La robótica educativa en la enseñanza. Un cambio metodológico para el trabajo en el aula
- Autores: Rogelio Buceta Otero
- Directores de la Tesis: José Luis García Llamas (dir. tes.), José Manuel Sáez López (dir. tes.)
- Lectura: En la UNED. Universidad Nacional de Educación a Distancia ( España ) en 2024
- Idioma: español
- Número de páginas: 256
- Tribunal Calificador de la Tesis: María Ángeles Pascual Sevillano (presid.), José Antonio González-Calero Somoza (secret.), María Luz Cacheiro González (voc.)
- Programa de doctorado: Programa de Doctorado en Educación por la Universidad Nacional de Educación a Distancia
- Materias:
- Enlaces
- Tesis en acceso abierto en: TESEO
- Resumen
- español
Se ha realizado un estudio cuyo objetivo principal es describir, comparar y asociar los resultados de los alumnos de la ESO que utilizan robots educativos en el aprendizaje de conocimiento en ejes de coordenadas, frente a otros que no lo hacen. Para evaluar los efectos del uso de estos dispositivos se ha optado por una metodología cuasi experimental. La muestra está formada por estudiantes (n=49) de la provincia de Almería, segmentados en un grupo control (n=25) y un grupo experimental (n=24).
La investigación se enmarca en un contexto educativo en el que las nuevas tecnologías adquieren mayor importancia, y en ella se busca comprobar la hipótesis de que el alumnado que trabaja con robots obtiene diferentes resultados sobre conocimiento en ejes de coordenadas. Para llevar a cabo el estudio, se utilizó el robot siguelíneas mBot, programado para trabajar sobre un tablero lleno de cuadrículas que simulan las coordenadas en los ejes X e Y. Para la evaluación de los efectos se seleccionaron varios ítems de la escala 1 de aprendizaje activo (Hiltz et al., 2000), de la escala 2 de Conceptos computacionales y ludificación (Sáez López et al., 2016), de la escala 3 de Conceptos matemáticos de elaboración propia, de la escala 4 de Utilidad percibida (adaptada de Davis et al., 2002) y de la escala 5 de Diversión/disfrute durante las actividades de aprendizaje (adaptada de Laros & Steenkamp, 2005). Antes de llevar a cabo el estudio principal, se realizó un estudio piloto para asegurar la comprensión de diferentes ítems de los cuestionarios.
El grupo control utilizó métodos de enseñanza tradicionales, mientras que al grupo experimental se le presentaron varios retos dentro de los Juegos Olímpicos Cartesianos que debían resolver utilizando el robot mBot. Los estudiantes participantes tuvieron que rellenar unos cuestionarios al terminar la Unidad Didáctica.
Los datos fueron tratados con el software SPSS, llevando a cabo tanto análisis descriptivos como de inferencia estadística. Los resultados mostraron que, aunque aparecen mejoras en las dimensiones de conceptos computacionales y ludificación, no se encuentran diferencias estadísticamente significativas de forma general con el uso de robots para el trabajo con coordenadas cartesianas. No obstante, sí se observaron mejorías en la calidad y rapidez del aprendizaje, en los conocimientos computacionales y matemáticos, en la comprensión en el trabajo con ejes de coordenadas y en la facilidad utilizando las coordenadas. Sin embargo, estos avances no se reflejaron directamente en el rendimiento académico.
Del estudio se puede deducir que, aunque los robots educativos muestran beneficios en algunas áreas, estos no se traducen en mejoras en el rendimiento académico para el trabajo con coordenadas cartesianas. En cualquier caso hay que tener cautela con estos resultados, ya que el uso de robots educativos en el aula se encuentra en sus primeras etapas y todavía no existen suficientes estudios para contrastar los efectos de manera efectiva
- English
A study has been carried out which main objective was focused on describing, comparing and associating the results obtained by ESO (Compulsory Secondary Education) students who use or do not use robots in learning knowledge in coordinate axes.
It is a quasi-experimental study which searches for the effects achieved at different scales of work, including students working with or without robots in the classroom. These scales were active learning, computational concepts and gamification, mathematical concepts, perceived usefulness and fun and enjoyment during learning activities. The selected sample is made up of Compulsory Secondary Education students from the province of Almeria. Due to the difficult involved un using a random sample, a non-probabilistic and intentional approach was chosen, seeking a heterogeneous sample. The sample is made up of a total of 49 subjects (control group n=25; experimental group n=24). It should be noted that 49.9% of the subject are women and 53.1% are men in the first year of Compulsory Secondary Education.
It is a research that aims to address an increasingly widespread reality in the educational environment, at a time when new technologies occupy an increasingly prominent place in the teaching and learning process. There are several currents that defend that the use of robots has direct effects on young students (Ortega & Lázaro, 2022; Sáez López et. al., 2021; Bers, 2017; Di Lieto at. al., 2017; Sullivan & Bers, 2016), although there are others that question the real effects of these new technologies on academic results. The research hypothesis indicates that "Compulsory Secondary Education students who work with robots obtain better results regarding knowledge in coordinates axes".
To carry out the study, the mBot line-following robot was used, with programs specifically designed to work on a board made up of grids that simulated the different coordinates, both on the x-axis and the y-axis. To assess the effects of robotics, several items were selected from the Active Learning scales (Hiltz et. al.; 2000), Computational concepts and gamification (Sáez López et. al.; 2016), Mathematical concepts (own elaboration), Perceived usefulness (adapted from Davis et. al., 2002) and Enjoyment during learning activities (adapted from Laros & Steenkamp, 2005). To evaluate the academic results, a series of exercises were designed with questions specifically related to the content worked on.
Initially, a pilot study was carried out (n=10) with the intention of verifying that the young students understood well everything that was asked in the questionnaries, making expression modifications where necessary.
The control group received teaching following the traditional style, using the textbook and following directive methodologies in which the teacher is the fundamental support in the teaching and learning process. The experimental group was presented with a series of challenges framed in the "Cartesian Olympic Games" in stable groups of three components over three sessions that they had to solve eith the help of the mBot robot. To facilitate understanding, a "Work Guide for its application in the Classroom" was developed.
At the end of the intervention, both the questionnaries and the practical application exercises were applied both to the experimental and control the group.
SPSS ver.27 for Windows was used to analyze the data. Initially, the descriptive statistic were calculated, preparing the appropriate graphs for the different variables. Next, the necessary statiscal inference tests were carried out, studying the different relationships between the generated subgroups.
The results obtained do not allow us to caterigorically state that notable improvements are obtained with the use of educational robots in the work of Cartesian coordinates since no statistically significant values are obtained. In this environment, only the dimensions related to the Computational and Gamification concepts show significant differences between the control and experimental groups, in addition to partial improvement being found in the other scales. These results allow us to obtain the main conclusions that the use of robots in the educational field facilities the quality and speed of learning, increases computational and mathematical knowledge, improves the understanding of the concept of coordinate axis and basic operations are performed more easily using coordinates, improvements that are not directly reflected in academic performance results obtained at the end of the work on theses specific contents.
In any case, these statements must be taken into account cautiously, since the use of this type of robots in the educational field is in its early stages. And the numbers of studies published to date on the effects are not numerous enough to be able to contrast them properly.
- español
