Robótica como estrategia de motivación y fortalecimiento del pensamiento lógico en los estudiantes del tercer año de bachillerato técnico

Abstract

As we can see, nowadays technological tools have a great impact within the educational field, where very positive results have been evidenced when applied in a class, but in turn also tends to have negative results, due to many factors such as little knowledge of the proper functioning of the technological implements, which leads the teacher to resort to traditionalism and in the same way increases the demotivation on the part of students. Based on studies carried out, determined the factors that influence the process, educational robotics has been found as a learning option, which can be incorporated into educational institutions, giving the student new alternatives to improve progressively depending on their goals and competencies. This research is aimed at the incorporation of educational robotics through a website, aimed at students in the third year of Technical High School in the subject of programming and database of the 26 de Noviembre High School in the city of Zaruma, with the objective of strengthening logical thinking and in turn increase the level of attention and motivation that can be given at the time of incorporating the educational robotics guide. In addition, the factors that influence a problem were taken into account, in order to have a better organization and planning, in which the Educational Robotics Guide is included. Therefore, for the development of the prototype, the ADDIE model was applied, where its five phases were followed in order for the proper creation of the educational robot and the Educational Robotics Guide, in which tools such as Autodesk Tinkercad and Arduino were incorporated. Within the process for Experience I, a meeting was held in which the aforementioned resources were presented to the teacher, who based on the analysis gave us his opinion about the resource, in the same way he gave us some small suggestions to improve the resource. Once the changes made by the teacher in the resource were applied, we proceeded to carry out Experience II, in which we first gave an introduction about educational robotics, then we proceeded to explain how the website works, describing each of the sections that compose it, where we found workshops and activities appropriate to the level of study of the students. Finally, a survey was conducted to measure the impact of the tool, and when the data was tabulated, the expected results were obtained. In conclusion, based on research and experience, educational robotics is a good tool to strengthen and motivate learning in educational institutions, thus opening new opportunities for students to apply it in their daily lives, as they did when working with the Robotics Guide.