The RoboSteamSen project (2023-1-ES01-KA220-SCH-000155379) is co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).

Gazebo

Typology
Technological
Resource description

Gazebo simulator came up as an improvement of the Player and Stage project, and was designed to accurately reproduce the dynamic environments that a robot may encounter. It is completely open source and freely available. Its structure enables the support to simulate multi robot systems, and its major feature is the ability to easily create new robots, actuators, sensors and arbitrary objects.
It was built based on the Open Dynamics Engine, and currently supports Bullet, Simbody and DART physics engines. The visualisation of Gazebo’s robots and scenes are in 3D and it was held by OpenGL and GLUT (OpenGL Utility Toolkit); at the moment it is supported by OGRE.
https://gazebosim.org/home
Sample of use in education with students with IDD
By offering a controlled environment to practice, simulations allow educators and students to experiment, receive feedback, and improve their skills without the immediate consequences of working with real-robots.
Difficulties to which it could be applied
Executive Functioning and Flexibility, Repetitive Behaviors and Restricted Interests
  • Mental rigidity, need to follow routines
Learning and Cognitive Challenges
  • Trouble understanding math problems
  • Reading, writing or maths challenges
  • Cognitive Abilities
Social Communication Challenges, Emotional Regulation
  • Sharing of interests, emotions, or affect
Social Communication Challenges
  • Cooperative Interaction
Repetitive Behaviors and Restricted Interests, Sensory Processing and Sensitivities
  • Specific sensory preferences
Repetitive Behaviors and Restricted Interests, Specialized Skills and Talents
  • Memory and attention to detail
  • Intense focus
Emotional Regulation
  • Anxiety
  • Regulating Emotions
Executive Functioning and Flexibility, Learning and Cognitive Challenges
  • Time management
  • Sharing a common focus
Executive Functioning and Flexibility
  • Short attention span
  • Managing transition and adaption to changes and new situations
Emotional Regulation, Social Communication Challenges
  • Problems initiating and maintaining conversations
  • Making/Keeping friends
Learning Objetives
  • Cognitive and Behavioral Flexibility
  • Enhancing Sensory Regulation Strategies
  • Facilitating Peer Interaction and Social Interaction Skills
  • Improving Attention and focus
  • Improving knowledge application
  • Improving Social Communication Skills
  • Learning competences
  • Learning Engineering concepts
  • Learning Maths concepts
  • Learning Science concepts
  • Learning Technology concepts
  • Listening competences
  • Practical competences