Special Issue on Educational Robotics
Shoichiro Fujisawa, Shinya Kotosaka, Masatsugu Iribe, and Masayuki Okugawa
Professor, Graduate School of Technology, Industrial and Social Sciences, Tokushima University
2-1 Minamijosanjia, Tokushima city, Tokushima 770-8506, Japan
Associate Professor, Graduate School of Science and Engineering, Saitama University
255 Shimo-Ohkubo, Sakura-ku, Saitama 338-8570, Japan
Professor, Department of Electro-Mechanical Engineering, Osaka Electro-Communication University
18-8 Hatsu-cho, Neyagawa, Osaka 572-8530, Japan
Professor, Department of Mechanical Engineering, Aichi Institute of Technology
1247 Yachigusa, Yakusa-cho, Toyota-shi, Aichi 470-0392, Japan
This is the 2nd special issue on education of robotics & mechatronics on Journal Robotics & Mechatronics. Six years have passed since the previous issue (Vol.23, No.5) was published. This special issue includes nine research papers and two review papers, among which four research papers focus on the utilization of robots in STEM education, which has been spotlighted recently, and programming education for the young. Five research papers propose educational methods with novel, unprecedented ideas, and the two review papers overview technology education in Japan. The review papers focus on STEM education that utilizes a variety of manufacturing methods that have become familiar, and they present a variety of efforts being made in STEM education, programming education in today’s Japan.
At present, Germany’s Industry 4.0, Japan’s Robot Strategy, and many other initiatives are being undertaken in the world to promote development technology as it relates to production automation and efficiency. The development of human resources that are capable of working with these new technologies has also gathered public attention, with each educational institution now required to enrich its STEM education. As part of this movement, in 2020, programming education will be added to Japan’s elementary school curriculum, with robots being the focus of the education. This situation indicates that the importance of educational robotics is likely to continue to increase in the future. We expect that this special issue will contribute to the development of educational robotics communities and of human resources that are well prepared in the field of robotics.
We would like to express our sincere gratitude to all contributors and the reviewers for making this special issue possible.