Leveraging Cost-effective Robotics for K-12 STEM Education through Water Quality Monitoring Tasks

K-12 robotics and AI education remains difficult to scale, especially in rural regions lacking sustained technical mentorship. Programs like FIRST provide competition pathways and instructional opportunities, but they do not eliminate the need for local programming and robotics expertise. We introduce AI, Robotics, & Community (ARC), a hubs-based framework where colleges train undergraduate mentors and host workshops for nearby K-12 teams. Mature school programs can become secondary hubs that support additional schools, creating a self-reinforcing education loop where mentorship reach propagates geographically and can even grow super-linearly. We first evaluate ARC through a trial deployment at one university. The trial created three rural robotics teams. On five-point Likert surveys, mean increases in K-12 programming knowledge, resource access, and practice opportunities were 2.00, 2.25, and 1.25 points. Likewise, undergraduate confidence teaching technical concepts, adapting explanations, managing groups, and finding mentoring enjoyable and meaningful increased by 1.29, 1.14, 1.00, and 1.14 points. Additionally, we create a spatial Markov model of ARC's growth and simulate it using the state of Indiana as a testbed. Under moderate conditions, we find that ARC reaches 74% of Indiana's 1,925 public K-12 schools and produces 992 robotics programs after 40 years, compared with 161 projected under natural growth alone. Together, these results show ARC can create and support rural robotics programs, train undergraduate AI and robotics mentors, and potentially scale mentorship across a region.

Missing significant amounts of school during K-12 education is known to put students' cognitive and social development at risk. Alternatives such as home instruction and online learning are common, but lack sufficient interaction with peers and teachers in the classroom. Mobile remote presence systems, or telepresence robots, are promising for homebound students because they provide embodiment and mobility in addition to the real-time participation offered by video conferencing technologies. Research is needed, however, for telepresence robots to meet the complex needs of homebound students participating remotely in the K-12 classroom context. We present findings from four multi-week deployments with homebound K-12 students attending classes via telepresence robots. The homebound students' experiences were documented in a total of 15 interviews and analyzed qualitatively as case studies. The homebound student participants and their deployment contexts differed from one another along multiple dimensions, and while some benefits of mobile remote attendance were enjoyed by all participants, each participant also experienced unique benefits. Some challenges with hearing, seeing, and moving the robot around the classroom warranted improvements to the design of the telepresence system. Other challenges suggested priorities for managing a classroom deployment, such as ensuring that the remote student is included in classroom activities, accountable to the teacher, and treated with respect by classmates. Based on insights from the study, we make recommendations for real-world deployment procedures in similar contexts.

Water quality monitoring is essential for protecting aquatic ecosystems and detecting environmental pollution. This paper presents the design and experimental validation of a bio-inspired miniature submarine for low-cost water quality monitoring. Inspired by the jet propulsion mechanism of squids, the proposed system employs pump-driven water jets for propulsion and steering, combined with a pump-based buoyancy control mechanism that enables both depth regulation and water sampling. The vehicle integrates low-cost, commercially available components including an ESP32 microcontroller, IMU, pressure sensor, GPS receiver, and LoRa communication module. The complete system can be constructed at a hardware cost of approximately $122.5, making it suitable for educational and environmental monitoring applications. Experimental validation was conducted through pool tests and field trials in a lake. During a 360 degrees rotation test, roll and pitch deviations remained within +/-2 degrees and +/-1.5 degrees, respectively, demonstrating stable attitude control. Steering experiments showed a heading step response with approximately 2 s rise time and 5 s settling time. Depth control experiments achieved a target depth of 2.5 m with steady-state error within +/-0.1 m. Field experiments further demonstrated reliable navigation and successful water sampling operations. The results confirm that the proposed platform provides a compact, stable, and cost-effective solution for small-scale aquatic environmental monitoring.