör munkatervének ismertetésére kerül sor. Az Eszterházy Károly Egyetem Gyakorló Általános, Közép-, Alapfokú Művészeti Iskola és Pedagógiai Intézetben a felső tagozatos tanulók 90 perces foglalkozások keretein belül megismerték a LEGO® módszertanát és a Computational Thinking (CT) készségkategóriáit a különböző miniprojektek megoldása során.

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31

Widhiada, I. Wayan, C. G. Indra Partha, and Yuda A. P. Wayan Reza. "Simulation of a Differential-Drive Wheeled Mobile Lego Robot Mindstorms NXT." Applied Mechanics and Materials 776 (July 2015): 319–24. http://dx.doi.org/10.4028/www.scientific.net/amm.776.319.

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The aim of this paper is to model and simulate kinematics motion using the differential drive model of a mobile Lego robot Mindstorm NXT. The author’s use integrated two software as a method to solve the simulation of mobile lego robot mindstorms NXT using Matlab/Simulink and Solidworks software. These softwares are enable easier 3D model creation for both simulation and hardware implementation. A fundamental of this work is the use of Matlab/Simulink Toolboxes to support the simulation and understanding of the various kinematics systems and in particular how the SimMechanics toolbox is used to interface seamlessly with ordinary Simulink block diagrams to enable the mechanical elements and its associated control system elements to be investigated in one common environment. The result of simulation shows the mobile robot movement control based on decentralized point algorithm to follow the precision x and y references that has been specified. The design of the mobile robot is validated in simulation results as proof that this design can achieve the good performance.

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Spanò, Alvise, and Agostino Cortesi. "Legodroid: A Type-Driven Library for Android and LEGO Mindstorms Interoperability." Sensors 20, no. 7 (March 30, 2020): 1926. http://dx.doi.org/10.3390/s20071926.

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LEGO Mindstorms robots are widely used as educational tools to acquire skills in programming complex systems involving the interaction of sensors and actuators, and they offer a flexible and modular workbench to design and evaluate user–machine interaction prototypes in the robotic area. However, there is still a lack of support to interoperability features and the need of high-level tools to program the interaction of a robot with other devices. In this paper, we introduce Legodroid, a new Java library enabling cross-programming LEGO Mindstorms robots through Android smartphones that exploits their combined computational and sensorial capabilities in a seamless way. The library provides a number of type-driven coding patterns for interacting with sensors and motors. In this way, the robustness of the software managing robot’s sensors dramatically improves.

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OYAMA, Akira, Hitoshi TAKAGI, Kazuya KUSAKA, and Keitaro Horikawa. "Effective Practice of Machine Creation Laboratory Using Lego Mindstorms." Proceedings of the JSME annual meeting 2003.5 (2003): 201–2. http://dx.doi.org/10.1299/jsmemecjo.2003.5.0_201.

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Kunduracıoğlu, İsmail. "Examining the Interface of Lego Mindstorms Ev3 Robot Programming." Journal of Educational Technology and Online Learning 1, no. 1 (January 31, 2018): 28–46. http://dx.doi.org/10.31681/jetol.372826.

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35

Afari, E., and M. S. Khine. "Robotics as an Educational Tool: Impact of Lego Mindstorms." International Journal of Information and Education Technology 7, no. 6 (2017): 437–42. http://dx.doi.org/10.18178/ijiet.2017.7.6.908.

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36

Fillippov, Sergey A., Alexander L. Fradkov, Irina V. Ashikhmina, and Ruslan E. Seifullaev. "LEGO Mindstorms NXT Robots and Oscillators in Control Education." IFAC Proceedings Volumes 43, no. 11 (2010): 156–60. http://dx.doi.org/10.3182/20100826-3-tr-4016.00031.

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Ikeda, Takayuki, and Taro Imai. "2A1-J19 A Project Type Experiment using LEGO MINDSTORMS." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2008 (2008): _2A1—J19_1—_2A1—J19_3. http://dx.doi.org/10.1299/jsmermd.2008._2a1-j19_1.

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38

KONG, Sung Yoon, Seyong KIM*, and Seung Yoon OH. "Demonstration of Kepler Problem by Using LEGO Mindstorms NXT." New Physics: Sae Mulli 61, no. 7 (July 29, 2011): 659–68. http://dx.doi.org/10.3938/npsm.61.659.

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39

Gonçalves, José, José Lima, and Paulo Costa. "RAPID PROTOTYPING OF MOBILE ROBOTS EXTENDING LEGO MINDSTORMS PLATFORM." IFAC Proceedings Volumes 39, no. 6 (2006): 47–52. http://dx.doi.org/10.3182/20060621-3-es-2905.00010.

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40

Kawalec, Tomasz, and Aleksandra Sierant. "The parametric resonance—from LEGO Mindstorms to cold atoms." European Journal of Physics 38, no. 4 (April 11, 2017): 045001. http://dx.doi.org/10.1088/1361-6404/aa68fe.

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41

McWhorter, William Isaac, and Brian C. O'Connor. "Do LEGO® Mindstorms® motivate students in CS1?" ACM SIGCSE Bulletin 41, no. 1 (March 4, 2009): 438–42. http://dx.doi.org/10.1145/1539024.1509019.

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Kim, Seung Han, and Jae Wook Jeon. "Introduction for Freshmen to Embedded Systems Using LEGO Mindstorms." IEEE Transactions on Education 52, no. 1 (February 2009): 99–108. http://dx.doi.org/10.1109/te.2008.919809.

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Gonçalves, Rogério Sales. "Application of LEGO Mindstorms Kits for Teaching Mechatronics Engineering." International Journal for Innovation Education and Research 5, no. 10 (October 31, 2017): 99–113. http://dx.doi.org/10.31686/ijier.vol5.iss10.830.

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One of the major educators’ challenges is to teach the theoretical lessons with practical examples that can be taught in the classroom or teaching laboratories. The application of these examples will face a major problem for students in engineering: the difficulty of understanding and seeing how a mechatronic device works in everyday life. This requires the use of tools that enable the construction of different low cost prototypes to assist in student learning. Another challenge to educators is the need to motivate students during the lessons and to present models that students can make and develop on their own. Within this context this paper presents a pedagogic proposition based on the use of LEGO Mindstorms kits to teach practical lab activities in a mechatronics engineering course. The objective is to develop teaching methodologies with the use of these LEGO kits in order to motivate the students and also to promote a higher interdisciplinarity, by proposing projects that unify different disciplines. Thus, the paper is divided into three parts according to the educational experiences implemented in the course of mechatronics engineering at the Federal University of Uberlândia, Brazil. The first part presents the use of the kits in robotics discipline. The second part presents the use of the virtual kits in the Computer Aided Design discipline with zero-cost. The third part presents a multi-disciplinary project EDROM in mechatronics using LEGO kits.

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Avcı, Berkan, and Fatma Şahin. "The effect of Lego Mindstorm projects on problem solving skills and scientific creativity of teacher candidateÖğretmen adaylarının problem çözme becerilerine ve bilimsel yaratıcılıklarına Lego Mindstorm projelerinin etkisi." Journal of Human Sciences 16, no. 1 (February 12, 2019): 216. http://dx.doi.org/10.14687/jhs.v16i1.5658.

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In this study; the effects of Lego Mindstorms projects on problem solving skills and scientific creativity of teacher candidates were. The study group consisted of 20 pre-service science teachers. The data were collected quantitatively and qualitatively. Problem solving and scientific creativity test were used as quantitative data collection instruments. , Teacher Participant Interview was used as qualitative data collection tool. The practice with teacher candidates lasted 9 weeks. In this process, pre-service teachers learned the software. Then, these teacher candidates were presented with the science problems appropriate to different grade levels and produced solutions to these problems with Lego EV3 Education sets.Results of the study, the participating teacher candidates identified Lego Ev3 Education sets as creative (25.6%), functional (18.7%), educational (20.9%), developmental (20.9%) and informative (13.9%). As a result of the projects carried out with the Lego Ev3 education sets, the problem solving skills and scientific creativity of the prospective teachers developed.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmada; Lego Mindstorms projelerinin öğretmen adaylarının problem çözme becerilerine ve bilimsel yaratıcılıklarına etkisi incelenmiştir. Araştırmanın çalışma grubunu Fen Bilgisi 3.sınıf öğrencisi 20 öğretmen adayı oluşturmuştur. Araştırmada nicel ve nitel veriler toplanmıştır. Nicel veri toplama araçları olarak problem çözme envanteri ve bilimsel yaratıcılık testi kullanılmıştır. Nitel veri toplama aracı olarak da öğretmen görüş anketi kullanılmıştır. Araştırmanın uygulama süreci 9 hafta sürmüştür. Bu süreçte önce öğretmen adayları yazılımı öğrenmiştir. Sonra bu öğretmen adaylarına farklı sınıf düzeylerine uygun fen problemleri sunulmuş ve bu problemlere Lego EV3 Education setleri ile çözüm üretmişlerdir.Çalışmanın sonuçları, araştırmaya katılan öğretmen adaylarının Lego Ev3 Education setlerini: yaratıcı (%25.6), işlevsel (%18.7), eğitimde uygulanabilir (%20.9), gelişimsel (%20.9) ve bilgiyi uygulayabilir (%13.9) olarak tanımladıklarını ortaya çıkarmıştır. Lego Ev3 education setleri ile yapılan projeler sonucunda öğretmen adaylarının problem çözme becerileri ve bilimsel yaratıcılıkları gelişmiştir.

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Culda, Lavinia, Elena Stela Muncuț, and Geza Mihai Erdodi. "The analysis of the robotized handling of oxygen gas bottles with the help of the Petri networks." MATEC Web of Conferences 290 (2019): 08006. http://dx.doi.org/10.1051/matecconf/201929008006.

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The gas bottling industry is facing a number of problems. In this paper we accomplish a study on the robotic storage of oxygen gas tanks (bottles) applicable to other gases too. To do this, we developed a prototype using the Lego Mindstorms kits and we simulated the process to study the efficiency with the Petri Networks. We chose this kit, due to its complexity, being the closest to what we needed to make small scale storage. The program the robot uses for working was done in a special programming language: Mindstorms SDK and downloaded to the controller’s memory.

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Francis, Dave, and Deb Jones. "The Perfect Mindstorm: 4-H Robotics in Afterschool Settings." Journal of Youth Development 4, no. 4 (December 1, 2009): 111–16. http://dx.doi.org/10.5195/jyd.2009.246.

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As the 4-H Science, Engineering and Technology (SET) Mission Mandate unfolds, robotics provides an opportunity to involve youth in SET activities. Utah 4-H utilized Lego Mindstorms Robotics kits to teach youth about robotics. Evaluations demonstrated that robots increase youth’s interest in science, engineering and technology.

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Matijević, Milan S., Vladimir M. Cvjetković, Vojislav Ž. Filipović, and Nikola D. Jović. "Basic concepts of automation and mechatronics with LEGO mindstorms NXT." Tehnika 69, no. 4 (2014): 653–60. http://dx.doi.org/10.5937/tehnika1404653m.

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Ding, Jiali, Zhengming Li, and Tianhong Pan. "Control System Teaching and Experiment Using LEGO MINDSTORMS NXT Robot." International Journal of Information and Education Technology 7, no. 4 (2017): 309–13. http://dx.doi.org/10.18178/ijiet.2017.7.4.886.

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Arango, Rafael Esteban, and Jovani Alberto Jiménez-Builes. "LEGO Mindstorms NXT: Juego como Herramienta de Aprendizaje de Programación." Lámpsakos, no. 12 (June 29, 2014): 72. http://dx.doi.org/10.21501/21454086.1351.

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LEGO MINDSTORMS es un juego utilizado como herramienta para el aprendizaje de distintas áreas de conocimiento. Una persona puede aprender acerca de programación mediante distinto lenguajes y aplicaciones que permiten compilar el código de la solución planteada al resolver una situación particular. Sin embargo, la enseñanza de programación es solo un fundamento teórico y poco práctico. Por lo cual se pretende enseñar a programar mediante un lenguaje sencillo y una plataforma que permita visualizar el código gráficamente y validarlo viendo específicamente las instrucciones programadas sobre un robot.

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McNally, Myles, Michael Goldweber, Barry Fagin, and Frank Klassner. "Do lego mindstorms robots have a future in CS education?" ACM SIGCSE Bulletin 38, no. 1 (March 31, 2006): 61–62. http://dx.doi.org/10.1145/1124706.1121362.

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