Universidad Autónoma de Sinaloa (MEXICO)
About this paper:
Appears in: EDULEARN17 Proceedings
Publication year: 2017
Pages: 5449-5457
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.2244
Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain
Currently, we live in a society marked by different technological advances, these advances, not only brings repercussions on the society and the economy of the countries that are investing in the development of research of this technology; but also, is having a great impact on education. According to Dr. Carlos Balaguer in the White Book on Robotics, this is synonymous with progress and technological development: "Countries and companies with a strong presence of robots not only achieve extraordinary competitiveness and productivity, but also transmit an image of modernity ..." In this sense, robotics is one of the most characteristic areas of Artificial Intelligence, due it has had a surprising growth from its beginnings to the present, as a result, significant progress has been made in the different fields and one of them is focused on education, becoming an essential tool in the teaching-learning process of the training of children and young people, through software and specialized hardware, for example, robotic prototypes for educational purposes.

Nowadays, the computer and the internet are technological elements of mass and daily use, with their arrival they have modified the behaviors of human beings and their societies; the state of the current robotics marks the beginning of a new social paradigm of global scope whose impact is still unknown, mainly when the robots have begun to be elements or tools of massive use, daily and domestic. Educational robotics seeks to arouse interest in students, transforming the learning of traditional subjects into more attractive and integrative, fostering the acquisition of productive and creative skills in teaching-learning environments; as an alternative to contribute and reinforce the acquisition of knowledge in the contents of subjects such as mathematics, physics and computing at different educational levels; where the robot is used as a means of learning, focusing the strategy on the construction and programming by means of a robot, allowing the student to acquire learning through playful and didactic activities that occur through the robot-human interaction.

There are a large variety of robotic prototypes applied in education, one of them is NAO the first humanoid robot, which according to Alive Robot by Robotronica since 2009, there are more than 8,000 robots in the educational area and 80 percent of them are destined to schools and 400 to universities in the world, for the realization of projects and development of robotic applications.

In the present research, a quasi-experimental transversal study will be carried out, comparing the traditional teaching with the teaching supported by robotic technologies using the humanoid robot Nao. This research will be implemented in two school levels, basic and higher, where the sample is selected for convenience. It will be used as a means of collecting and concentrating information will be through the survey technique and the instrument will be a questionnaire, prepared one for each educational level, which will serve to carry out the pre and posttest, these questionnaires will be applied before and after the intervention of the humanoid robot Nao.
Robotics, ICT, Teaching-Learning Process