The Effect of Robotics on Motivation and Computational Thinking in English Learning

María Eugenia Basantes Jaramillo, Amy del Carmen Analuisa Ortiz, Gabriela Salomé Salgado Ortiz, Piedad Rosario Guijarro Paguay

Resumen


This study examines the influence of robotics-based learning on students’ motivation and computational thinking in the context of English language education. It responds to the persistent challenge of engaging learners in meaningful, technology-integrated language instruction that fosters both cognitive and linguistic development. Using a quantitative pretest-posttest design complemented by qualitative observations, the study involved 86 secondary students divided into experimental and control groups. The intervention consisted of interdisciplinary workshops integrating English, Mathematics, and Computing Systems, where students programmed robots using English commands. Statistical analyses revealed significant improvements in motivation (t (84) = −22.10, p < .001, d = 2.41) and computational thinking in the experimental group compared to the control group. Qualitative notes further illustrated increased engagement, authentic language use, and collaborative problem-solving. These findings confirm that robotics not only enhances learners’ motivation and cognitive abilities but also transforms the use of English into a functional and creative communicative tool. The study concludes that robotics-based instruction, supported by interdisciplinary collaboration, offers an effective pathway to integrate linguistic, technological, and motivational dimensions in 21st-century education.


Palabras clave


robotics-based learning; English as a foreign language; motivation; computational thinking; interdisciplinary education.

Texto completo:

PDF

Referencias


Ahmad, S., Rahman, M., & Zainuddin, N. (2023). Integrating robotics in language education: A pathway to learner engagement and innovation. Computers & Education, 195, 104706. https://doi.org/10.1016/j.compedu.2023.104706

Alonso-García, S., Rodríguez-García, A. M., & Sánchez, A. (2024). Educational robotics and computational thinking: Systematic review and future perspectives. Education and Information Technologies, 29(2), 1559–1576. https://doi.org/10.1007/s10639-023-11752-1

Amri, M., Rahman, N., & Jamil, M. (2022). Adaptation of the Attitude/Motivation Test Battery (AMTB) in technology-mediated EFL learning contexts. Asian EFL Journal, 24(6), 42–58. https://www.asian-efl-journal.com

Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J., & Zagami, J. (2020). Mapping computational thinking through curriculum integration. Educational Technology Research and Development, 68(1), 45–66. https://doi.org/10.1007/s11423-019-09628-3

Aydin, S., & Kara, M. (2023). Motivation and engagement in technology-enhanced language learning: A study on robotics integration. Language Learning & Technology, 27(1), 1–19. https://doi.org/10.1016/j.langlt.2023.102121

Brito, A., Oliveira, M., & Silva, L. (2023). Balancing human agency and digital innovation in education: A constructivist approach. Computers in Human Behavior, 149, 107882. https://doi.org/10.1016/j.chb.2023.107882

Calderón, P., & Sánchez, D. (2023). Aprendizaje por construcción digital: El legado de Papert en la era de la inteligencia artificial. Revista Iberoamericana de Educación Superior, 14(39), 45–63. https://doi.org/10.22201/iisue.20072872e.2023.39.1502

Chalmers, C., Carter, M. L., & Cooper, G. (2021). The impact of robotics on problem-solving and engagement in education: A systematic review. British Journal of Educational Technology, 52(4), 1663–1680. https://doi.org/10.1111/bjet.13057

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Costa Junior, A., Ribeiro, P., & Fernandes, L. (2024). Robotics, motivation, and cognitive development in primary education: Evidence from Latin America. Journal of Educational Computing Research, 62(1), 21–39. https://doi.org/10.1177/07356331231113200

Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE.

Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge. https://doi.org/10.4324/9781351006769

Ellis, R. (2020). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 30(3), 400–420. https://doi.org/10.1111/ijal.12296

Gardner, R. C. (2004). Attitude/Motivation Test Battery: Technical report. University of Western Ontario. https://publish.uwo.ca/~gardner/docs/englishamtb.pdf

González, P., & Valdivieso, J. (2022). Motivación y acción comunicativa en el aprendizaje del inglés: Una mirada constructivista. Revista Educación y Tecnología, 13(2), 89–104. https://doi.org/10.35830/edutec.v13i2.1489

Kerimbayev, N., Kultan, J., & Utegen, B. (2023). Robotics and computational thinking: Developing 21st-century skills in schools. Education and Information Technologies, 28(5), 5817–5835. https://doi.org/10.1007/s10639-023-11577-y

Kong, S. C., Chiu, M. M., & Lai, M. (2023). Computational thinking education: A global perspective and curriculum framework. Computers & Education, 198, 104765. https://doi.org/10.1016/j.compedu.2023.104765

Li, H., & Liu, S. (2021). Robot-assisted language learning: Pedagogical affordances and student outcomes. Language Teaching Research, 25(6), 846–865. https://doi.org/10.1177/1362168820912351

Liang, J., & Du, X. (2025). Enhancing computational thinking and motivation in EFL through robotics and unplugged coding. Interactive Learning Environments, 33(2), 145–163. https://doi.org/10.1080/10494820.2024.2312659

López-González, A., & Pujadas, M. (2023). Educational robotics as a motivational factor in English learning. Revista Electrónica de Investigación Educativa, 25(2), 88–106. https://doi.org/10.24320/redie.2023.25.e19

Martínez-Agudo, J. D. (2022). Motivation and attitudes in EFL learning in Latin America: A contextualized review. System, 108, 102853. https://doi.org/10.1016/j.system.2022.102853

Martins, R., & Silva, P. (2022). Interrelations between motivation and computational thinking in STEAM education. Computers & Education Open, 3, 100082. https://doi.org/10.1016/j.caeo.2022.100082

Ministerio de Educación. (2023). Currículo de Educación General Básica y Bachillerato: Enfoques STEAM y competencias digitales. Quito: Gobierno del Ecuador. https://educacion.gob.ec

Morales, G., & Jaramillo, P. (2022). Educación interdisciplinaria y pensamiento complejo: Retos para la docencia en América Latina. Revista Latinoamericana de Estudios Educativos, 52(1), 71–94. https://doi.org/10.48102/rlee.2022.52.1.215

Muñoz-Carril, P. C., González, M. C., & Sánchez, M. R. (2023). Gamification and robotics in EFL learning: Enhancing motivation and interaction. Journal of Language and Education, 9(3), 112–128. https://doi.org/10.17323/jle.2023.157

Narváez, C. A., Narváez, E. Y., Yagos, C. M., & Narváez, M. E. (2024). Tecnología: aliada del ser humano o un enemigo silencioso. Ciencia Digital, 8(3), 30–46. https://doi.org/10.33262/cienciadigital.v8i3.3450

Nascimento, L., & Viana, M. (2023). Constructionism and robotics in education: Reexamining Papert’s legacy in the digital era. International Journal of Child-Computer Interaction, 37, 100593. https://doi.org/10.1016/j.ijcci.2023.100593

Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books.

Peña, C., & Quintero, D. (2022). Robótica educativa en América Latina: Avances y desafíos para la inclusión y el aprendizaje activo. Revista Colombiana de Educación, 84, 179–202. https://doi.org/10.17227/rce.num84-14169

Román-González, M., Moreno-León, J., & Robles, G. (2023). Assessing computational thinking through robotics-based problem-solving tasks. Computers in Human Behavior, 139, 107513. https://doi.org/10.1016/j.chb.2022.107513

Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. https://doi.org/10.1521/978.14625/9781462547637

Shute, V. J., Sun, C., & Asbell-Clarke, J. (2023). Demystifying computational thinking in education: Current research and practice. Educational Psychologist, 58(1), 1–18. https://doi.org/10.1080/00461520.2022.2161162

Villalobos, A., Rojas, L., & Herrera, M. (2021). Robótica educativa para el desarrollo del pensamiento científico en América Latina. Ciencia, Docencia y Tecnología, 32(63), 49–69. https://doi.org/10.33255/3263/1101

Wing, J. M. (2022). Computational thinking: What and why now? Communications of the ACM, 65(7), 28–30. https://doi.org/10.1145/3518538

Wu, J., Zhang, P., & Zhou, L. (2024). Revisiting motivation in technology-mediated English learning environments. System, 117, 103137. https://doi.org/10.1016/j.system.2023.103137

Zhang, L., & Wang, Y. (2022). Human-centered technology integration in education: Lessons from constructivist practices. British Journal of Educational Technology, 53(6), 1578–1592. https://doi.org/10.1111/bjet.13237




DOI: https://doi.org/10.23857/pc.v10i11.10707

Enlaces de Referencia

  • Por el momento, no existen enlaces de referencia
';

Bookmark and Share




Polo del Conocimiento              

Revista Científico-Académica Multidisciplinaria

ISSN: 2550-682X

Casa Editora del Polo                                                 

Manta - Ecuador       

Dirección: Ciudadela El Palmar, II Etapa,  Manta - Manabí - Ecuador.

Código Postal: 130801

Teléfonos: 056051775/0991871420

Email: polodelconocimientorevista@gmail.com / director@polodelconocimiento.com

URL: https://www.polodelconocimiento.com/