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dc.contributor.authorPonce Cruz, Pedro
dc.contributor.authorLópez Orozco, Christian Fernando
dc.contributor.authorBaltazar Reyes, Germán Eduardo
dc.contributor.authorLópez Caudana, Edgar Omar
dc.contributor.authorMazon Parra, Nancy
dc.contributor.authorMolina Gutiérrez, Arturo
dc.creatorPONCE CRUZ, PEDRO; 31857es_MX
dc.date.accessioned2023-06-08T17:52:22Z
dc.date.available2023-06-08T17:52:22Z
dc.date.issued2022-01-28
dc.identifier.citationPonce, P., López-Orozco, C. F., Reyes, G. E. B., Lopez-Caudana, E., Parra, N. M., & Molina, A. (2022). Use of robotic platforms as a tool to support STEM and physical education in developed countries: a descriptive analysis. Sensors, 22(3), 1037. http://dx.doi.org/10.3390/s22031037es_MX
dc.identifier.doihttps://doi.org/10.3390/s22031037
dc.identifier.urihttps://hdl.handle.net/11285/650850
dc.description.abstractThe lack of interest of children at school is one of the biggest problems that Mexican education faces. Two important factors causing this lack of interest are the predominant methodology used in Mexican schools and the technology as a barrier for attention. The methodology that institutions have followed has become an issue because of its very traditional approach, with the professor giving all the theoretical material to the students while they listen and memorize the contents, and, if we add the issue of the growing access to technological devices for students, children carrying a phone are more likely to be distracted. This study aims to integrate technology through assistive robots as a beneficial tool for educators, in order to improve the attention span of students by making the learning process in multiple areas of the Mexican curriculum more dynamic, therefore obtaining better results. To prove this, four different approaches were implemented; three in elementary schools and one in higher education: the LEGO® robotic kit and the NAO robot for STEM (science, technology, engineering, and mathematics) teaching, the NAO robot for physical education (PE), and the PhantomX Hexapod, respectively. Each of these technological approaches was applied by considering both control and experimental groups, in order to compare the data and provide conclusions. Finally, this study proves that the attention span is indeed improved as a result of implementing robotic platforms during the teaching process, allowing the children to become more motivated during their PE class and become more proactive and retain more information during their STEM classes.es_MX
dc.format.mediumTextoes_MX
dc.language.isoenges_MX
dc.publisherMDPIes_MX
dc.relation.isFormatOfpublishedVersiones_MX
dc.relation.isreferencedbyREPOSITORIO NACIONAL CONACYT
dc.relation.urlhttps://www.mdpi.com/1424-8220/22/3/1037es_MX
dc.rightsopenAccesses_MX
dc.rights.urihttp://creativecommons.org/licenses/by/4.0es_MX
dc.subjectINGENIERÍA Y TECNOLOGÍAes_MX
dc.subject.lcshTechnologyes_MX
dc.titleUse of robotic platforms as a tool to support STEM and physical education in developed countries: a descriptive analysises_MX
dc.typeArtículo/Articlees_MX
dc.identifier.journalSensorses_MX
dc.identifier.orcidhttps://orcid.org/0000-0001-7035-5286es_MX
dc.identifier.orcidhttps://orcid.org/0000-0003-4472-0491es_MX
dc.identifier.orcidhttps://orcid.org/0000-0002-1216-4219es_MX
dc.subject.keywordSocial roboticses_MX
dc.subject.keywordAssistive educationes_MX
dc.subject.keywordRobot NAOes_MX
dc.subject.keywordLEGO®es_MX
dc.subject.keywordElementary schooles_MX
dc.subject.keywordSTEMes_MX
dc.subject.keywordEducational innovationes_MX
dc.subject.keywordHigher educationes_MX
dc.identifier.volume22es_MX
dc.identifier.issue3es_MX
dc.identifier.startpage1037 - 1es_MX
dc.identifier.endpage1037 - 16es_MX
dc.contributor.affiliationhttps://ror.org/03ayjn504es_MX
dc.contributor.affiliationhttps://ror.org/01tmp8f25es_MX
dc.subject.countrySuiza / Switzerlandes_MX
dc.identificator7es_MX


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