# A Robotics Experimental Design Method Based on PDCA: A Case Study of Wall-Following Robots

## TL;DR

This paper introduces a PDCA-based robotics experimental design method to enhance student learning outcomes through hands-on wall-following robot experiments.

## Contribution

The novelty lies in proposing a student-oriented PDCA-based method for robotics experiments, validated through a wall-following case study.

## Key findings

- The PDCA-based method improved students' learning outcomes and creativity in robotics experiments.
- Students successfully assembled robots with multiple sensors and designed control programs.
- Learning outcomes improved significantly across three stages of the experiment.

## Abstract

There is a lack of research that proposes a complete and interoperable robotics experimental design method to improve students’ learning outcomes. Therefore, this study proposes a student-oriented method based on the plan-do-check-act (PDCA) concept to design robotics experiments. The proposed method is based on our teaching experience and multiple practical experiences of allowing students to do hands-on experiments. It consists of eight steps, mainly including experimental goals, experimental activities, robot assembly, robot control, in-class evaluation criteria, and after-class report requirements. The after-class report requirements designed in the proposed method can help students improve their report-writing abilities. A wall-following robotics experiment designed using the PDCA method is proposed, and some students’ learning outcomes and after-class reports in this experiment are presented to illustrate the effectiveness of the proposed method. This experiment also helps students to understand the fundamental application of multi-sensor fusion technology in designing an autonomous mobile robot. We can see that the proposed reference examples allow students to quickly assemble two-wheeled mobile robots with four different sensors and to design programs to control these assembled robots. In addition, the proposed in-class evaluation criteria stimulate students’ creativity in assembling different wall-following robots or designing different programs to achieve this experiment. We present the learning outcomes of three stages of the wall-following robotics experiment. Three groups of 42, 37, and 44 students participated in the experiment in these three stages, respectively. The ratios of the time required for the robots designed by students to complete the wall-following experiment, less than that of the teaching example, are 3/42 = 7.14%, 26/37 = 70.27%, and 44/44 = 100%, respectively. From the comparison of learning outcomes in the three stages, it can be seen that the proposed PDCA-based design method can indeed improve students’ learning outcomes and stimulate their active learning and creativity.