Makey Makey as an Interactive Robotic Tool for High School Students’ Learning in Multicultural Contexts
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AuteurMarín Marín, José Antonio; Soler Costa, Rebeca; Moreno Guerrero, Antonio José; López Belmonte, Jesús
RoboticsEducationEducational technologyEducational innovationsActive methodologyAcademic improvementsSecondary educationStudents
Marín-Marín, J. A., Costa, R. S., Moreno-Guerrero, A. J., & López-Belmonte, J. (2020). Makey makey as an interactive robotic tool for high school students’ learning in multicultural contexts. Education Sciences, 10(9), 239. [doi:10.3390/educsci10090239]
PatrocinadorProject I+D+i OTRI: Active methodologies for learning through technological resources for the development of society CNT-4315; University of Granada (Spain)
Information and communication technologies (ICT) are immersed in the teaching and learning processes. Specifically, educational robotics is a technology with great projection in learning spaces. This educational technology has revealed great potential in educational processes in the scientific literature. In this study, the Makey Makey device has been used to carry out a methodological contrast at the instructional level. The objective of this study is to verify if the use of the Makey Makey robotic device influences various psycho-social and educational dimensions in the subject of physical education. A quasi-experimental research design has been used in a sample of 177 students from secondary education. A questionnaire was used as the data collection instrument. The results show the ratings made by the control group students are lower than those of the experimental group in all dimensions, although there is no relationship of significance in all dimensions. This fact only occurs in motivation, teacher–student, student–content, collaboration, resolution, and teacher-rating dimensions. Conclusions show that the teaching method in which robotics is used leads to more success in the field of physical education if we compared it to the more conventional method. The outstanding data show the teaching–learning process has the highest influence on motivation, teacher–student, student–content, collaboration, resolution, and teacher rating.