Challenge-based learning framework for robotics education using open-source differential mobile robots

Engineering notes

Introduction This study presents an open-source course on mobile robotics based on a challenge-based learning (CBL) methodology to support practical competency development in mechatronics and robotics education. However, the results should be interpreted as outcomes from a pilot educational implementation rather than as causal evidence of learning gains or superiority over other instructional approaches.

Chinese explanation / 中文解读

中文解读待补充：本站会优先为端到端自动驾驶、BEV感知、3D目标检测、轨迹预测、路径规划、LiDAR感知等高价值论文补充中文说明。

Original abstract

Introduction This study presents an open-source course on mobile robotics based on a challenge-based learning (CBL) methodology to support practical competency development in mechatronics and robotics education. Methods The course was designed around six sequential technical challenges, followed by a final collaborative challenge, guiding students through the development of a low-cost robotic system controlled by computer vision. A pilot educational implementation was conducted within an existing undergraduate robotics course, incorporating oral assessments, instructor observations, technical rubrics, ABET-based assessment indicators, peer evaluation, and supplementary materials such as CAD designs, GERBER files, and programming resources. Results The pilot implementation documented student progress throughout the proposed challenges, including the assembly, instrumentation, programming, control, and collaborative operation of the robotic platform. The results provide descriptive evidence of student participation, technical performance, and completion of the proposed robotics activities. Discussion These findings suggest that the proposed CBL framework was feasible within the implemented course context for supporting hands-on, interdisciplinary robotics education and aligning practical learning activities with ABET-oriented competency assessment. This feasibility was evidenced by students’ completion of the sequential technical challenges, implementation of the UPABOT 1.0 platform, participation in the planned evaluations, and execution of the final collaborative multi-robot task. However, the results should be interpreted as outcomes from a pilot educational implementation rather than as causal evidence of learning gains or superiority over other instructional approaches.

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