Using Robotics as a Learning Tool in Latin America and Spain

Abstract

Robotics has become a learning tool for multiple environments in ordinary school and after-school programs. This paper presents the perceptions of 127 teachers who teach educational robotics (ER) in Latin America and Spain at several preuniversity education levels. The studied dimensions were: 1) teacher profile; 2) technological resources; 3) learning activities; 4) environmental characteristics; and 5) learning outcomes. The analysis suggests that learning outcomes in ER activities are related to attributes of the learning environment and the pedagogical approach.