A Comparative Study Of The Teaching Effect Of Physical Robots And Virtual Robots

Nowadays,with deepening the cognition on people and the development of the robotic technology,the demand for popularizing robotic education is increasing.However,the time and economic cost of robotic education have stopped many schools.Recently,there is a more economical robotic in the market,3D virtual robotic,which is favored by some teachers and students,but can its educational and teaching effect be comparable to that of physical robotic?Do they have different advantages?If so,can we complement each other?Therefore,this study attempts to compare and compare the teaching effect of virtual robotic and physical robotic through rigorous experimental research,providing a guide for educators to choose teaching robotic.In this study,the virtual robotic and physical robotic are used as the teaching carrier,and they are programmed by IRobotQ3D software.The students of two classes in the sixth grade of Nanhu Primary School in Wuxi City are selected as the research objects,and the learning results of two class students were statistically compared.This paper is divided into six parts.The first chapter introduces the research background,the reason of the research,the related concepts,the current situation about the research,the research contents,the research methods and analyzes research status.The second chapter compares the main virtual robotics from domestic and overseas,discusses the standard for choosing robotics for primary school pupils,and introduces the superiority of IRobotQ3D.Besides,designing teaching cases by both the virtual robotic and physical robotic.The third chapter analyzes the basic information of the experimental object,describes the specific arrangement of the experimental content,and explains the experimental process and the source of the scale used.The fourth chapter analyzes the statistics of the students on the programming capability,attitude,immersion,engineering design capability and transfer capability of studying robotic,and draws the relevant conclusion.The fivth chapter summarizes the conclusions and analyzes the deficiencies of this research.Through the analysis,this research draws three conclusions:(1)Through comparing the virtual robotic teaching and the physical robotic teaching,there is no significant difference in the engineering designing capability,immersion and attitude of students learnt robotics.(2)Comparing the physical robotic teaching class,the virtual robotics teaching class students have significant change in the programming capability.(3)Compared with the physical robotic class and virtual robotic class after the first stage of teaching,the virtual class and the physical class after the second stage achieved better results in terms of engineering design capability and programming ability.Therefore,as a whole,the virtual robotic has its good application value and can be used in conjunction with the physical robotic.