This paper presents a systematic literature review (SLR) about realistic simulators that can be applied in an educational robotics context. These simulators must include the simulation of actuators and sensors, the ability to simulate robots and their environment. During this systematic review of the literature, 559 articles were extracted from six different databases using the Population, Intervention, Comparison, Outcomes, Context (PICOC) method. After the selection process, 50 selected articles were included in this review. Several simulators were found and their features were also analyzed. As a result of this process, four realistic simulators were applied in the review’s referred context for two main reasons. The first reason is that these simulators have high fidelity in the robots’ visual modeling due to the 3D rendering engines and the second reason is because they apply physics engines, allowing the robot’s interaction with the environment.

The Robot@Factory competition was recently included in Robotica, the main Portuguese Robotics Competition. This robot competition takes place in an emulated factory plant, where automatic guided vehicles (AGVs) must cooperate to perform tasks. To accomplish their goals, the AGVs must deal with localization, navigation, scheduling, and cooperation problems that must be solved autonomously. This robot competition can play an important role in education due to its inherent multidisciplinary approach, which can motivate students to bridge different technological areas. It can also play an important role in research and development, because it is expected that its outcomes will later be transferred to real-world problems in manufacturing or service robots. By presenting a scaled-down factory shop floor, this competition creates a benchmark that can be used to compare different approaches to the challenges that arise in this kind of environment. The ability to alter the environment, in some restricted areas, can usually promote the test and evaluation of different localization mechanisms, which is not possible in other competitions. This paper presents one of the possible approaches to build a robot capable of entering this competition. It can be used as a reference to current and new teams.

This paper presents a systematic mapping literature review about the mobile robotics competitions that took place over the last few decades in order to obtain an overview of the main objectives, target public, challenges, technologies used and final application area to show how these competitions have been contributing to education. In the review we found 673 papers from 5 different databases and at the end of the process, 75 papers were classified to extract all the relevant information using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method. More than 50 mobile robotics competitions were found and it was possible to analyze most of the competitions in detail in order to answer the research questions, finding the main goals, target public, challenges, technologies and application area, mainly in education.

STEAM Education is nowadays a key element for our current digital society. Integrating STEAM and developing competences such as Computational Thinking is highly demanded by the industry and higher education institutions. In order to do so new methodological approaches are required. RoboSTEAM project is an Erasmus+ project defined to address these topics by using of physical devices and robotics employing Challenge Based Learning methodology. One of the first steps in the project development is the definition of current landscape in the research field. Which means to carry out a literature mapping that considers previous applications of Challenge Based Learning in STEAM education and use of robots and physical devices to do so. This paper shows the mapping review process and the main results obtained. The mapping analyze 242 candidate works from the most relevant bibliographic sources and selected 54. Form them it was possible to see that there are not many initiatives on STEM Education related to Challenge base learning and the most of them are specially focused on the application of specific tools and in the development of concrete competences.