La  robótica en la formación docente universitaria: un análisis comparativo de las percepciones entre España y Portugal

Pedro Román-Graván; Pedro-José Arrifano-Tadeu

doi:10.46661/ijeri.11021

Authors

Pedro Román-Graván Universidad de Sevilla https://orcid.org/0000-0002-1646-9247
Pedro-José Arrifano-Tadeu Instituto Politécnico da Guarda (Portugal) https://orcid.org/0000-0002-0698-400X

DOI:

https://doi.org/10.46661/ijeri.11021

Keywords:

Higher Education, robotics, STEAM, students’ perceptions

Abstract

Educational robotics has gained relevance as a tool to improve teaching, especially in disciplines related to Science, Technology, Engineering, Arts and Mathematics. This study compares the perceptions of university students in Spain and Portugal about its use, with the aim of identifying the impact of robotics on their teacher training. A quantitative and descriptive approach was used, using a questionnaire with 42 items and applied to 193 students from both nations. Perceptions about knowledge of robotics, interaction with it and its impact on motivation and learning were analysed. The data were processed with specialized computer software. Students from both countries showed a positive attitude towards educational robotics. The average scores were high in areas such as motivation and willingness to implement robotics in their teaching practices, although low knowledge was identified in specific tools such as Arduino and Scratch. The results reflect that educational robotics is seen as an effective tool to foster critical skills, such as critical thinking and self-learning. However, training in specific technologies needs to be improved. Educational robotics is perceived as beneficial in both Spain and Portugal, especially in terms of motivation and pedagogical methodology. However, greater familiarity with technological tools is required to maximize its educational impact.

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