Usando robots sociales como tecnología educativa inclusiva para el aprendizaje de matemáticas a través de la narración
DOI:
https://doi.org/10.31637/epsir-2024-672Palabras clave:
educación matemática inclusiva, diseño universal para el aprendizaje, robots sociales, robótica educativa, narrativa, interacción humano-robot, inteligencia artificial, educación digitalResumen
Introducción: Este estudio exploratorio investiga las potencialidades de los robots sociales como tecnología educativa inclusiva para mejorar el aprendizaje de las matemáticas. Metodología: Más concretamente, investigamos la eficacia del robot social Pepper para involucrar a los estudiantes en actividades didácticas inclusivas a través de la narración y proporcionándoles un feedback inmediato, personalizado y emocional. Nos centramos en la integración de la inteligencia artificial (IA) innovadora con los principios del UDL. La muestra de la investigación consistió en cinco estudiantes que participaron con Pepper en sesiones inclusivas de matemáticas. Resultados: Nuestros resultados sugieren que el uso de Pepper aumenta significativamente el compromiso de los estudiantes al proporcionarles apoyo personalizado. Discusión: La capacidad del robot para la interacción dinámica y empática con los estudiantes crea un entorno de aprendizaje más estimulante y alentador. Conclusiones: Este estudio muestra el potencial de los robots sociales en la educación inclusiva, especialmente cuando se trata de permitir experiencias de aprendizaje a medida para los estudiantes de educación matemática que se adapten a sus diversas necesidades. Los resultados de este estudio deben ser validados mediante futuras investigaciones que incluyan a más participantes durante un largo periodo de tiempo.
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