114 IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE, VOL. 18, NO.

1, FEBRUARY 2023

Development of an Interactive Mobile Robot for

Playful Learning and Language Teaching
Manuel Alejandro Ojeda-Misses

Abstract— This paper presents a mobile robot for development
of interactive games and language learning purposes based on
the Kinect v2. The game uses interface seeks to take advantage
of human computer interaction in a playful way through gesture
recognition. This work combines robotics and games, games
and language learning, and some recent developments about
robotics and language learning. The hardware used to build
the mobile robot is described as well as the ludic game for
language teaching by an interface human-robot. Performance
of the platform is assessed by means of real-time experiments by
students using a non-linear control based on a trajectory tracking
during various practices. The experiment proves the platform
potential for supporting ludic game and tested successfully and
then discuss the results and mention future perspectives.
Index Terms— Playful game, mobile robot, non-linear control,
trajectory tracking, language learning, Kinect v2.
I. I NTRODUCTION
a human player in chess. Today, robots and mobile robots
continue to generate interest as playful devices. Examples are
developed and proposed by Ohashi et al. [5], Galán et al. [6],
and Su et al. [7], among others.
The robot-based tools enable interaction by playing an
important role in the development of learning. This allows
the development of experimental robot-based infrastructure.
However, an alternative for learning has been developed
through tools that use computer programs for the realization of
applications, [8]but these do not generate the needs associated
with an experimental platform. However, applications based
on simulations are not enough for a case study, since it
is necessary to carry out a practical analysis, where the
learners complement the theoretical aspects and allow a direct
interaction with experiences to understand abstract concepts
and put them into practice. Therefore, one solution is the

T HE accelerated development and the constant transforma-

tions that society has experienced in recent decades, due
to the multiple technological and scientific advances applied to
development of platforms for educational purposes that are
easy to build and available to learners through ergonomic
design that allow quantifiable experiments to be obtained and
a work, personal and educational environment, in an increas- performed through interactions with computer applications.
ingly demanding aspect. The incorporation of technologies
into our daily lives has turned out to be a complement to II. C ONTRIBUTIONS OF THE I NTERACTIVE M OBILE ROBOT
address and facilitate tasks previously unthinkable or too
In the case of tools for learning a language there are some
complex to carry out by ourselves. Many of them are made
works [8], [9], which are based on applications for language
by technological devices with a certain intelligence or robots
learning [10] educational robots. These robots are developed
that, without the slightest human appearance, facilitate tasks
for games, for example Steels presented a robot in [11], [12]
in industry, at home, at school, among others.
combines artificial intelligence and language games through
In recent years, the applications of robotics have been
sequences of verbal interaction between two agents located in
implemented in schools as tools that allow learning and teach-
a given environment. Other applications for language learning
ing, this represents a revolutionary and progressive advance
with robots have been conceived through applications with
that enables and improves the performance of multiple tasks
the robot Nao [13], [14] These research works have been
through a reprogrammable machine and considering education
conceived through applications of educational robotics that bet
as research.
on unidirectional learning practices and that are underpinned
The robotics has become a discipline that has allowed to
by a behaviorist approach, insofar as human-robot interaction
apply works to learning under approaches and principles of
consists only of repeating words.
learning of the XXI century [1], [2], [3] and new multimodal
However, this article seeks the development of a pro-
media literacies [1], [2], [3], [4]
grammable interactive mobile robot intended for the devel-
The origins of robotics applied to playful games originate
opment of recreational applications for learning purposes and
in the late eighteenth century, when Wolfgang von Kempele
consisting of a computer, as well as sensors, actuators and/or
developed an autonomous machine capable of challenging
cameras, as well as a control system.
Manuscript received 14 January 2021; revised 23 March 2021, 15 July This robot uses a human-machine interface that allows
2021, and 1 May 2022; accepted 20 December 2022. Date of publication specific communication with the user and can make use of
28 February 2023; date of current version 18 April 2023.
The author is with the Division of Informatics Engineering, expressive sounds, symbols, figures, among others. The robot
TECNM/TESSFP, San Felipe del Progreso 50640, Mexico (e-mail: is able to perceive both the characteristics of the environment
manuel.om@sfelipeprogreso.tecnm.mx). and the movements made by the user. The main purpose of
A Spanish version of this article is available as supplementary material at
https://doi.org/10.1109/RITA.2023.3250582. the robot is to promote more effective learning, by taking
Digital Object Identifier 10.1109/RITA.2023.3250582 into account variables such as the learning environment, group
1932-8540 © 2023 IEEE. Personal use is permitted, but republication/redistribution requires IEEE permission.
See https://www.ieee.org/publications/rights/index.html for more information.

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OJEDA-MISSES: DEVELOPMENT OF AN INTERACTIVE MOBILE ROBOT FOR PLAYFUL LEARNING AND LANGUAGE TEACHING
participation, frequent interaction, feedback and connections
with the real-world context [2], [3] through applications using
cognitivism, constructivism and interactionism [15].Whose
objective is to conceive, design and develop playful appli-
cations that promote learning through the use of a robot
to perform specific tasks, movements, recognition and data
processing through the use of control systems, computer and
language of programming. It contributes to complement the
learning/teaching process thanks to the use of technologies
applied in formal, semi-formal or informal learning situations,
through the introduction of new dynamics and attitudes, resort-
ing to and promoting the use of multimodal media literacy and
twenty-first century skills.
In sum, it has been proven that robots have been applied for
various approaches, in the particular case, the mobile robots
have had an important auge, these are used as guide
robots [16], [17], rehabilitation support robots [18], [19], [20],
robots for navigation [21] and simultaneous mapping [19], [22]
multi-agent robots [23] and/or robots applied to games [5], [6],
[7], [8], [9], [10]. What allows, the development of an inter-
active mobile robot [5], [6], [7], [8], [9], [10], [16], [17],
[18], [19], [20], [21], [22], [23] for the playful learning of
a language, where learners not only have theoretical concepts,
but also apply them in practical applications through an
interactive mobile robot that allows to relate abstract concepts
under their own experience through the infrastructure and
equipment and movement of the robot.
For the development of the interactive mobile robot, it is
essential to condition and program sensors capable of measur-
ing the variables of interest – related to the environment, the
user and/or the robot – as well as actuators capable of setting
the limbs, links or wheels of the device in motion. Some
devices commonly used for this purpose are joysticks [24],
haptic devices [9], cameras [25], [26], smartphones [26] and
smart watches [9], [25], [26], [27]
Among the devices that allow obtaining useful data for
the development and implementation of human-machine inter-
faces in real time, the Kinect v2 stands out. That allows
you to measure the parameters of the human body, the
Kinect v2 integrates three types of sensors: a color camera,
an infrared sensor and a set of microphones. Compared to
other devices, it presents special interest for its accessibility
and low cost [28], [29]. The Kinect v2 has been used in various
body and/or artistic disciplines: martial arts [30], yoga [31],
dance [32] or music [33], among others [28], [29], [30], [31],
[32], [33]
This research combines the robotics, the game science and
the language didactics, priority has been given to proposals
for the use of the Kinect v2 sensor related to robotics and
games. In the field of robotics, the Kinect v2 has been used
in mobile robots or manipulators robots to realize applications
and interfaces. Most applications have been implemented for
mobile robots, while interfaces have been developed only for
manipulators robots.
The applications using Kinect are the RGBD device val-
idation joint system to measure the balance of patients in
therapy [34]; the application for the automatic capture of
body postures for analysis purposes for learning [35] and the
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115
compact mobile robot under ROS for navigation and location
in unstructured environments [34], [35], [36]
The human-robot interfaces more relevant are the gesture
recognition system developed by Baron et al. [37] to move a
robotic arm; the interface [37] created by Cicirelli et al. [38]
to recognize static postures of the human body; the interface
designed by Dardan et al. [38] [39] for gesture recognition
thanks to a Lego-like robot that identifies the actions
performed by a group of children while dancing; the software
development libraries for Kinect v2 (SDK) chosen by
Cueva et al. [40] to control a seven-degree-of-freedom
industrial robot; and, finally, the interface generated by
Benabdallah et al. [41] to move an industrial robot, based on
LabVIEW [41]
During the literature review, it was not possible to identify
papers that integrated robotics, game science, and language
didactics. However, among the games programmed with
the Kinect v2 that coincide to a greater or lesser degree
with the ludopedagogical approach, we can mention, among
others, the proposal of Fernández and von Lucken [42], whose
objective is to promote the playful approach to mathematics
of preschool children, as well as the games designed by
Qingtang et al. [43] and by Grammatikopoulou et al. [44],
in which the user directs an avatar through body movements.
The work of Iturrate et al. [45] combines Kinect v2 with
video games and remote mobile robots, within the framework
of an interactive environment where participants are invited
to cooperate or fight each other by solving general culture
challenges [45]
In this article, it is presented a mobile robot that include
a Kinect v2 sensor in particular, a playful application is
presented for learning a set of eight parts of the body in French
through the mobile robot, which aims to combine in a balanced
way the contributions of robotics, game science and language
didactics.
The product obtained consists of a proposal of a playful
game based on gesture recognition for the learning of body
parts. The application is developed to learn words in French,
but this can be implemented for other languages.
The interface leverages nonverbal communication for active
and meaningful learning. With a view to promoting autonomy,
it includes a menu that allows the user to independently
discover the operation of the robot, practice the vocabulary
to be acquired and, finally, play. The playful game aims to be
used in the process of language learning from the acquisition,
conceptualization and/or systematization of vocabulary related
to body parts.
The main elements that make up the mobile robot are
described, the non-linear control used for trajectory tracking
is exposed and control results are presented for the playful
application called De la tê te aux pieds (using from head to
knee), designed to promote vocabulary learning for French
learners, the results obtained are discussed and future prospects
as are presented.
III. I NTERACTIVE M OBILE ROBOT C OMPONENTS
The interactive mobile robot has a differential configuration
with a support wheel. The prototype, shown in Figure 1,
116 IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE, VOL. 18, NO. 1, FEBRUARY 2023
Fig. 1. Connecting mobile robot components [46], [47], [48].
includes a mechanical structure (1), a Kinect v2 sensor (2),
a laptop (3), a RoboClaw direct current (CD) motor con-
troller (4), a Matlab-Simulink environment (5) [46], a real-
time QUARC core [47] and Visual Studio (5) [48], two
direct current motors (6) with incremental optical decoders (7),
a horn (8) and a lithium battery (9).
A. Mechanical Structure
A simple construction was used for the mechanical struc-
ture of the mobile robot that would accommodate both the
Kinect sensor and the control computer using a differential
configuration for the mobile robot. This structure allows the
other components to be placed at the bottom: the RoboClaw
controller, the DC motors, the incremental optical decoders
and the battery. Pneumatic wheels were used because they
give better traction on uneven surfaces and contribute to the
damping of the equipment, while the rigid wheel allows the
robot to reorient itself towards any angle and position.
B. Kinect v2
The Kinect v2 sensor allows the tracking of 26 joints
of the human body and detects three states of the hands
(open hand, closed hand and loop). The Kinect v2 uses an
infrared sensor to estimate distance, calculating the time it
takes for that beam to go and return. User identification
and parameter measurement is performed using Kinect v2
software development kit (SDK) tools [49] which provide
a representation of the body’s joints and their positions in
three-dimensional space [50]
C. Computer
A Dell Precision M4700 computer is used to run the
programs necessary for its operation. Matlab2012b-Simulink-
QuaRC 2.3, Visual Studio V.12 (C#), and Kinect Studio
Software Development Kit (SDK v2) are installed. In general,
the processor runs two programs: a Kinect graphical interface
and real-time control using the Matlab2012b-Simulink-QuaRC
environment.
D. RoboClaw Controller
RoboClaw [51], designed specifically for this purpose. This
controller provides a reading interface of the incremental
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optical decoders, a speed estimation, internal speed loops, the
configuration of minimum and maximum voltages, the config-
uration of currents and the handling of errors, thus facilitating
the implementation. Of course, there are other alternatives,
such as Raspberry Pi or Arduino. However, these require
an external H-bridge, in addition to a USB communication
device to USART TTL 3.3V in the case of Raspberry Pi.
Arduino is an interesting option for projects that do not require
high performance, but it is an inadequate option when time
requirements are demanding, as is the case with real-time
systems.
E. Matlab-Simulink y Visual Studio
Matlab-Simulink is used to carry out the block diagram of
the control strategy, in addition a TCP / IP communication
is carried out that allows the connection with the interface
programmed in the C # language using Visual Studio under the
.NET environment and the Kinect SDK. These tools allow you
to fully utilize the power of the Kinect SDK. Body recognition
is carried out through two functions included in the SDK,
Body Tracking and Body Frame Ready. These are used to
measure specific parameters of body parts, such as lengths,
angles and distances, among others. These parameters are used
in Matlab-Simulink to move and control the mobile robot in
real time.
F. Electric Motors
The motors are the main actuators of the mobile robot,
as they allow to carry out its locomotion. The robot has two
12 V direct current motors with an array of planetary gears,
each coupled to its axis a wheel [52]
G. Incremental Optical Decoders
These can measure and send the feedback the angular
position, each motor has a built-in incremental decoder of
5000 cycles per revolution, with two channels in quadrature,
the connections are made through a standard connector of
5 terminals given by a ground connection, an index, an A chan-
nel, a 5V power and a B channel [53].
H. Lithium Battery
The electric battery allows the mobile robot to operate and
energize. The lithium battery used is Zippy brand and offers
a voltage of 14.5 V at 3200 mA [54].
The system architecture is shown in Figure 2.
I. Kinematic Modeling and Control Strategy
The motion kinematics of the mobile robot is represented as:
ẋ(t) = v(t) cos(θ )
ẏ(t) = v(t) sin(θ )
θ̇ (t) = ω(t) (1)
where (ẋ, ẏ) are the velocities with respect to the position in
the plane, the position vector (x, y, θ ) is measured based on
OJEDA-MISSES: DEVELOPMENT OF AN INTERACTIVE MOBILE ROBOT FOR PLAYFUL LEARNING AND LANGUAGE TEACHING 117

Fig. 3. Main graphical interface window in Visual Studio 2012.

Fig. 2. Connection architecture of mobile robot components.

system given by e = 0. Considering the following Lyapunov
candidate function, the stability of the controller is validated:
the Kinect v2 reference frame, v represents the linear velocity,
and ω represents the angular velocity of the robot. The linear k2 2 e2
and angular velocities are defined as: V (e) = (e1 + e22 ) + 3 (7)
2 2
r (ωd + ωi ) deriving (7) with respect to time t along the trajectories of the
v(t) = system gives:
2
r (ωd − ωi )
ω(t) = (2) V̇ (e) = k2 e1 ė1 + k2 e2 ė2 + e3 ė3 (8)
L
V̇ (e) = k2 e1 (u 1 +ωr e f e2 )+k2 e2 (vr e f sin(e3 )−ωr e f e1 )+e3 u 2
where ωd represents the angular velocity of the right wheel,
ωi represents the angular velocity of the left wheel, r is (9)
determines the wheel radius and L is defined as the distance obtaining
between the wheels.
The problem for trajectories V̇ (e) = k2 e1 u 1 + k2 e2 vr e f sin(e3 ) + e3 u 2 (10)

T tracking is designed with a
control strategy u = u d u i such that the error is:
substituting (5) into (10) and simplifying
e = lim[ p(t) − pr e f (t)] = 0. (3) V̇ (e) = −k1 k2 e12 − k3 e32 (11)
t→∞

Using the equation of the dynamics of the error (3) and using Therefore, V̇ is negative defined and ensures that the system
a change of coordinates we have: is asymptotically stable.
    
e1 cos(θ) sin(θ) 0 xr e f − x
 e2  =  − sin(θ) cos(θ) 0   yr e f − y  (4) IV. G RAPHICAL I NTERFACE
e3 0 0 1 θr e f − θ The operation of the interactive mobile robot is achieved
through an interactive human-mobile robot interface. The
where e1 , e2 are the position errors in the reference frame interactive interface of the mobile robot is inspired by a finite
of the mobile robot, e3 is the error in orientation and qr = state machine model. By giving the user the ability to choose
[xr e f , yr e f , θr e f ]T is the reference path. The controller for between various functions, it allows transitions using hand
trajectory tracking is given by: gestures as input. These gestures are defined according to two
positions (up/down) and two states (open hand/closed hand).
u d = −k1 (vr e f , ωr e f )e1
The user manages to move the robot from one state to
sin(e3 )
u i = −k2 vr e f e2 − k3 (vr e f , ωr e f )e3 (5) another by acquiring and recognizing the parameters of the
e3 human body made by the Kinect v2. Each action of the mobile
where k2 is a positive constant and k1 (·), k3 (·) are strictly robot is associated with a specific gesture. Thanks to them, the
positive continuous functions in R × R − (0, 0). The function user will be able to drive the robot from a source state to a
is defined as: destination state, passing through other primary and secondary
q states that we will mention later.
k1 (vr e f , ωr e f ) = k3 (vr e f , ωr e f ) = 2ζ σ vr2e f + ωr2e f (6) For its part, the graphical interface (Figure 3) is charac-
terized by being interactive, multifunctional, and easy to use.
where k2 = σ , it is important to mention that ζ, σ are real Thanks to Kinect v2, it allows interaction between the user
and positive gains. Control strategies are applied to the angular and the mobile robot through sounds, images, movements and
velocities of each robot motor. Now, it is essential to check the gestures. It thus offers an interesting potential to capture the
stability of the system through the control strategy. For this, attention of learners and promote a more active and integral
the dynamics of the error and a stable equilibrium point for the participation.

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118 IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE, VOL. 18, NO. 1, FEBRUARY 2023
The interface is defined as multifunctional, since the user
can select between five different states; Only one state is
activated at a time, but it is possible to enter and exit as many
times as desired. Finally, its operation is easy since the user
controls the robot through two positions of the arms and two
states of the hands.
The graphical interface includes the status bar (1), the
animation window (2), the detected gesture window (3), the
window with the available gesture repertoire (4), the detection
status by Kinect v2 (5), and finally the battery power level
bar (6). Each of these elements is briefly explained below.
The status bar describes the current state of the robot.
Among the functions implemented are: “Learn to control me”,
“Menu”, “I follow you!”, “Position me”, “Let’s play”.
The animation window displays the body as representation
derived from Kinect v2 information. The detection of 25 preset
joints allows to measure various parameters, such as the
distance at which the user is, the condition of the hands, the
angles of the arms and legs. To position and move the mobile
robot, the interface employs the following hand states: open
hand (green circle), closed hand (red circle), hand up or down
the upper chest point at shoulder height.
The detected gesture window presents the image of the
user’s position and gesture as they are being identified at any
given time. It allows you to visualize what the active gesture
is and, therefore, make sure of the relevance of the gesture
that has been selected.
The window with the repertoire of available gestures asso-
ciates the graphical representation of various states and the
respective names. It indicates to the user the states accessible
at a time and serves to remember the preset gesture for each
state.
The state detected by the Kinect v2 is represented by
a sequence of characters that symbolize a given emotion,
as emoticons. The character sequence (a) represents a face
with its eyes open and indicates that Kinect v2 is properly
detecting the user. The character sequence (b) represents a
face with its eyes closed, which means that Kinect v2 is not
detecting any users.
The power level bar indicates the state of charge of the
battery in real time.
Once the interface and its elements have been presented,
the playful game developed by the interactive mobile robot
presented in this article is described below.
V. P LAYFUL G AME D E L A TÊTE AUX P IEDS
The development of the game De la tête aux pieds required
the design of a specific architecture, which includes a robot
and an interactive interface. The human-machine communica-
tion protocol establishes the connection to perform the sending
and receiving of data, while the law of control allows the robot
to make the necessary movements.
The playful game developed with the robot is intended for
learning through a directed or semi-autonomous dynamic, with
the linguistic objective of sensitizing, conceptualizing and/or
systematizing the basic vocabulary relating to eight parts of
the human body (see Figure 4), as well as promoting the
corresponding grammar and phonetics. In other words, users
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Fig. 4. Parts of the human body included in De la tête aux pieds.
can be both learners approaching that vocabulary for the first
time, and learners looking to organize or review prior lexical
knowledge.
The playful game is easily adaptable to any language
because it is enough to replace the files of the audios and
images with the corresponding files in the desired language.
The language level can also be adjusted, enriching the lexical
repertoire, or replacing it with a more advanced level list.
It is also possible to program adaptations to other lexical
fields, as long as each lexical unit corresponds to a specific
position in space (for example, identifying figures projected on
a screen or locating places on a map). Subject to future devel-
opments, De la tête aux pieds has already enabled a number
of tests, which are mentioned below. As mentioned above,
the functionality of the mobile robot within the primary state
“Let’s Play” is based on three secondary states: “Review”,
“Train” and “Play De la tête aux pieds”. It aims to be used
for learning the French vocabulary of human body parts.
Figure 4 illustrates the parts of the human body included
so far in the robot’s repertoire. In the future, it is planned to
expand the list of available vocabulary.
This first dynamic provides a sound, visual and written
approach to the vocabulary corpus. The interface sets out
the name of each part of the body and, at the same time,
displays on the screen the corresponding image, accompanied
by the name in question, always preceded by the definite article
(le, la or l ′ ) which, in the first two cases, makes it possible to
determine the gender of the word.
The purpose is to allow the user to start with an intuitive
learning process, listening to the words and touching the
corresponding body part. In this way, the learner discovers
or reviews lexical (name of the body part), grammatical
(word gender) and phonetic (pronunciation) elements, iden-
tifying the parts of the body in it, as shown in Figure 5.
The screen includes three sections: on the left appears
the title of the game mode, followed by a box with the
representation of the user’s body. In the case of Figure 5,
we see the player touching his own head, in response to the
previously broadcast audio (la tête [latεt]). Kinect detection
status and battery status are listed below. In the center, the
human figure model is shown to identify the position, name
and spelling of the mentioned body part. On the right, the user
OJEDA-MISSES: DEVELOPMENT OF AN INTERACTIVE MOBILE ROBOT FOR PLAYFUL LEARNING AND LANGUAGE TEACHING
Fig. 5. Interface with the “Train” status of the playful robot.
Fig. 6. Interface counting success with the status Move to mobile robot.
is offered the option “Exit” and reminded of the corresponding
gesture.
The second and third dynamics of the state “Let’s Play” are
“Train” and “Play De la tête aux pieds”. Both states are based
on touching the part of the body enunciated by the mobile
robot using the secondary state “Receive indication”, whose
function is to play an audio randomly. The game continues
until you get five correct answers from the user.
Each time the user gets a hit, the robot emits a specific sound
signal, displays an applause icon on the screen, and advances
a preset distance. Conversely, if the user makes a mistake or
takes more than five seconds to give his answer, the robot
emits an error sound signal and does not move forward.
When the player gets five hits, he wins. The robot emits a
fanfare sound signal to congratulate him, therefore, the game
restarts automatically. However, if the user accumulates three
errors, a different sound signal is played, indicating that the
player has lost the game. In this case, the game is automatically
restarted. In the future, the different sound signals mentioned
will be replaced by voice messages in the language of learning.
What distinguishes the state “Train” from the state “Play
De la tête aux pieds” is, as mentioned above, the introduction
of an additional difficulty, caused by the lag between the part
stated and the part to be played. While, in the “Train” state it
is possible to use the game without any competitiveness, that
is, here the learner can make various attempts as he wishes
(an endless game).
The mobile robot is capable of carrying out the hit count
(Figure 6), according to two modalities: the central bar, red,
increases in length as the robot advances in space with respect
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119
to the starting point; In addition, the lower right corner of the
screen indicates the number of accumulated hits. With each hit,
the mobile robot advances towards the player. A video with
the explanation and operation of the robot is added under the
following link:
https://www.youtube.com/watch?v=8NygBIo3rE8.
To ensure an optimal integration of robotics in the edu-
cational field, it is necessary to investigate the needs of
the personnel in charge of teaching processes. According
to the needs of therobot, the robotic prototype must have
the following characteristics: a mechanical structure; easy
programming conducive to the design of new recreational
applications for learning; the possibility of moving in lan-
guage classrooms, media libraries and / or self-access centers
with the aim of making different specific trajectories. As for
learning theories, the interactive mobile robot is based on the
principles of cognitionism, constructivism and interactionism.
From cognoscitivism the idea is taken up according to which
learning results from the internal mental processes of the indi-
vidual, since the actions of the human being are not determined
by the properties of the phenomena of the environment, but
by the interpretation that the subject makes of them. From
constructivism, the postulates are adopted according to which
learning is dependent on the quantity and quality of organi-
zational structures in a person, and the learning environment
can have multiple effects on the constitution of reality [2], [3]
and knowledge. Finally, interactionism takes advantage of the
idea of not establishing relations of mechanical determinism,
but of considering the individual as an active subject: the
environment and the person interact and complement each
other. All three theories are focused on an active subject who
builds his own knowledge, focusing on tasks that usually have
relevance and usefulness in the real world. Indeed, multimodal
media literacy underlines the importance of providing learners
with tools for reception, but also for interpretation and the
creation of meaning, conveyed today according to increasingly
diverse and complex ways, while the development of twenty-
first century skills requires significant learning activities based
on the use of recent technologies to expand the capacity to
create, share and learn the knowledge [1]
VI. T EACHING E XPERIENCES W ITH THE ROBOT
The teaching experiences allowed to identify clues to
improve the technical, playful, and linguistic performance of
the robot, which are considered for piloting in formal and
informal language learning situations, in the French classroom
or in the media library.
Preliminary tests of the game De la tête aux pieds with the
mobile robot and the interactive interface were successfully
developed in an enclosed place, similar to the intended use
environment, whose lighting levels did not significantly affect
the recognition and acquisition of body data. On the other
hand, the robot works optimally on a floor whose surface
is regular. The trajectory is given by a straight line, the
results shown in Figure 7 were carried out with the gains
ζ = 2.5, σ = 11.2, k2 = 3, the linear and angular velocities
are vr e f = 0.5m/s, ωr e f = rad/s, and the parameters used
are r = 0.095m, L = 0.42m.
120 IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE, VOL. 18, NO. 1, FEBRUARY 2023
Fig. 7. Graphs of the evaluation of the degree of satisfaction of the theoretical
and practical aspects, zero (very bad) to five (very good).
The experimental tests were carried out with French learners
at the master’s and doctoral levels of CINVESTAV-Mexico
(Spanish speakers from 25 to 45 years old, with a basic level
of French). The version presented in this paper has been
implemented and presented for this article and for the doctoral
thesis [56] Theaim is to provide a platform for learning body
parts in French. Whose classes consisted of theory and practice
under four activities:
1. Familiarization and conceptualization. Knowledge of
grammar, lexicon, and use of articles for each part of the body,
writing and reading.
2. Awareness, pronunciation, and sound. Phonetics, identi-
fication of body parts and knowing how to say them correctly
using simple and compound articles and vowels.
3. Systematization and structuring. Use and use of body
parts in sentences and phrases in the French language. Carry-
ing out activities (prayers, drawings, etc.).
4. Practice. Realization of various dynamics through the
parts of the body through the use of the computer and the
interactive mobile robot.
The internships were carried out during the period from
July to December 2019. These practices included activities 1,
2, 3 and 4 from conceptualization to the use of the interactive
mobile robot, where learners made use of the interactive
mobile robot and the game De la tête aux pieds. At the end
of the practices, the learners were evaluated where it was
analyzed if the body parts were learned in French.
At the end of the experimental results, the following compe-
tence(s) were analyzed, considering the following objectives:
-Foundation: it is the referential framework (theoretical-
conceptual), which provides learners to achieve the under-
standing of the reality or situation of the object of study to
define an intervention process or design a model.
-Planning: based on the diagnosis, in this phase the design,
programming and dynamics of the robot are carried out so that
the learners with advice from the teacher can use it; It involves
planning an intervention process, the design of a model, among
others; the type of project, the activities to be carried out, the
resources required (that is, the robot can be reprogrammed
by the teacher and adjusted to other languages) and the work
schedule.
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-Execution: consists of the experimental tests of the project
carried out by the learners with advice from the teacher, that is,
it is the phase of greater duration that implies the performance
of the generic and specific competences to be developed.
-Evaluation: it is the final phase that applies a value judg-
ment in the work, professional, social, and learning context,
this must be done through the recognition of achievements and
aspects to improve, the concept of evaluation will be promoted
for continuous improvement, goal cognition, the development
of critical and reflective thinking in learners.
Also, in the evaluation phase the learners presented the
development of the practices through the use of the inter-
active mobile robot, where the robot is able to evaluate the
performance of the learner through its dynamics (that is, it can
evaluate them and consider when it has been won and/or lost)
and answered a series of questions, which were important
because we wanted to know if the topics covered during the
practice They were novel to them. Most learners reported
familiarity with the theoretical part and grammar of the body
parts used.
Finally, we asked the learners to assess their overall degree
of satisfaction with the theoretical and practical aspects pro-
vided during the practice. Where each of the learners evaluated
both aspects very favorably (from zero, being very bad to five,
being very good) obtaining more than 80% acceptance with
68 of the 83 French learners (see Figure 7).
This point is relevant to identify the associated competences
with pedagogical play are related to the participant’s disposi-
tion of mind towards the activity rather than to the playing
material or rules governing the activity.
Considering the learning needs, it is contemplated to include
in the “Review” modality the possibility of choosing between
displaying or hiding the written name of the word enunciated,
so that the spelling does not interfere with sound perception.
In the case of “le poignet”, for example, a beginner Spanish
speaker might tend to read [lepoignet] instead of reproducing
the correct pronunciation [l∂pwaηε]. Another case is given
when you have the word breast, whose article in Spanish is
“el pecho”, however, in French it is necessary the article in
feminine “la poitrine”, which can generate a very common
grammatical error during the learning of the language.
Finally, it is important to highlight that the works presented
in [8], [9], and [10] are used as tools for learning a language,
however, despite this, they are only based on applications
based on applications on computers. Therefore, the use of
the interactive mobile robot allowed to obtain quantifiable
results through a scientific method, this is because it is possible
to apply the learning of body parts as a transaction [57]
during the learning of a language an interactive approach
is essential under practice using a mobile robot that is able
to identify the parts of the body, user movement, broadcast
audios, make movements and allow the development of an
innovative game. Where learners through the constructivist
and interactionist method can build new ideas, contexts, sen-
tences and vocabulary through their past experiences and new
knowledge. In addition, language teachers can combine theory
with practice using this prototype to help explain theoretical
concepts and stimulate hands-on learning and can reprogram
OJEDA-MISSES: DEVELOPMENT OF AN INTERACTIVE MOBILE ROBOT FOR PLAYFUL LEARNING AND LANGUAGE TEACHING
the robot. The points mentioned are relevant, insofar as many
of the benefits of the platform are associated with fulfilling
the competencies by making available to the learner a novel
platform with real-time performance considering the teaching
and learning needs.
VII. C ONCLUSION
This article presented an interactive mobile robot designed
for the development of playful applications in Kinect v2 and
used to implement interactive games for language learning
purposes. The playful game uses an interface that seeks to take
advantage of the interaction between the player and the inter-
active mobile robot in a playful way through gesture recog-
nition. This work combines robotics and games, games and
language learning, and some recent developments on robotics
and language learning, one of the main contributions of the
project is the uniqueness of its multidisciplinary approach,
which seeks a deliberate balance between robotics, game
studies and language. The hardware used to build the mobile
robot was described, as well as the playful game for learning
and teaching languages through a human-robot interface.
Platform performance is evaluated by real-time experiments
using nonlinear control based on trajectory tracking. The
experiment demonstrates the potential of the platform to
support playful play and was successfully tested and then dis-
cuss the results and mention future prospects. The interactive
interface and playful application have been successfully tested
with a group of students in CINVESTAV’s language lab, and
new development tracks have been identified.
Finally, it can be mentioned that with respect to the works
presented in [5], [10], that this work has the following
advantages: first, it presents a multimodal interface that allows
the use of verbal and [10] communication with the user; it
allows the use of an interactive mobile robot powered by
control strategies, which in turn allows the realization and
programming of various trajectories in a classroom, makes use
of the Kinect v2 sensor, which allows the identification of the
user’s movements and the recognition of body parts; allows
the development of a playful game applied for the learning of
body parts; Finally, the interactive mobile robot is considered
flexible since it allows the programming of other dynamics,
movements, games and the learning of other topics during the
learning of a language. It starts from the idea that playful
tools for learning can help motivate learning, as long as you
keep in mind the complexity of both the learning process and
the playful metaphor: not everything called play produces the
expected effects of a game.
The type of learning promoted by the interactive robot is
active and cognitive, thanks to playful activities that require
bi- and multidirectional interaction, rather than passive obser-
vation or an explanation-repetition sequence, as is the case
with the identified uses of the Nao robot, inspired by a
behaviorist approach [58] In sum, the interactive mobile robot
has two general educational principles: learning as an active
process and complete, authentic and real learning according
to Piaget [59] Therefore, from the action-oriented approach
in language teaching [13] properly and the development of
general and communication competences.
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121
In addition, a constructivist approach supported by interac-
tionism invites to consider the teacher as a guide and mentor,
giving the student the necessary freedom to explore the tech-
nological environment and build their knowledge, providing
support in case they have doubts or face a problem. From the
approach of interactionism, student interaction plays a very
important role, of course, especially since recent technologies
have generalized the use of sensors capable of measuring
various variables of interest, relative to both the environment
and the user and / or the robot.
The current version, in French, is easily adaptable to other
languages. It is also possible to contemplate the work around
different contents or according to different rules, resorting to
individual and/or group dynamics. However, language teachers
are being trained and trained to select and program the robot’s
parameters. Finally, as future work it is contemplated to
improve the appearance of the robot through some disguise,
personality to make it more friendly for teachers and learners.
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Manuel Alejandro Ojeda-Misses received the degree in mechatronics engi-
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systems, automatic control, and applied electronics.