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Abstract— The involvement of children and adolescents in
robotics is on demand by the many events and competitions of
robotics all over the world. This non-deterministic world is more
attractive, fun, hands-on and with real results than computer
virtual simulations and 3D worlds. It is important, by different
reasons, to involve people of all ages in an area that some
consider the future of mankind and an opportunity to increase
the low rate of engineers globally. Robotics competitions at this
level are essentially based on teaching motion and programming
skills by using Lego™ based robots and a set of challenges to
overcome. This paper presents a different approach that is being
used by Minho University in order to attract STEM candidates
into these fields, with visible success and excellent results. The
event is called RoboParty® and teaches children, adolescents and
adults, from any area, how to build a robot from scratch, using
electronics, mechanics and programming during three non-stop
days.
Index Terms—Learning Robotics, STEM, RoboParty,
Educational Robotics.
I. I
NTRODUCTION
obotics is becoming youngsters desire because it involves
the future, technology, and fun. They are everywhere and
doing all sort of tasks from industry to services, in health,
sports, space travelling, house keeping, etc. Human beings
rely more and more on robotic machines as most things are
now taken for granted. This creates the interest of young
people, to explore and to be engaged sooner on the creation,
development and deployment of robotics.
There are many robotics initiatives like First Lego League,
RoboCup, Eurobot amongst others, and these are being taken
globally in the form of competitions. When young people is
involved or a competition refers the word “Junior”, it is
commonly a Lego™ based competition where high level
programming and Lego assembly bricks, shafts, wheels and
chains are used to build a robot in order to accomplish the
objectives.
Even though there are some companies developing robotic
kits these normally involve only the mechanics and not the
electronics, or they come mostly assembled. In some
competitions it is recognised that robots end up being
assembled and programmed by the teachers or parents, and
children are only left to start/stop the robot in the competition
field. The competition and children’s participation is not
focused on the pedagogical side but on competitiveness. Also,
the information about the electronics is in most cases not
known due to be a proprietary technology.
Although adults alert youngsters to be very careful with
electricity because of electrocution risk, this fear of electricity
is generally extended to any electronic device and people feel
safe to see the electronics inaccessible inside plastic boxes.
Exposed electrics and electronics became a myth of a
dangerous and harmful thing. In opposition there are children,
curious and inquisitive, always trying to know how things are
made of and willing to open any plastic box to see the
electronics inside.
Teaching children general principles of electronics is a way
to make them understand the important aspects of the different
electronic components, how they operate, where to touch to
avoid electric shocks or to avoid damaging the components. It
makes their life easier to deal and to operate with electronic
equipment and it entices some enthusiasts on following an
engineering career on electronics or robotics.
“Lack of engineers” is a buzzword filling newspapers
headlines in the past few years [1, 2], and robotics industry is
no exception. The reasons are many but one possible solution
is to foster youngster’s curiosity and interest for robotics
engineering related areas, motivating them to learn in a
structured way and forcing them to a hands-on-science
experience [3-5]. A pedagogical approach is essential in order
to allow their interest on robotics and engineering in general to
naturally grow. Postponing this “lack of engineers” problem to
future generations will compromise our own future.
The Laboratory of Automation and Robotics (LAR) [6] from
University of Minho (Guimaraes – Portugal) [7], has
developed mobile autonomous robots and participated on
many national and international robotics competitions for the
past 12 years, with special attention dedicated to the
worldwide robotics challenge RoboCup [8], both on the
Middle Size League and RoboCup@Home League.
Also, a large demand for talks and demonstrations in
primary and secondary schools from all over the country about
robotics has been requested to this group along the years. The
robotics subject is on demand by the amount of Hollywood
films on this theme, the robotics events announced and shown
by the media, the console game industry with appealing games
on robotics, the evolution on the industry of toys and their
capabilities and the affordable robotic kits available in the
shops nowadays.
Learning Robotics for youngsters - The
RoboParty Experience
A
.
F
ernando
Ribeiro
,
Gil Lopes
,
Nino Pereira
,
José Cruz
R
2
The Robotics group at University of Minho has decided to
take a step further and motivate youngsters to the robotics
field, and instead of helping them competing with robots they
invite them to come to the University of Minho in groups of 4
people to learn how to build a small robot. Teams of students
with a tutor (teacher, parent or any adult responsible for the
team) would get together for three non-stop days in a single
event, where they would be taught how to build and program a
robot with their own hands, with lectures specially created for
their young ages, by experts on robotics. The experience was a
complete success and this paper describes this experience.
II. R
OBO
P
ARTY
–
E
DUTAINMENT ROBOTICS
The event’s main objective is to teach robotics to people
who have no knowledge on robotics, in an entertaining and
fun way, highly practical hands-on approach, in a friendly and
helping environment with balanced and decompressing breaks
for ludic, entertaining and sports activities. Starting from ages
of 11, the event is being populated by people of all ages but
mainly focused at youngsters with a peak at around 16-18
years old.
Participants are guided and supervised by experts on
robotics by fostering their enthusiasm in science, technology,
engineering and mathematics (STEM) studies, as they only
need to bring a sleeping bag, a laptop computer for the team,
the desire to learn robotics and a good state of mind. In the
end, they take home a mobile robot built by themselves,
beginners level knowledge on electronics, programming,
mechanics, and a will to continue improving their knowledge
on these matters (as well as new friendships, souvenirs from
RoboParty, lots of pictures and good memories for a possible
new future).
Each team is made of four people, being one of them the
team leader, adult and responsible for the whole team. This
leader can be a teacher, a parent or any other person who is
willing to help the youngsters, willing to also learn and
participate in the event fully. The participants are encouraged
to share knowledge and ideas with other teams as it has been
seen helpful in establishing good links of friendship,
exchanging contacts and creating future relations for common
projects and robotics events participation.
A. The facilities
In order to accommodate almost five hundred people
including participants, volunteers and staff, a large space was
necessary and the event is being held in the University sports
hall since its first edition (Fig. 1). Tables are arranged to allow
four teams to work in the same workspace. This promotes
information sharing between teams encouraging their
relationship. Each table has its mains sockets underneath for
the laptops and soldering irons.
Fig. 1. RoboParty working area in the University sports hall
The working area takes about 2/3 of the overall pavilion area
as the other 1/3 is left for multipurpose activities such as
entertainment and ludic activities during day and as a sleeping
area at night as shown in Fig. 2. Fig. 3 shows a panoramic
view of the working area during the event.
Fig. 2. Multipurpose area used as sleeping area at night
Fig. 3. Panoramic view of the working area during the event
The University sports hall provides good conditions for the
type of event such as large space, central heating/air
conditioning, toilet facilities for a large amount of people,
dressing and shower rooms, spa and sauna area and a fitness
lounge. It also provides for security with surveillance cameras,
electronic entrance control, file cabinets with lockers and a
reception. Outside the building there is a large car parking
space.
Nearby, the University canteen provides lunch and dinner
meals for the participants as breakfast are provided by the
coffee shop next to the sports hall. The spacious University
gardens are a good place for relaxation and walking.
For an event like RoboParty a great deal of staff is
necessary and is made of a group of over 50 volunteers who
provide precious help during the three days of the event. They
3
are mainly students of the Industrial Electronics first degree,
especially form the last year of their studies.
Lectures on how to build the robot, mechanics, soldering
the electronic components, programming, some history of
robotics and national and international robotics competitions,
servicing robots and other subjects, are taken in the
multipurpose area (
Fig. 4
).
Fig. 4. Participants having lectures on how to build the robot
Robot demonstrations and display of new high-tech gadgets
is reserved to a special area next to the working space.
The entertaining/sports activities are very popular; such as
the indoor Aircraft Modelling, Basketball, Football, Tennis
table, Badminton, Wood Ball, Taekwondo, Yoga, Kickboxing,
Judo, Karate, Capoeira, Stretches, Cardio Session, Triathlon
indoor, Golf, Quick Chess, circus activities, Ballroom dance,
Archery, Horse Riding and Scuba Diving. These activities are
available most of the time and each participant decides on
which activities is going to participate. Professionals on each
activity (indoor or outdoor) are present to follow, guide and
teach the participant.
B. The image
The RoboParty image was created by a professional designer
who produced Ruminho (Robotics at University of MINHO),
the event’s mascot. It consists of a friendly two wheels robot,
with two robotic arms and large eyes (Fig. 5). Based on the
Ruminho mascot, several products were created (Fig. 6) such
as the event’s T-shirt offered to all the participants, the RFID
badge used for check-in at the working area entrance, some
trophies given to the winners on some of the robot trials or
sports competitions, the participation certificate, the Ruminho
plush and advertising posters (Fig. 5) sent to schools months
before.
Fig. 5. The official mascot Ruminho of the poster edition 2015
Fig. 6. RoboParty image used in different products
A web site was created [9] to provide all the information
related to the event. It also serves to advertise the event and to
allow team registrations. Parents and tutors can use the web
site to find all the necessary information in order to understand
all the procedures involved, security aspects and the rules of
the event. The web site also provides pictures and movies of
previous editions so people can have an idea of how the event
happens. During the event this gallery section of the web site
is populated with pictures and movies taken during the day,
along with a webcam streaming of the working area so people
at home can enjoy the event live as well.
Fig. 7. RoboParty web site front page (edition 2011)
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III. T
HE
R
OBO
P
ARTY EVENT STEP
-
BY
-
STEP
A. The Teaching
Lectures are given to participants in different stages according
to the milestone achieved by the teams. The initial lectures are
based on soldering advices and tips, mechanical assembly of
the robot and mainly, how to recognize the different electronic
components, their polarity if exists and how and where they
should fit in the PCB. All the aspects that should be taken in
consideration regarding safety, organization and optimization
are also referred. This set of lectures is given on the first day,
right after the teams receive their robotic kit and they are
prepared to be accessible and suitable for the participants’
young age. Lectures are provided in an informal environment
with the participants sitting on the floor in the multipurpose
area as shown in
Fig. 4
.
In order to increase the participants’ knowledge about robotics
and other areas of science, two speakers are invited every year
to talk about their expertise in their research area. This way,
youngsters can become aware of some state of the art robots,
ideas and backgrounds. The venue is at the University main
auditorium of Azurem Campus.
The most relevant part of the event is the hands-on work of
soldering and mechanical assembly of the robot. According to
many youngsters this is the part they most like to do. It takes
almost one third of the whole event and teams are invited to
enrol all the team members in this task. This leads that
everyone on the team experiments soldering, handling
electronic components, using screwdrivers, pliers and other
tools. Tutors can help on these tasks by guiding the team
members accordingly to avoid errors, damage of components
and hurting themselves by wrongly handling a tool or the
soldering iron. Fig. 8 shows two young boys doing the
soldering task and dividing the task in two: while one is
soldering the components, the other holds the cutting pliers to
cut the excess of the component pins. This is common practice
in many teams as the way they share the workload of each
task. Once in a while they swap positions.
Fig. 8. Two youngsters working on soldering the electronic components, one
is soldering and the other cuts the excess of the component pins
Team collaboration and tutoring is very important as referred
previously. In order to stimulate team members, tutors should
put questions forward to create dialog, sharing of information
and subject discussion in the group.
Fig. 9
shows an example of
this behaviour.
Fig. 9. Questioning to stimulate observation and discussion within the group
Another important aspect to point out on RoboParty is the
female participation. It has been observed that the
participation of the female gender in RoboParty is increasing,
and some teams are majorly female based. Fig. 10 shows an
example of a team made of young girls. In the figure a boy
from the neighbour team is helping them on the soldering task.
Fig. 10. Team made only of young girls being helped by a boy of the
neighbour team
Robot programming is the next task after finishing the
soldering and the mechanical parts of the robot. For equity
reasons the lectures of programming are only given after the
teams have finished building their robot and it is commonly on
the second day of the event. This task consists of installing a
program on the team’s computer that will provide the
necessary environment to develop, compile and communicate
with the robot to upload the binary code. The language used
was BASIC for PICAXE until 2012, but from 2013 onwards
the PCB uses an Arduino UNO as the brain.
The first steps to sensor feedback are performed at this stage.
5
Fig. 11. Participants programming their robot
Fine-tuning the infrared sensor distance is made first using the
robot’s test program for this sensor. It is at this point that the
interaction with an operating robot begins and typically, a
sheet of white paper is used to test it. They look like a baby on
their first steps by interacting for the first time with a machine
and seeing it reacting. Their proud relies on the fact that it was
a machine built by them and it is performing well. The test
program can sense if the frontal infrared sensor detects an
obstacle on the left or on the right side, by rotating the robot
wheels in opposition. The eyes of the proud builders shine
when the sheet of paper is moved from left to right and they
observe a reaction to their action meaning that after all, they
have accomplished something.
As a complementary part of the programming lecture, the
example code supplied with the robot’s CD has demonstrated
to be a good guide for the user’s first steps. Most teams tend to
use this example code and proliferate from there as a starting
point, only changing small parts of the code but keeping the
basic structure. Their mind for programming is being
structured at this time and code reusing is something they
embrace easily.
Three tasks are then defined on each team, depending on the
extra sensors they acquired with the robotic kit. The first task
is to program the robot to perform the obstacle trial, i.e., with
the frontal infrared sensors, the robot can be programmed to
avoid hitting walls. The obstacle trial is a small circuit, based
on walls where the robot must accomplish the circuit without
touching the walls at the minimum time possible (Fig. 12).
Programming creativity and a bit of luck are the ingredients
for this task and youngsters react quite well to the challenge.
B. The robotic kit “Bot’n roll”
A special purpose robotic kit was developed for this event,
by SAR – Solutions for Automation and Robotics [10] and
University of Minho. This kit was named Bot’n Roll ONE
[11]. The robot assembly has three major steps: mechanics
build up, electronics soldering and robot programming. All the
necessary parts are in the box. The idea behind the project was
to create a small, affordable and expandable robotic kit that
even a child could assemble it. The electronic components to
be used are discrete and normal size components, such as
resistors, capacitor, diodes, voltage regulators and microchips.
The printed-circuit board (PCB) was designed to be easily
handled, where the components can be positioned with plenty
of space around them. Space was not a constraint but a
necessity. This would allow youngsters to learn how to fit the
components, soldering and cutting the component’s pin
extension free of hassles. Some more complex components
were supplied as a finished part, namely the communication
board. This board contains surface mount components and
converts the RS232 signals from the robot’s processor to USB
signal in order to enable the robot to be connected to a
computer. In that case, the board is supplied already
assembled and soldered, with the pins ready to be fit into the
robot’s PCB and soldered afterwards.
The mechanical parts are also easy to assemble. A set of
motors and wheels has to be screwed to each other and then
screwed to the robot’s base. A third caster wheel has also to be
screwed to the robot’s base in the back of it to make it
horizontal.
All the wiring and connectors were thought also to be easy
to handle and colourful to avoid any doubts. Some care should
be taken and participants are warned of the dangerous of
mixing the cables, but no harmful situation occurs if they are
mixed but a damaged component. The power switch is
positioned in an accessible place and the wires have to be
soldered to it. The robot’s battery is positioned underneath and
supported with Velcro to allow a fast replacement for
charging.
Fig. 12. Obstacle trial circuit with walls
The second task is on the constructive and creative side
where the team decorates their robot. Manual skills are very
important to attain the intended objectives. Sometimes teams
dedicate the time of a single member to the task during the
whole event, one that is more skilled in craftsman work. The
result can be overwhelming and on the past editions great
achievements have been made. Fig. 13 shows some examples
of 2009 and 2010 editions of RoboParty. Mechanics are also
changed in some cases to adapt the robot to the toy they put on
top in order to move an arm or leg synchronised with the
wheels, for example. Teams can be very imaginative.
The third task is the dance trial. Programming on this task
involves creativity in the sense of choreography. The team is
6
allowed to pick a song and to program their robot to the song
rhythm. Some teams use for this task the mixture of their robot
dressing with a favourite song. All together, with some funny
robot movements, the 60 seconds of dance on the stage can
make the crowd laugh out loud. This third task makes teams to
join the previous tasks into a single one: craftsman work,
choreography, robot programming and loads of creativity.
Since the working area of the event is open space, and four
teams share the same workbench, it is interesting to observe
how youngsters learn with each other, copying the best ideas,
having their own ideas, in a friendly and peaceful
environment.
Fig. 13. Some decorated robots of two different editions
A University of Minho spin-off company named SAR –
Solutions for Automation and Robotics, especially developed
the robotic kit for RoboParty. These alumni were aware of the
organisation’s intention and they helped on the launch and
support of this event. Nowadays this robotic kit is
commercially available and the company is still involved in
the event. At each edition, a workshop is reserved inside the
working area where they can provide close support to the
needs of the participants. Having such young people handling
for the first time of their lives small electronic components,
one could expect to have damaged components, bad soldering
or a component soldered in the wrong place. SAR company’s
technicians are there during the whole event as they provide
the last resort help to ensure every single robot will work in
the end. This is one of the Organisation’s assurances to the
participants and this has been achieved so far.
The kit contents are all the mechanical and electronic parts to
build the robot as shown in Fig. 14. The complete assembled
robot with some of the extras is shown in Fig. 15. All the
cables and chargers are supplied in the BOX so that the robot
can start working immediately. After RoboParty, the robot
belongs to the team and they can take it home/school.
Fig. 14. Bot’n roll robotic kit mechanical and electronic components as
supplied in the box
Fig. 15. Bot’n roll robotic kit after fully assembled and with extras
C. Extra sensors
The robotic kit comes with the basic frontal infrared sensors
allowing the robot to avoid obstacle collision. Some extra
sensors designed for the kit can be acquired before or during
the event. One very required sensor is the line following. With
this sensor, attached underneath, the robot can be programmed
to follow a dark line in a contrasting background. Together
with obstacle avoidance, the robot becomes a complete
autonomous traveller when well programmed. A special track
and trial was created in order to allow teams to program and
experiment their robot to achieve the best times (Fig. 16).
Other extra sensor available with the robotic kit is a RGB
colour sensor that returns a value with the colour read by the
sensor. It can also be attached underneath the robot, side by
side with the line follower. Teams may use this sensor to
increase their capability in the different trials such as the
dance trials, where the robot can follow different coloured
lines on the floor, allowing a much richer and precise dance
performance. Some other add-ons can also be acquired with
the robotic kit such as a RGB LED, a loud speaker and a LCD
20x4 characters display.
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Fig. 16. Track used to test the line following extra sensor of the robotic kit
D. Entertaining/sports activities
A non-stop event for three days is exhausting and relaxing
moments should exist whenever is possible. Having that in
mind, RoboParty has a set of activities that allows the
participants to stop what they are doing and to distract
themselves with some ludic activities, and in some cases, to be
part of those activities. Participation is optional and in some of
them participants have to register, for free, due to a possible
limitation in the number of people in a particular activity. For
the ludic and entertaining activities, they just need to sit down
and relax watching. It provides mental relaxation and when
they come back to work, all the problems seem to have gone.
Some sports activities are indoor and some are outdoor, if
the weather helps. Fig. 17 shows a RoboParty participant, a
young boy, learning to play Croquet.
Fig. 17. RoboParty participant learning Croquet as an outdoor activity
The RoboParty Organisation is always trying to bring new
and unknown entertainment or sport activities to the event, at
least new to the majority of the participants. Scuba diving and
horse riding were two activities, for example, that a great
majority of the youngsters tried at RoboParty for the first time
in their lives. It is an opportunity to practice engineering and
robotics together with these activities, in a single event.
Checking in at the event
Participants are told to bring with them a sleeping bag and a
computer for the team. When they arrive on the first day, a
bag is provided to the team leader at the check-in desk
containing RFID badges each with the participant’s passport
style photograph to allow them access to the facilities, a
RoboParty T-Shirt to each participant, a city map, the program
of the event, the robotic Kit and a CD containing the
instructions (with a video) on how to build the robot. All
under aged participant have to bring a permit form signed by
the parents giving them permission to attend the event and the
team leader provides this.
Some basic tools are also necessary and apart from the ones
supplied with the kit, extra tools such as a soldering iron and
pliers must be brought from home, or acquired at the event in
the form of a tool kit available as an extra. The web site
contains a description of all necessary tools to build up the
robot.
E. Help of volunteers
An event like RoboParty involving more than 400 participants,
during 3 non-stop days, needs a good amount of staff. Being a
tight budget event, volunteers were the only solution found by
the organisation to use as staff members that could guide,
help, reply to any calls or necessities the participants may have
during the event. This precious help of volunteers is what
makes the RoboParty event a success. This task has been
performed by the students of the first degree of the Industrial
Electronics department of University of Minho, organised by
the IEEE student branch of the University. Their help starts
before the event, preparing the layout of the work areas and all
other things related, and finishes after the event dismantling
and tiding up everything. During the event, they are the
perfect help to the teams providing a close guidance at the
workbench. Since their T-Shirts have different colours they
are very easy to spot and teams frequently call them on any
question they might have. These volunteers are the first filter
or triage for any hardware problem, before taking the robot to
the skilled technicians of the company who developed the
robot, on their workshop in the working area. These volunteers
support the entire party program as they guide people between
activities, at lunch and dinner times to the canteen, taking care
of the participants as if they were their family. The
participants rapidly learn that they have someone in the party
to whom they can trust and they do it. In average around 50
volunteers are registered to support the event, some covering
the whole event, some covering only parts of it.
IV. R
ESULTS
A. Overall results
Some results can be drawn after four editions of the event.
RoboParty Organisation has defined since the beginning that
the event can only support a maximum of 100 teams of four
people due to lack of space considerations and that value has
been achieved every time. Many more are interested in
participating and a spare list is managed to cover any team that
might give up in the last month preceding the event. In this
way the event has always full house creating a fantastic
atmosphere during the three days. Participants come from all
8
over the country including the Portuguese islands.
As a matter of interest, an increase on the number of teams
from the same school has been observed every year. In other
words, a school that has participated for the first time with a
single team tends to register several teams in the following
year. A record breaking was achieved with a school
registering nine teams on the same edition. Another interesting
aspect is the family participation, not linked to any school.
Some families have embraced the RoboParty spirit and
participated in the event as a family, to learn about robotics. A
special case should be noted by a family of four (parents and
two adolescent sons) that live around 400 kms from the venue,
participated on four consecutive editions of the event.
RoboParty has been subject to some studies to assess its
results. One of them is described on [12].
V. C
ONCLUSION
Every year RoboParty has full house, which makes it very
rewarding. Over 2500 different persons already participate and
assembled a robot at RoboParty, and learned some concept of
electronics, tried out some mechanical assembling and learned
how to program a robot (both in BASIC PICAXE and C for
Arduino). Around about 1000 robots have been built in the last
9 editions, by participants from all over the country (islands
included) and some foreign countries like USA, Denmark,
Angola, Ireland, etc.
Participants ranging from 9 years old up to 65 years old,
participated with success. And their teachers (adult to
accompany the team) come from all knowledge areas like
Informatics, History, Gymnastics, English teachers,
Philosophy, etc.
Most of the adults responsible from teams come year after
year, with different students.
The three days are very tiring but participants leave very
happy, carrying on their hands a robot build by themselves,
which will permit them to continue their learning process.
The challenges are also very motivating, and make them
work hard to have their robots ready and properly working.
Most participants use their robot to participate on National
and International robotics events, re-programming their
robots, and some teams even achieved very good results
nationally and internationally.
All robots leave RoboParty working, since there is a staff
team that fixes any major mistakes teams could have made.
This event is proving that it is possible to motivate
youngster to STEM areas (Science, Technology, Engineering
and Mathematics).
An overview video of RoboParty is available on YouTube
on: https://www.youtube.com/watch?v=ke4N7EJMcVY
A
CKNOWLEDGMENT
The RoboParty Organisation wishes to thank the company
SAR – Solutions for Automation and Robotics, who have
made all efforts in developing this project, the University of
Minho and especially all the staff from the sports hall, which
whom the organisation of the event would be impossible and
to the IEEE student branch at Minho University and their
volunteers our deep appreciation for their time and efforts in
all the support for this event.
R
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