Integrating Lego Mindstorms and developmental outcomes to address engineering education in previously disadvantaged secondary schools

Abstract

Technological advancements have created a dependency on robotic systems to meet the daily needs of society. These advancements force an increase in the integration of humans and machines when considering equipment within working environments. Research has shown that current students are more prone to become passive users of engineering technology when compared to previous generations. This trend is more prevalent in the previously disadvantaged secondary school quintiles in South Africa, since the curriculums and facilities at these institutions do not evolve to meet the continuous developments in engineering technology. This paper describes a project involving the implementation of the Lego Mindstorms robotics kit as a suitable platform for introducing previously disadvantaged secondary school students, to the field of engineering through robotics. The implementation of these kits to the specified demographic gave rise to unique challenges that required distinctive solutions. A training schedule was developed using leadership principles and engineering outcomes as guidelines. The development and transformation shown by students was assessed in a competition designed to simulate an industrial application. A survey of the students and educators was also conducted to determine the effectiveness of the project.