Pensamiento Computacional en la Educación Básica a través de la Robótica Educativa: Una Revisión Sistemática

Natalia Moreno Palma; Blanca Berral Ortiz; Carmen Rocío Fernández Fernández; Juan José Victoria Maldonado

doi:10.31637/epsir-2025-1099

Authors

Natalia Moreno Palma University of Granada https://orcid.org/0000-0002-3393-6660
Blanca Berral Ortiz University of Granada https://orcid.org/0000-0001-8139-8468
Carmen Rocío Fernández Fernández University of Granada https://orcid.org/0000-0002-8077-414X
Juan José Victoria Maldonado University of Granada https://orcid.org/0000-0003-4236-9909

DOI:

https://doi.org/10.31637/epsir-2025-1099

Keywords:

computational thinking, educational robotics, basic education, compulsory education, curricular strategies, systematic review, primary education, secondary education

Abstract

Introduction: The systematic review aimed to explore the development of computational thinking through educational robotics, identifying studies that support fundamental skills of such thinking. Methodology: The PRISMA methodology was used, with searches conducted in Web of Science and Scopus. Empirical studies published since 2020, with pre-experimental, experimental, and quasi-experimental designs, focused on the use of tangible robotics for the development of computational thinking in compulsory education were analyzed. Results: Eleven studies were identified, highlighting improvements in computational thinking and socio-emotional skills. Educational robotics proved to be effective, especially with tools such as LEGO, Bee-Bot, mBot, Dash, Dot, iArm, and Ozobot, among others. Discussions: There was a growing trend in the adoption of educational robotics, with significant improvements in computational skills. However, limitations were identified in terms of sample size and longitudinal studies. Conclusions: It was concluded that educational robotics is an effective tool for developing computational thinking in basic education. The importance of continuing to research and refine educational methodologies that integrate emerging technologies into the school curriculum was emphasized.

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Author Biographies

Natalia Moreno Palma, University of Granada

Graduate in Mathematics. Master's Degree in Mathematics and Master's Degree in Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching from the University of Granada. Author of multiple scientific publications indexed in journals and books of impact that explore the use of Information and Communication Technologies in education, active methodologies and computational thinking. She has also participated as a speaker at national and international conferences, addressing issues of teacher professional development and educational technologies.

Blanca Berral Ortiz, University of Granada

Graduate in Early Childhood Education from the University of Granada with Extraordinary End of Degree Award; Master's Degree in Research and Innovation in Curriculum and Training. Predoctoral Research Staff in Training attached to the Department of Didactics and School Organization of the University of Granada (Spain) in the Faculty of Education Sciences. Member of the AREA Research Group (Analysis of Educational Reality) (HUM-672), where he develops as lines of research the educational inclusion and digital competence from the development of reading and writing. She participates in teaching innovation projects focused on teaching through technology with mobile learning resources to improve learning; Inverted classroom and immersive technological resources (xr) for the development of digital teaching competence in future education professionals (Inmer), among others.

Carmen Rocío Fernández Fernández, University of Granada

PhD student in Education and graduate in Early Childhood Education and Pedagogy at the University of Granada. Master's degree in Innovation and Research in Curriculum and Training from the University of Granada. Recipient of a grant for research initiation from the Ministry of Education and Science. Recipient of a collaboration grant from the Ministry of Education and Vocational Training developed in the Department of Didactics and School Organization of the UGR. Recipient of a FPU contract from the Ministry of Education and Vocational Training. Author of scientific publications indexed in journals and books of impact, as well as assistant and speaker at national and international conferences on topics such as: Innovation and Technology in Education, Educational Methodologies and Pedagogy, Inclusion and Diversity in the Classroom, Evaluation and Educational Quality, Teacher Professional Development, Educational Research, etc.

Juan José Victoria Maldonado, University of Granada

PhD student in Education with a background in Early Childhood Education and a master's degree in research. Researcher focused on the acquisition of competences and initial teacher training prioritising digital competences. Published articles in the highest impact JCR/SJR journals and numerous chapters in SPI Q1 publishers. In terms of transfer, he has teaching skills and work experience teaching subjects such as: Didactics: Theory and Practice of Teaching and Organisation of Educational Centres.

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