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Desenvolvimento de um kit formativo para a aprendizagem de robótica colaborativa
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Abstract(s)
A robótica colaborativa tem vindo a assumir um papel de destaque no panorama industrial, ao permitir a interação segura entre humanos e robôs em estações de trabalho partilhadas. Esta evolução tecnológica, alinhada com os princípios das Indústrias 4.0 e 5.0, exige profissionais que apresentem competências técnicas e pessoais adequadas às necessidades atuais. Para responder a este desafio, torna-se essencial desenvolver ferramentas didáticas que aproximem o ensino académico da realidade industrial. O objetivo desta dissertação consistiu na conceção, implementação e validação de uma bancada didática baseada no robô colaborativo UR3e, orientada para o ensino de robótica colaborativa, em contexto académico. A metodologia aplicada integrou a revisão bibliográfica, a definição dos fundamentos teóricos, a modelação e construção da estrutura, a integração dos equipamentos, o desenvolvimento de exercícios com níveis de dificuldade progressivos e a elaboração de material de apoio. A discussão dos resultados evidenciou que a qualidade das instruções fornecidas, a modularidade da bancada e a progressividade do nível de dificuldade dos exercícios constituem fatores determinantes para a eficácia pedagógica da solução proposta. A validação experimental com estudantes e docentes confirmou a utilidade da bancada e evidenciou benefícios no desenvolvimento de competências técnicas, nomeadamente na consolidação de conhecimentos de programação e automação. No domínio das competências pessoais, verificou-se um contributo significativo no reforço da autonomia, da confiança e da capacidade de resolução de problemas. Os resultados obtidos permitem concluir que a bancada didática desenvolvida representa uma estrutura funcional, replicável e alinhada com as exigências das Indústrias 4.0 e 5.0. Apesar da ausência de acesso remoto e da integração restrita de tecnologias complementares, a bancada
permitiu reforçar a ligação entre a prática laboratorial e a realidade industrial. Deste modo, a dissertação constitui uma base sólida para evoluções futuras e contribui significativamente para a inovação pedagógica no ensino de robótica colaborativa.
Collaborative robotics has been assuming a major role in the industrial landscape, allowing safe interaction between humans and robots in shared workstations. This technological evolution, aligned with the principles of Industries 4.0 and 5.0, requires professionals with technical and personal skills adapted to current demands. To address this challenge, it is essential to develop didactic tools that bring academic education closer to industrial reality. The objective of this dissertation was to design, implement, and validate a didactic bench based on the UR3e collaborative robot, aimed at teaching collaborative robotics in an academic context. The applied methodology included a literature review, the definition of theoretical foundations, the modeling and construction of the structure, the integration of equipment, the development of exercises with progressive levels of difficulty, and the preparation of supporting materials. The discussion of the results highlighted that the quality of the provided instructions, the modularity of the workstation, and the progressive difficulty of the exercises are key factors for the pedagogical effectiveness of the proposed solution. The experimental validation with students and teachers confirmed the usefulness of the workstation and demonstrated benefits in the development of technical skills, particularly in the consolidation of programming and automation knowledge. In the domain of personal skills, a significant contribution was observed in strengthening autonomy, confidence, and problem-solving ability. The results obtained allow us to conclude that the teaching bench developed represents a functional structure that is replicable and aligned with the requirements of Industries 4.0 and 5.0. Despite the absence of remote access and the limited integration of complementary technologies, the didactic bench reinforced the connection between laboratory practice and industrial reality. Thus, this dissertation provides a solid basis for future developments and makes a significant contribution to pedagogical innovation in the teaching of collaborative robotics.
Collaborative robotics has been assuming a major role in the industrial landscape, allowing safe interaction between humans and robots in shared workstations. This technological evolution, aligned with the principles of Industries 4.0 and 5.0, requires professionals with technical and personal skills adapted to current demands. To address this challenge, it is essential to develop didactic tools that bring academic education closer to industrial reality. The objective of this dissertation was to design, implement, and validate a didactic bench based on the UR3e collaborative robot, aimed at teaching collaborative robotics in an academic context. The applied methodology included a literature review, the definition of theoretical foundations, the modeling and construction of the structure, the integration of equipment, the development of exercises with progressive levels of difficulty, and the preparation of supporting materials. The discussion of the results highlighted that the quality of the provided instructions, the modularity of the workstation, and the progressive difficulty of the exercises are key factors for the pedagogical effectiveness of the proposed solution. The experimental validation with students and teachers confirmed the usefulness of the workstation and demonstrated benefits in the development of technical skills, particularly in the consolidation of programming and automation knowledge. In the domain of personal skills, a significant contribution was observed in strengthening autonomy, confidence, and problem-solving ability. The results obtained allow us to conclude that the teaching bench developed represents a functional structure that is replicable and aligned with the requirements of Industries 4.0 and 5.0. Despite the absence of remote access and the limited integration of complementary technologies, the didactic bench reinforced the connection between laboratory practice and industrial reality. Thus, this dissertation provides a solid basis for future developments and makes a significant contribution to pedagogical innovation in the teaching of collaborative robotics.
Description
Keywords
Collaborative Robotics Teaching Didactic Bench Automation Industry 5.0 Robótica colaborativa Ensino Bancada didática Automação Indústria 5.0