Robótica educativa como recurso lúdico para potenciar las habilidades cognitivas de atención en estudiantes de educación inicial II de la escuela general Manuel Serrano Renda

Abstract

The development of this research work is directed towards the positive benefits and changes that educational technology offers us today, being every day more important and necessary within the teaching-learning processes, for this reason the present research understands the need to use educational robotics for the development of an educational robot as a recreational resource in the enhancement of cognitive skills of attention in the process of learning vowels in students of initial education II of the General Manuel Serrano Renda school and the teacher in charge of the area of language and literature. Therefore, today’s education has left traditional education behind, because it is monotonous and Magistrocentric, fostering a demotivating environment for the student and leaving many doubts and questions to be asked. Therefore, it is intended to develop an interactive playful resource, easy to use with a striking design according to the age of the students, with learning activities, thus achieving playful learning and improving cognitive skills of attention. In this research, the main objective was to determine the impact of educational robotics as a playful resource, through the development of a playful robot to enhance cognitive attention skills in the learning of vowels, increase participation with their peers, leading to meaningful and collaborative learning from an early age in students of initial education II parallel "A" of the school General Manuel Serrano Renda, of the canton el Guabo province of El Oro, period 2020 - 2021. In addition, the ADDIE methodology was used, which contains 5 phases that better facilitate the design, development and implementation of the educational prototype. Likewise, the design-based research method was applied with a qualitative and quantitative approach, with the help of this orientation, educational experiences with students and teachers were sought, to carry out this process, we worked under the virtual modality, which is being applied in the educational environment due to the Covid-19 pandemic, being able to carry out two interactions with the participants. For the presentation of the prototype in the first interaction, the Zoom virtual platform was used, carried out with three experts in educational technology and the teacher of initial education II, in this interaction an evaluation matrix of the Bladesmart educational robot was used for the experts and an interview for the teacher. In the second interaction participated 6 students in person, in this experience an evaluation form was applied to the students, using Google Forms and a participant observation card by the facilitators. In these two interactions 3 dimensions and 6 criteria of the K-ABC battery were considered to assess the pedagogical incidence of the educational robot "Bladesmart". Dimensions: Sequential processing, Simultaneous processing, Knowledge. Criteria: Word order, Magic window, Gestalt closure, Spatial memory, Expressive vocabulary, Reading letters and words. It can be observed that the results obtained in teachers and students were positive, being able to show that the students of initial education II of this educational institution, felt motivated and participatory, paying the utmost attention to learning vowels with the Bladesmart robot. Therefore, this resource will allow each student to develop their competencies, cognitive abilities and improve their learning progress, increase interactivity with the teacher and their peers within the classroom.