63_6 | IxD&A

Juan Diego Cerrón Salcedo, Jair Jesús León Lucano, Alberto Torres Hinostroza, Joaquin De los Rios Rosado, Klinge Villalba Condori
pp. … – …, download
(https://doi.org/10.55612/s-5002-063-006)

Abstract

This study presents a case study on the application of gamified educational practices in STEAM education, specifically focusing on the use of robotics and iterative design among youth in rural areas of Arequipa, Peru. The study involved the integration of “Lunabot,” an educational robot, to foster technological advancement and enhance learning experiences. Conducted in the “tambos” (rural community centers) of the Arequipa region, the research employed a mixed-methods approach, combining quantitative and qualitative data collection methods. Initially, an exploratory factor analysis was conducted to condense the data, followed by a confirmatory factor analysis through structural equation modeling to validate the findings. A key instrument was a questionnaire administered to students, assessing their interest in, and resistance to, the gamified learning approach. The results, with a Cronbach’s alpha value of 0.765 and a McDonald’s omega of 0.864, highlight the significant role of competitive and challenging activities, facilitated by Lunabot, in enhancing student engagement and motivation in gamification and STEAM learning. This case study contributes to understanding how gamified strategies and robotics can be effectively integrated into educational settings, particularly in remote areas, to improve student participation and motivation in STEAM fields.

Keywords: Gamification, STEAM, Fabrication Laboratory, didactic, SMART PLS, SEM.

References

1. National Governors Association Center for Best Practices, Council of Chief State School Officers: Common Core State Standards for English Language Arts. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers (2010)
2. Casa, T. M., Firmender, J. M., Cahill, J., Cardetti, F., Choppin, J. M., Cohen, J., & Zawodniak, R.: Types of and purposes for elementary mathematical writing: Task force recommendations. Retrieved from http://mathwriting.education.uconn.edu (2016)
3. Ruwisch, S., Neumann, A.: Written Reasoning in Primary School. In Nicol, C., Oesterle, S., Liljedahl, P., & Allan, D. (Eds.) Proceedings of the Joint Meeting 5 – 73 of PME 38 and PME-NA 36,Vol. 5, pp. 73-80. Vancouver, Canada: PME. (2014)
4. Campbell, T., Boyle, J., King, S.: Proof and argumentation in K-12 mathematics: a review of conceptions, content, and support, International Journal of Mathematical Education in Science and Technology, 51:5, 754-774, DOI: 10.1080/0020739X.2019.1626503 (2020)
5. Soto-Andrade J.: Metaphors in mathematics education. In: Lerman S. (ed.) Encyclopedia of mathematics education. Second Edition. Springer, Cham: 447–453.(2020)
6. Araya, R.: Inteligencia Matemática. Editorial Universitaria. ISBN 956-11-1557-3-0 (2000)
7. Araya, R., Calfucura, P., Jiménez, A., Aguirre, C.; Palavicino, M., & Lacourly, N.; Soto-Andrade, J. & Dartnell, P.: The Effect of Analogies on Learning to Solve Algebraic Equations. Pedagogies: An International Journal. Special Issue The teaching of Algebra. Volume 5, Issue 3. (2010) https://doi.org/10.35360/njes.239
8. Iordanou K., Rapanta, C.: “Argue With Me”: A Method for Developing Argument Skills. Front. Psychol. 12:631203. doi: 10.3389/fpsyg.2021.631203 (2021)
9. Kuhn, D.: Thinking together and alone. Educational Researcher. 44, 46–53. doi: 10.3102/0013189×15569530 (2015)
10. Vygotsky, L.: Mind in Society. The development of Higher Psychological Processes. Harvard University Press. (1978)
11. Tomasello, M.: Becoming Human. A Theory of Ontogeny. Harvard University Press, Boston. (2019)
12. O’Connor S.: The Natural Selection of Private and Inner Speech. Front. Psychol. 11:163. doi: 10.3389/fpsyg.2020.00163 (2020)
13. Penfield, W., Boldrey, E.: Somatic Motor And Sensory Representation In The Cerebral Cortex Of Man As Studied By Electrical Stimulation. Brain. 60 (4): 389–443. doi:10.1093/brain/60.4.389 (1937)
14. Kahneman, D.: Thinking, Fast and Slow. Farrar, Straus and Giroux. N.Y.(2011)
15. Stanovich, K., West, R., & Toplak, M.: The Rationality Quotient. Toward a Test of Rational Thinking. MIT Press (2016)
16. Haidt, J.: The Happiness Hypothesis: Finding Modern Truth in Ancient Wisdom. Basic Books (2006)
17. Graziano, M. S. A.: Rethinking Consciousness: A Scientific Theory of Subjective Experience. W.W. Norton & Company. (2019)
18. Tahiroglu, D., & Taylor, M.: Anthropomorphism, social understanding, and imaginary companions. British Journal of Developmental Psychology. 37, 284–299 (2019) 10.1111/bjdp.12272
19. Roby, A., & Evan Kidd, E.: The referential communication skills of children with imaginary companions. Developmental Science 11:4, pp 531–540 (2008) 10.1111/j.1467-7687.2008.00699.x
20. Bouldin, P., Bavin, E.L., & Pratt, C.: An investigation of the verbal abilities of children with imaginary companions. First Language, 22, 249–264. (2002) 10.1177/014272370202206602
21. Luen, L.: Puppetry Activities In Early Childhood Programmes. Southeast Asia Early Childhood Journal (Special Issue), Vol. 10, 2021 (89-96) ISSN 2289-3156 /eISSN 2550-1763 (2021)
22. Araya R.: Gamification Strategies to Teach Algorithmic Thinking to First Graders. In: Nazir S., Ahram T.Z., Karwowski W. (eds) Advances in Human Factors in Training, Education, and Learning Sciences. AHFE 2021. Lecture Notes in Networks and Systems, vol 269. Springer, Cham. https://doi.org/10.1007/978-3-030-80000-0_16 (2021)
23. Hood, B., & Bloom, P.: Children prefer certain individuals over perfect duplicates. Cognition 106, 455–462 (2008) 10.1016/j.cognition.2007.01.012
24. Araya, R., & Sossa-Rivera, J.: Automatic Detection of Gaze and Body Orientation in Elementary School Classrooms. Frontiers in Robotics and AI. Vol 8 (2021)
25. Schlotterbeck D., Uribe P., Jiménez A., Araya R., van der Molen Moris J., & Caballero D. (2021) TARTA: Teacher Activity Recognizer from Transcriptions and Audio. In: Roll I., McNamara D., Sosnovsky S., Luckin R., Dimitrova V. (eds) Artificial Intelligence in Education. AIED 2021. LNCS, vol 12748. Springer, Cham. (2021)
26. Lehesvuori, S., Schlotterbeck, D., Jimenez, A., Caballero, D., Araya, R., Hämäläinen, R.: Towards Automatic Analysis of Science Classroom Talk: Focus on Teacher Questions. In G. Bansal & R. Umesh, Fostering Science Teaching and Learning for the Fourth Industrial Revolution and Beyond. IGI Global (2023)
27. Urrutia F, Araya R.: Automatically Detecting Incoherent Written Math Answers of Fourth-Graders. Systems. 2023; 11(7):353.(2023) 10.3390/systems11070353
28. Urrutia, F., & Araya, R. (2023). Who’s the Best Detective? Large Language Models vs. Traditional Machine Learning in Detecting Incoherent Fourth Grade Math Answers. Journal of Educational Computing Research. (2023)
29. Ulloa, O.; Araya, R.: How Should I Teach from This Month Onward? A State-Space Model That Helps Drive Whole Classes to Achieve End-of-Year National Standardized Test Learning Targets. Systems 2022, 10, 167.(2022) 10.3390/systems10050167
30. Kross, E.: Chatter. The Voice in Our Head, Why It Matters, and How to Harness It. New York: Crown Publishing Group. ISBN 978-0525575238.(2021)
31. Urrutia, F., Araya, R.: Do Written Responses to Open-Ended Questions on Fourth-Grade Online Formative Assessments in Mathematics Help Predict Scores on End-of-Year Standardized Tests? Journal of Intelligence. 2022, 10, 82. 2022) 10.3390/jintelligence10040082
32. Araya R.: Early Detection of Gender Differences in Reading and Writing from a Smartphone-Based Performance Support System for Teachers. In: Vittorini P., Di Mascio T., Tarantino L., Temperini M., Gennari R., De la Prieta F. (eds) Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference. MIS4TEL 2020. Advances in Intelligent Systems and Computing, vol 1241. Springer, Cham.(2020)
33. Araya, R. (2023) What and How to Teach Mathematics for the Future? The Mathematician Educator. Vol 4, No. 2, pp 84-108. https://ame.org.sg/2023/09/06/tme2023-vol-4-no-2-pp-84-108/ (2023)
34. Tapia-Mandiola, S.; Araya, R. (2024) From Play to Understanding: LLMs in Logic and Spatial Reasoning Coloring Activities for Children. AI, 5(4), 1870-1892; https://doi.org/10.3390/ai5040093
35. White, R., Prager, E., Schaefer, C., Kross, E., Duckworth, A., & Carlson, S.: The “Batman Effect”: Improving Perseverance in Young Children. Child Development. Volume88, Issue5, September/October 2017, Pages 1563-1571 (2017)
36. Moser, J., Dougherty, A., Mattson, W., Katz, B.,, Moran, T., Guevarra, D., Shablack, H., Ayduk, O., Jonides, J., Berman, M., & Kross, E.: Third-person self-talk facilitates emotion regulation without engaging cognitive control: Converging evidence from ERP and fMRI. Scientific Reports | 7: 4519 | DOI:10.1038/s41598-017-04047-3 (2017)

back to Table of Contents