Special Issue "Recent Advances in Educational Robotics, Volume II"

A special issue of Electronics (ISSN 2079-9292). This special issue belongs to the section "Artificial Intelligence".

Deadline for manuscript submissions: closed (15 October 2023) | Viewed by 1122

Special Issue Editors

Department of Production and Management Engineering, Democritus University of Thrace, 67132 Xanthi, Greece
Interests: robotic systems; computer vision; machine learning; real-time embedded systems
Special Issues, Collections and Topics in MDPI journals
School of Production Engineering & Management, Technical University of Crete, 73100 Chania, Greece
Interests: multi-robot teams; autonomous navigation; mobile robots; educational robotics; computational intelligence
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Educational robotics is a field that has seen significant advancements in recent years. The integration of AI and machine learning has greatly improved the autonomous behavior of robots. This has enabled robots to better respond to their environment, learn from their experiences, and adapt to new situations. This technology has made it possible for students to program robots that can perform complex tasks, such as recognizing objects or navigating mazes, without requiring extensive coding knowledge.

Another significant advance has been the increased use of cloud-based solutions for remote control and data analysis. As a result, students have access to their robots from anywhere in the world and can collaborate with their peers in real time. This has enabled students to share their work with others and receive feedback, while making it easier for teachers to monitor student progress and provide guidance.

Another key factor in the development of educational robotics has been the development of more accessible, user-friendly programming languages and tools. This has made it easier for students to learn how to program robots, no matter what their level of experience or technical background may be. These tools also allow students to create and customize their own robots, which has been a great addition to the learning experience.

In addition, educational robots have become more affordable and accessible due to advances in low-cost, miniaturised hardware components. This has enabled schools and educational institutions to implement robotics programmes on a larger scale, increasing the number of students with opportunities to learn about robotics and technology.

Finally, a new dimension has been added to the learning experience through the integration of other cutting-edge technologies, such as augmented and virtual reality. These technologies immerse students in interactive simulations where they can experiment with different robot designs and test their performance in different environments. By making the learning experience more engaging, interactive and fun, this has greatly enhanced the learning experience.

We had great success with volume one, publishing 13 papers. The first volume is linked below:

Topics include, but are not limited to:

  • Improving autonomous behavior of educational robots by integrating AI and machine learning techniques;
  • Advances in cloud-based solutions for remote control and data analysis in the educational robotics field;
  • Developing more accessible, user-friendly educational robotics programming languages and tools;
  • Advances in educational robotics hardware components that are low-cost and miniaturised;
  • Educational robotics integration with augmented reality and virtual reality;
  • Educational robotics classroom case studies and best practices;
  • The impact of education robots on student engagement, learner outcomes, and career progression.

Dr. Savvas A. Chatzichristofis
Dr. Angelos Amanatiadis
Dr. Lefteris Doitsidis
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Electronics is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • educational robotics
  • low-cost electronics for educational robotics
  • STEM
  • educational platforms
  • robotics competitions
  •  learning processes
  •  pilots and best practices
  • computational thinking through educational robotics

Published Papers (1 paper)

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20 pages, 921 KiB  
Engaging Learners in Educational Robotics: Uncovering Students’ Expectations for an Ideal Robotic Platform
Electronics 2023, 12(13), 2865; https://doi.org/10.3390/electronics12132865 - 28 Jun 2023
Cited by 1 | Viewed by 753
Extensive research has been conducted on educational robotics (ER) platforms to explore their usage across different educational levels and assess their effectiveness in achieving desired learning outcomes. However, the existing literature has a limitation in regard to addressing learners’ specific preferences and characteristics [...] Read more.
Extensive research has been conducted on educational robotics (ER) platforms to explore their usage across different educational levels and assess their effectiveness in achieving desired learning outcomes. However, the existing literature has a limitation in regard to addressing learners’ specific preferences and characteristics regarding these platforms. To address this gap, it is crucial to encourage learners’ active participation in the design process of robotic platforms. By incorporating their valuable feedback and preferences and providing them with platforms that align with their interests, we can create a motivating environment that leads to increased engagement in science, technology, engineering and mathematics (STEM) courses and improved learning outcomes. Furthermore, this approach fosters a sense of absorption and full engagement among peers as they collaborate on assigned activities. To bridge the existing research gap, our study aimed to investigate the current trends in the morphology of educational robotics platforms. We surveyed students from multiple schools in Greece who had no prior exposure to robotic platforms. Our study aimed to understand students’ expectations of an ideal robotic companion. We examined the desired characteristics, modes of interaction, and socialization that students anticipate from such a companion. By uncovering these attributes and standards, we aimed to inform the development of an optimal model that effectively fulfills students’ educational aspirations while keeping them motivated and engaged. Full article
(This article belongs to the Special Issue Recent Advances in Educational Robotics, Volume II)
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