José Alexandre Gonçalves

Abstract
In the context of mobile robotics education, realistic and accessible datasets are fundamental for supporting the development and testing of algorithms. However, collecting real-world data is a limited and challenging task because it is time-consuming and error-prone. Therefore, this paper presents the generation of a synthetic dataset through realistic simulation using the SimTwo environment-a physics-based simulator, and modeling techniques of sensors and actuators. The physical and simulated mobile robot was developed to perform tasks such as following a line, following a wall, and avoiding obstacles. The proposed approach facilitates the creation of customized datasets for training and evaluation algorithms while supporting remote and inclusive learning. Results show that a simulated dataset can effectively replicate real-world behaviors, making them a valuable resource for educational contexts, research, and development. Some emergent machine learning algorithms can be applied to this dataset, being this approach increasingly used to enhance robot localization, by leveraging ML, robots can improve the accuracy, robustness, and adaptability of their localization systems, especially in complex and dynamic environments.

Abstract
The integration of students with intellectual and developmental disabilities into STEAM education presents ongoing challenges, particularly in engineering disciplines where both technical and social competencies are essential. Robotics and active learning methodologies have emerged as promising solutions to address these challenges by offering adaptive, interactive, and student-centered learning environments. This study conducts a systematic literature review to examine how these technologies and methodologies are applied to support students with Intellectual and Developmental Disabilities. A total of 34 high-quality studies published over the past ten years were selected through a rigorous process of database searching, inclusion/exclusion filtering, and quality assessment. The analysis reveals that robotics is particularly effective in fostering academic development, cognitive skills, social-behavioral interaction, and emotional regulation, while active learning promotes social responding, role understanding, and collaborative skills. Together, these approaches not only enhance individual learning outcomes but also facilitate the broader inclusion of students with disabilities within engineering education.

Abstract
Integrating physical robots in an educational context often entails acquiring expensive equipment that often operates using proprietary software. Both conditions restrict the students from exploring and fully understanding the internal operation of robots. In response to these limitations, a three-degree-of-freedom robotic manipulator, based on the “EEZYbotARM MK2” open-source design by Carlo Franciscone, is being repurposed and integrated within the SimTwo simulation environment to operate within a hardware-in-the-loop architecture. To accomplish this objective, first, an open-source Arduino-based library was developed aiming at the robot’s online and offline programming akin to industrial robots. The firmware is able to communicate with the SimTwo software in which the digital twin’s robot is living. The dynamic behavior of the robot’s digital twin must be properly parametrized and aligned with the physical robot’s dynamics. This article describes the modeling of the robot joint’s actuator and its closed-loop controller formulation. The obtained results show that the dynamic behavior of the robot joint digital twin closely matches both open and closed-loop, the one of its physical counterpart.

Abstract
This paper explores the integration of SolidWorks, LabVIEW, and Arduino as a comprehensive and cost-effective approach to teaching robotics to undergraduate students. In scenarios where real hardware is unavailable or prohibitively expensive, this methodology offers significant advantages. SolidWorks enables students to design and simulate robotic components in a virtual environment, fostering a deep understanding of mechanical design and engineering principles. LabVIEW provides an intuitive graphical interface for programming and control, allowing students to develop and test their algorithms. Finally, Arduino, as an open-source hardware platform, bridges the gap between virtual simulations and physical implementation, offering a hands-on experience with minimal financial investment. Together, these tools create a robust educational framework that enhances theoretical knowledge through practical application, encourages innovation, and prepares students for real-world engineering challenges. The paper concludes that this integrated approach not only mitigates the limitations of resource constraints but also enriches the learning experience by providing a versatile and accessible platform for robotics education.

Abstract
Force sensors are essential elements of actuator systems, providing measurement and force control in different domains. This literature review discusses its applications in the industry, academic research, and educational domains. In an industrial setup, force sensors enhance efficiency, safety, and reliability within automation systems, predominantly robotic arms and assembly lines. In the academic environment, using such sensors fosters innovation within robotics and biomechanical studies, allowing for testing theoretical models and new methodologies. In education, force sensors help students understand basic concepts about mechanics and robotics from practical work. Understanding this diverse application allows one to design effective actuator systems, promoting technological advances and improved learning experiences. With this literary review, the aim is to gain an understanding of the state of the art in force sensor actuators applied in various areas, such as academia, education, and industry.