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Experimenting with soft robotics in education: A systematic literature review from 2006 to 2022
(IEEEXplore, 2024-03-05) Cayetano Jiménez, Israel Ulises; Martinez Rios, Erick Axel; Bustamante Bello, Rogelio; Ramírez Mendoza, Ricardo Ambrocio; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504
Educational robotics (ER) is a discipline of applied robotics focused on teaching robot design, analysis, application, and operation. Traditionally, ER has favored rigid robots, overlooking the potential of soft robots (SRs). While rigid robots offer insights into dynamics, kinematics, and control, they have limitations in exploring the depths of mechanical design and material properties. In this regard, SRs present an opportunity to expand educational topics and activities in robotics through their unique bioinspired properties and accessibility. Despite their promise, there is a notable lack of research on SRs as educational tools, limiting the identification of research avenues that could promote their adoption in educational settings. This study conducts a Systematic Literature Review (SLR) to elucidate the impact of SRs across academic levels, pedagogical strategies, prevalent artificial muscles, educational activities, and assessment methods. The findings indicate a significant focus on K-12 workshops utilizing soft pneumatic actuators. Furthermore, SRs have fostered the development of fabrication and mechanical design skills beyond mere programming tasks. However, there is a shortage of studies analyzing their use in higher education or their impact on learning outcomes, suggesting a critical need for comprehensive evaluations to determine their effectiveness, rather than solely relying on surveys for student feedback. Thus, there is an opportunity to explore and evaluate the use of SRs in more advanced settings and multidisciplinary activities, urging for rigorous assessments of their influence on learning outcomes. By undertaking this, we aim to provide a foundation for integrating SRs into the educational robotics curriculum, potentially transforming teaching methodologies and enriching students’ learning experiences.
Systematic mapping of digital gap and gender, age, ethnicity, or disability
(MDPI, 2022-01-24) Molina, Arturo; Alvarez Icaza Longoria, Inés; Bustamante Bello, Rogelio; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey; García Sánchez, Jesús Nicasio
Rapid technological evolution defines the first two decades of the millennium. This phenomenon has increased the digital gap, disparities, and inequalities in global and local contexts. This paper reports a systematic literature mapping of 180 articles published from 2000 to 2021 discussing the digital gap. The documents were retrieved using boolean operations in two databases, adding terms related to gender, age, ethnicity, and disabilities, focusing on population groups that are especially vulnerable to the effects of this phenomenon. The method included categorizing the retrieved documents to provide a general view of the most concerning topics in the academic and research community. This analysis concludes (a) the approaches to address this topic are diverse, as this is a multilayered, complex, and interconnected issue; (b) many studies refer to developed countries; however, fewer are those who observe or analyze the underdeveloped regions; (c) the majority of published papers in the last decade report information and communication technologies (ICT) and their role in bridging the gap, showing an opportunity area for designing these technologies considering more accessible approaches through flexible technology approaches; (d) this study’s results are a valuable source of information to identify the design requirements for accessible products and service systems. The last section provides a detailed explanation of the findings.

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