Análisis del efecto de la robótica en la motivación de estudiantes de tercero de Educación Primaria durante la resolución de tareas de interpretación de planos

Abstract

Recibido: 31 julio 2017 Aceptado: 22 agosto 2017 RESUMEN. El presente artículo analiza la inluencia de la robótica en el grado de motivación del alumnado de tercer curso de Educación Primaria en la realización de tareas, relativas a la orientación espacial e interpretación de planos ligadas a aprendizajes curriculares de las áreas de matemáticas y ciencias sociales. La investigación transcurrió durante el curso académico 2016/2017 en un colegio público de la región de Castilla-La Mancha (España). Se compararon los resultados entre el grupo experimental (29 estudiantes), cuya experiencia aplicó una metodología basada en el uso de robots, y el grupo control (29 estudiantes), con el que se empleó una metodología tradicional. El instrumento de recogida de información utilizado fue el Instructional Material Motivational Survey de Keller (1983), que mide cuatro dimensiones: atención, conianza, relevancia y satisfacción. Los resultados maniiestan mejores niveles de la motivación en el alumnado que emplea robots, con valores superiores al grupo de control en todas las dimensiones evaluadas y en cada uno de los 36 ítems que componen el instrumento. PALABRAS CLAVE. Robótica educativa; educación primaria; K-12; matemáticas; ciencias sociales. Analysis of the efect of robotics on the motivation of third-year students of Primary Education during the resolution of tasks of interpretation of plansABSTRACT. he present article analyses the inluence of robotics on the degree of motivation of third-grade primary students when solving tasks related to the spatial orientation and interpretation of maps, integrated in the Mathematics and Social Sciences areas. he study took place during the academic year 2016/2017 at a public school in the region of Castilla-La Mancha (Spain). Results were compared between the experimental group (29 students), where a methodology based on the use of robots was applied, and the control group (29 students), where a traditional methodology was used. he instrument used in data collection was the Instructional Material Motivational Survey by Keller (1983), which consists of four dimensions: attention, conidence, relevance and satisfaction.

Educational Robotics and Attention to Diversity: A Case Study

“…However, for students to be able to pay attention in an interested way, they must first have a certain motivation towards the task, and in this case, this extrinsic motivation is provoked by robotics (Hervás-Gómez et al, 2021). In this line, recent studies highlight the relationship between robotics and motivation (Merino-Armero et al, 2018;Sánchez-Sánchez, 2019;Sánchez et al, 2020), as well as the ability to favour integration, inclusion and normalisation processes (González-González et al, 2021;Ocampo & Lizasoáin, 2019).…”

Investigating the Effect of a Proposed Educational Robot on Students‘ Motivation and Learning of Thermodynamic Concepts

“…Also, the ER is regarded as a powerful ICT tool that can be used to facilitate the active, playful, and constructive participation of students in experimental activities [14]. Thus, ER can motivate the participation of students in various learning activities [15][16][17]. Despite the great importance of the ER in the field of education, its integration into the Moroccan educational system remains almost absent.…”