#2. The six specific categories of robots are Autonomous Mobile Robots (AMRs),Automated Guided Vehicles (AGVs),Articulated Robots, Humanoids, Cobots and Hybrids.
#3. Cobots are commonly used to eliminate manual, dangerous, or tedious tasks from daily routines. In some cases, cobots can act by learning:
#4. Various methods have been reported to realize self-learning robots. Fill in the missing one:
#5. Environmental robots are commonly used in:
#6. Collaborative robots are used in a variety of industries such as (fill in the gaps):
#7. The name cobot comes from "collaborative robot". These robots are collaborative because they can work safely with other robots.
#8. Due to their ability to exhibit social behavior and personalize learning experiences, social robots have great potential to address the challenges of self-directed learning in higher education and enhance motivation by addressing basic psychological needs.
#9. When planning the use of robots in the classroom, there need to be considered the following four basic guidelines
#10. The basic guidelines are (mark the correct ones):
#11. A humanoid robot, due to its physical shape increases engagement and has the ability to provide real-time feedback.
#12. The humanoid robot can create a rapport with the learner, which helps solve issues related to (fill in the missing one):
#13. In education, social robots are typically designed and programmed to play one (or more) of the following roles: a Tutor, a Teacher, and a Peer learner.
#14. In the role of a Tutor the robot (choose the right ones):
#15. In the role of a Teacher the robot (choose the right one):
#16. In the role of a Peer-Learner the robot acts as a co-learner, as a colleague, as a classmate
#17. “Educational robotics” or “Robotics in Education” (RiE) are terms widely used to describe the educational use of robotics and electronic components as a learning tool.
#18. Robots as educators are most effective when the topic is relatively broad and the inputs to the robot are overall defined.
#19. The challenges that effectiveness of robots currently faces can be summarized as follows:
#20. Robots can be rather effective in a wide range of areas and subjects. In most cases the robot is functioning along with a screen, which is not only used to display educational content, but which also serves as an input device where the learner can enter responses or select exercises shortcutting the need for the robot to understand verbal input.
#21. Within content-based subjects robots:
#22. Within skill-based subjects robots:
#23. Robots can be used to enable geographically dispersed people to participate in important meetings and events.
#24. Tutor robots come in a variety of shapes and sizes, from simple 10 cm robots to large humanoid robots. Which robot is better suited is often determined by:
#25. Some robots have tracking devices that instructors place in the classroom or wear around their necks in order to:
#26. A more immersive robot will be able to (add an additional one):
#27. You can make robots move, hear, and see voices, participate in distance learning, and interact socially with your classmates. With video conferencing capabilities provided by robots, students no longer have to miss school for health reasons.
#28. Full social interaction requires robots to:
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