Design of an Educational Robotics Classroom for UNEFM Industrial Engineering

Identification of the Institutional Body and Project Authors

The Universidad Nacional Experimental Francisco de Miranda (UNEFM), within the Area of Technology and the Industrial Engineering Program, presents this definitive study guide for the design of an educational robotics classroom. The project was developed under the guidance of Ing. Jesus E. Meléndez C. for the curricular unit Drawing II in Barquisimeto, June 2026. The authors of this comprehensive proposal include Eduardo Rodulfo Araujo Parra (C.I. V- 30.075.246), Katerin Karolina Campos Chirino (C.I. V- 31.025.829), Jhosue Alexander Davila Acosta (C.I. V- 30.693.942), José Ramón Leañez Hernández (C.I. V- 24.680.838), Eliam David Marchan Osuna (C.I. V- 32.847.276), Alexander de Jesús Orellana Arrieche (C.I. V- 33.044.394), Esteban Javier Pacheco Parra (C.I. V- 31.951.418), Lorena Pastora Rivas Arrieche (C.I. V- 32.607.326), Juan Pablo Robles Nepa (C.I. V- 14.696.333), Daniel Rodrigo Rodríguez Gutiérrez (C.I. V- 32.926.339), Evelyn Victoria Ruiz Escalona (C.I. V- 27.760.699), Jeannys Sarai Ruiz Soler (C.I. V- 32.162.956), Ricardo David Segovia Barreto (C.I. V- 32.970.022), and Enmanuel David Suarez Gonzalez (C.I. V- 31.758.345).

Institutional and Historical Context of the Organization

The Universidad Nacional Experimental Francisco de Miranda (UNEFM) is a public institution of superior education headquartered in Coro, Falcón State, named in honor of the Precursor of American Emancipation. The institution is characterized by its experimental nature, allowing for pedagogical innovation and adaptation to national technological needs. The Barquisimeto extension operates within the Iribarren Municipality, specifically utilizing the facilities of the Liceo Bolivariano Lisandro Alvarado under a shared-use modality. This historic facility is located at Calle 32 between Carreras 15 and 16, Parroquia Concepción, with geographical coordinates established at approximately latitude $10.0694^{\circ} \text{ N}$ and longitude $69.3247^{\circ} \text{ O}$.

The Liceo Lisandro Alvarado is a site of immense patrimonial value, originally founded in 1835 as the Colegio Nacional de Barquisimeto. Its modern Venezuelan architecture, constructed in the mid-20th century, features ventilated pavilions and specialized laboratories. The UNEFM Industrial Engineering program at this site serves a select enrollment of approximately $210$ students out of a total nucleus population of $1479$. The academic program spans $10$ semesters or roughly $5$ years. Currently, the facilities include a CBIT (Centro Bolivariano de Informática y Telemática) which is in a recovery phase to optimize connectivity and computing resources for the community.

Problem Statement and Contemporary Industrial Challenges

The global context of the Fourth Industrial Revolution has integrated cyber-physical systems and advanced automation into manufacturing. Reports from the International Federation of Robotics (IFR) indicate that robot density in manufacturing has reached historical highs, yet a significant gap remains between these technological demands and the academic training in engineering faculties. In Venezuela, the industrial sector faces the challenge of updating industrial parks to reactivate the economy, but engineering education remains predominantly focused on administrative and traditional management roles. The lack of specialization in robotics fundamentals prevents Venezuelan engineers from leading high-impact automation projects.

Specifically, in the Lara State region, there is a disconnect between the skills of graduates and the requirements of the metal-mechanic and consumer goods sectors. At the UNEFM Barquisimeto nucleus, students exhibit a marked lack of knowledge regarding mechanical kinematics, sensors, and actuators. This academic weakness is compounded by physical infrastructure limitations; there is no conditioned space for technological experimentation or innovation. This lack of an experimental environment prevents the application of quality control techniques on automated processes or the design of industrial safety strategies in mechatronic cells, resulting in a loss of competitive profile compared to other institutions.

Justification and Strategic Importance of Robotics

Educational robotics is defined as an integral pedagogical strategy involving the design, construction, and application of robots combining mechanics, electronics, and programming. It serves as a transdisciplinary bridge allowing for the application of physics, mathematics, and logic to industrial process optimization. The justification for this classroom design centers on closing the gap between the current curriculum and modern labor market demands. García (2021) notes that superior robotics training promotes systemic thinking and the capacity to become an architect of technological solutions rather than just an operator.

Furthermore, the classroom is designed to strengthen the industry-university relationship, serving as a node where local companies can propose real-world technical challenges for research and development. From a social perspective, the project aligns with national scientific policies through the Semillero Científico program and articulation with FUNDACITE. By being located near the Lisandro Alvarado Educational Complex, the classroom democratizes access to high technology for secondary education students through workshops and STEM promotion (Science, Technology, Engineering, and Mathematics).

Technical Definition of the Preliminary Solution

The chosen solution is the design of a dedicated educational robotics classroom within Pavilion 10 on the third floor of the Lisandro Alvarado complex, adjacent to the CBIT room. This location is strategic as it facilitates the exchange of didactic resources and leverages existing high-speed internet and network infrastructure. The design includes modular workstations, ergonomic furniture, and high-speed connection points. The physical area is divided between a theoretical zone with a whiteboard, a computing zone for programming, and a physical assembly area for kits. The space is engineered to handle the thermal load of functioning technology and provides the uniform lighting necessary for precision work.

Connection with the Curricular Unit Drawing II and Professional Profile

The project is directly linked to Drawing II (Dibujo Técnico II) through the application of normalization and graphic expression to technological infrastructure. Students must apply scales, technical symbols, and layout principles to create functional and safe environments. The drawing serves as a universal language to materialize mechanical parts like gears, articulated arms, and chassis. For the professional profile of an industrial engineer, this solution demonstrates competencies in planning high-technology projects and managing technical resources. It transforms technical drawing from an academic exercise into the foundational map for applied engineering and automated manufacturing supervision.

Comprehensive Comparative Analysis of Academic Programs

A detailed survey of various Venezuelan universities reveals significant differences in the integration of robotics into Industrial Engineering curricula. The Universidad Católica Andrés Bello (UCAB) in Caracas integrates AI applications and 3D modeling from the sixth semester, utilizing a dedicated Laboratory of Autonomous Technologies and a Maker Room. The Universidad Yacambú (UNY) in Lara focuses on digital transformation, including Machine Learning and algorithmic decision-making. The Universidad Centroccidental Lisandro Alvarado (UCLA) includes Industrial Automation as a core subject specifically for Production Engineering, focusing on mechanical arms and assembly line optimization.

The Universidad Fermín Toro (UFT) recently updated its facilities in April 2026 with stations featuring $32\,GB$ of RAM to handle complex robotic algorithms, 3D printers for digital fabrication, and an $86$-inch screen for Virtual Reality simulations. In contrast, the Universidad Nacional de las Ciencias Dr. Humberto Fernández Morán offers a native Industry 4.0 program where robotics and automation are introduced in the very first semester, balancing basic sciences with immediate technical application. The current UNEFM plan remains classically structured, focusing on manual processes like welding and simple machining without a dedicated space for programming or intelligent response pieces, highlighting the urgent need for the proposed robotics laboratory.

Scientific and Technical Principles of Robotics

Educational robotics is rooted in the constructionist theory of Seymour Papert (1980), which posits that learning is most effective when students create tangible products. Technical robotics is fundamentally organized around sensing, processing, and acting. Ethical guidelines follow Isaac Asimov’s Three Laws: First, a robot shall not harm a human; Second, a robot must obey human orders unless they conflict with the first law; and Third, a robot must protect its own existence unless it conflicts with the first two laws.

Technically, a robot comprises several systems: the Control System (the processor or "brain"), Sensors (for environment perception), Actuators/Motors (converting energy to physical motion), End Effectors (tools like grippers or welding heads), and the Power Source. Fundamentally, these machines are justified for the "4 Ds": tasks that are Dull (monotonous), Dirty, Dangerous, or Dear (expensive). The robotics classification provided by the IFR includes Manipulators (industrial arms), Mobile Robots (wheels/tracks), Collaborative Robots (Cobots), and Service Robots.

Acebott Kits and Applied Educational Hardware

The project utilizes the Acebott Inventor Series, specifically selected for its technical robustness. The Acebott 4 DOF Robot Arm Kit (QD022) simulates industrial assembly and packaging arms with four degrees of freedom including base rotation, shoulder, elbow, and gripper movements, allowing students to practice inverse kinematics. The Acebott Quadruped Bionic Spider Robot (QD020) focuses on mobile bionic robotics, requiring the synchronization of multiple servomotors and sensors for obstacle detection. The Inventor Series ecosystem supports visual programming for beginners and direct microcontroller programming in C++ or Python for advanced users, bridging the gap between theoretical mechanisms and real industrial standards.

Detailed Project Budget and Financial Planning

The financial requirements for the robotics classroom are divided into three major blocks, totaling a final price for the Barquisimeto site of $18,290.00\,USD$. The first block involves Furniture and Storage ($5,810.00\,USD$) and includes one group construction table of $1.60\,m$ (up to $320.00\,USD$), two group construction tables of $1.50\,m$ ($580.00\,USD$), twelve construction chairs ($540.00\,USD$), four computer work tables of $2.40\,m \times 1.20\,m$ with cable management ($1,680.00\,USD$), sixteen ergonomic computer chairs ($1,760.00\,USD$), a shelving and cabinet set ($850.00\,USD$), and one large acrylic whiteboard ($80.00\,USD$).

The second block focuses on Technological Equipment ($10,075.00\,USD$), consisting of three basic robotics kits ($360.00\,USD$), three sets of manual tools ($105.00\,USD$), three advanced robotics kits based on ESP32 ($660.00\,USD$), sixteen laptops with i5 processors, $8\,GB$ of RAM and SSD ($8,800.00\,USD$), and consumable supplies like jumper cables and resistors ($150.00\,USD$). The final block is Electrical and Network Infrastructure ($2,405.00\,USD$), which covers eight LED panels ($280.00\,USD$), twenty polarized double outlets and wiring ($500.00\,USD$), eighteen RJ45 Cat 6 network nodes ($540.00\,USD$), a 24-port Gigabit switch ($150.00\,USD$), a wall rack ($85.00\,USD$), EMT ducting ($250.00\,USD$), and specialized labor for installation and certification ($600.00\,USD$).

Infrastructure Layout and Engineering Calculations

The proposed classroom for Aula 10 measures $10.20\,m$ in length by $8.00\,m$ in width, creating a total area of approximately $81.6\,m^2$. To quantify the efficiency of the design, the density of occupation $D_o$ is calculated using the formula $D_o = \frac{A_t}{N}$, where $A_t$ is the useful area and $N$ is the maximum student capacity. Ergonomics are managed through anthropometric data, ensuring hallways of $1.20\,m$ for bidirectional transit and tables with anti-static (ESD) polymer surfaces to protect sensitive components.

The electrical load is calculated based on total power $P_t$ as follows: $P_t = \sum(P_i \times N_i) \times F_s$, where $P_i$ is the nominal power per equipment, $N_i$ is the quantity of units, and $F_s$ is the safety factor. The network infrastructure utilizes Cat 6 UTP cabling to minimize attenuation and ensures the Gigabit switch can handle multiple simultaneous code uploads. The spatial zoning includes a Kit Storage Zone (entire 8m left wall), a Construction and Assembly Zone (central-left with three circular tables), and a Programming and Simulation Zone (right side with four rectangular table islands for 16 stations).

Project Methodology, Risks, and Quality Control

The project execution follows a 16-week cycle divided into diagnostic (weeks 1-3), model research (weeks 4-6), technical specifications (weeks 7-8), resource acquisition (weeks 9-12), and plano elaboration (weeks 13-16). To address risks such as technical incompatibility or outdated records, the team applies the Deming Cycle: Plan, Do, Check, and Act. Specific risks identified include losses of small components (screws/gears) and connection errors like reverse polarity on batteries or short circuits. Corrective actions involve the use of informational seminars to handle skepticism and redrawing electrical plans when lighting or outlet placement is insufficient. The research is classified as descriptive and falls under the sub-line of Management of Information and Communication Technologies (ICT).

Safety, Maintenance, and Operational Guidelines

Safety is paramount, requiring hermetic ducting and independent ground systems (ESD) to prevent arc flashes or static discharges during board handling. Operational protocols start with centralized electrical ignition, followed by station configuration and interactive code loading. Maintenance is divided into preventive cleaning to avoid dust buildup on sensors and constants updates for software and firmware licenses. Technical inspections must verify the state of electrical cables, replacing any elements showing wear or deformation. Regulatory compliance includes COVENIN standards for electrical installations, ISO 9001:2015 for administrative quality, and Organic Law of Education (Art. 15) regarding ICT integration.

Individual Student Reflections and Subjective Learnings

Eduardo Araujo emphasizes that the project taught him that development is not linear and requires patience in assembly. Katerin Chirino focused on the analytical precision needed to calibrate the quadruped’s legs for balance. Jhosue Davila valued learning the physical motion of joints and collaborative problem-solving. José Ramón Leañez noted the shift from viewing robots as toys to seeing them as tools for solving real-world industrial resource optimization. Marchan Osuna highlighted the hours spent diagnosing why a specific joint failed to respond under weight.

Alexander Orellana described the experience as a transformation of logical-algorithmic thinking. Esteban Pacheco observed that every failure was not an end but an obstacle to be overcome through trial and error. Lorena Rivas viewed the project as uniting 180 years of history at the Lisandro Alvarado facility with 21st-century technology. Daniel Rodrigo utilized "flipped classroom" and pair programming strategies to optimize time. Evelyn Ruiz found that manual manipulation of Acebott kits made industrial design concepts tangible, while Ricardo Segovia learned that the success of a project depends heavily on human communication and the ability to adapt to unforeseen mechanical failures.