Resources and features of robotics learning environments (RLEs) in Spain and Latin America

  • Authors:

  • Kathia Pittí;Belén Curto;Vidal Moreno;Ma José Rodríguez

  • Affiliations:

  • University of Salamanca, Salamanca, Spain;University of Salamanca, Salamanca, Spain;University of Salamanca, Salamanca, Spain;University of Salamanca, Salamanca, Spain

  • Venue:
  • Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality
  • Year:
  • 2013

  • A robot in the classroom

    Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality

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Abstract

In today's information society there is a wide range of resources available to carry out different activities involving Educational Robotics (ER). Teachers can choose from a variety of robotics platforms, such as EIM, IM or I (Electronics/Mechanics/Informatics), as well as different software programs (textual or graphical), and thus eventually create a particular Robotics Learning Environment (RLE). Recent studies have shown that learning results associated with ER activities have a stronger link to RLE factors than to proper tools. In this paper we examine the state of the art (RLE resources and features) of ER in Spain and Latin America. A total of 127 teachers completed an online survey between March and May 2013. The final results confirm similar features existing between ordinary school activities and those carried out after school, as well as a high presence of hereby proposed features (active, manipulative, constructive, collaborative, reflexive, intentional, complex, conversational, contextual and technological), promoting significant learning. However, there are important differences with regard to gender, age and participants' countries of origin, as well as their participation in competitions, and their implementation of phases or roles, depending on the different features taken into consideration. This paper points at the importance of focusing research on pedagogical actions which may strengthen RLE features, and thus improve learning results.