Abstract:

Today, robotic toys and kits are one of the ways to build a positive attitude of children towards technology and robotics, from kindergarten or primary school to university. We take into account not only the age of the students, but also the availability and simplicity of the robots for the youngest students. In the upper grades of primary and secondary schools, pupils gradually work with increasingly complex robots and create more complex programs. At universities, students often work (design and program) real robots that occur in practice. At technical universities, students often design a complete robotic workplace.

Robotic kits enable STEAM teaching in practice, which is a combination of science, technology, engineering, art and mathematics. Robotics is a tool for developing the key competencies of the 21st century. The task of teachers is not only education, but also the preparation of students for the future, but also their guidance in choosing a future profession. Robotics develops computer and logical thinking, reading, mathematics and digital literacy, creativity, diligence, manual dexterity, patience and a positive attitude towards technology and self-education. It allows you to make decisions, react to changes, work in a team, present and defend your ideas and solutions. An integral part is creativity in solving problems. All these competencies are important for future employment and job placement. At present, when distance learning is common at schools, it is necessary to teach practically oriented subjects, including an educational robot, online.

The reason for distance learning, in addition to the COVID-19 pandemic, may be exceptional circumstances and situations that require or enforce this. The reason for distance education at primary and secondary school may be, for example, poor health, a certain handicap, which do not allow the participation of pupils or students in full-time teaching. Distance education and work according to an individual study plan may also apply to exceptionally gifted children who participate in preparatory sports camps, preparatory camps at international competitions and the like.

The article presents specific examples and possibilities of teaching robotics and programming robots using a virtual robot VEX VR in full-time and distance learning. Empirical research was conducted to evaluate the method of teaching. Adequate survey and evaluation methods were used (questionnaire, discussion, interview, analysis of student results, descriptive statistics).

Keywords:

Robotics, robotic toys, robotic kits, teaching, robot programming.