Creación de una herramienta colaborativa para el aprendizaje de la programación que incentive la colaboración en niños con edades comprendidas entre 4 y 6 años
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Fecha
2016-07-31
Tipo
tesis doctoral
Autores
Ramírez Benavides, Kryscia Daviana
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Resumen
La presente investigación se enfoca en la creación de una herramienta colaborativa para el aprendizaje de la programación, llamada TITIBOTS Colab, que incentiva la colaboración en niños de la primera infancia, con edades entre 4 y 6 años. Se realizaron dos evaluaciones: una para valorar la usabilidad y la funcionalidad de la herramienta, y la otra para valorar el aporte de la herramienta en el proceso de colaboración en niños con edades entre 4 y 6 años. La justificación del estudio radica en su valor teórico, utilidad práctica y relevancia social, debido a que fomenta la solución de problemas, el desarrollo del pensamiento lógico, la abstracción, la creatividad y el aprendizaje, a través de exploraciones lúdicas. También propicia el desarrollo de habilidades blandas, proporcionado por el proceso de colaboración, desde edades tempranas. El estudio se sustenta, principalmente, en las teorías psicosociales de la educación de Piaget y Vygotsky, y en estudios realizados por diferentes investigadores, reconocidos a nivel mundial, sobre la importancia de incorporar la programación y la robótica en las actividades curriculares de los niños de preescolar. Según estos estudios, los niños aprenden a ver la tecnología, la robótica y la programación como herramientas creativas, y experimentan las recompensas de comprensión y realización. En esta investigación se contó con expertos en el área de programación y robótica educativa, así como docentes de preescolar. En total participaron 10 expertos, 17 docentes de preescolar y 11 investigadores. Además, participaron en las diferentes evaluaciones, aproximadamente 100 niños con edades entre 4 y 6 años. Metodológicamente, el trabajo investigativo se abordó en cuatro etapas. La primera etapa consistió en identificar de las actividades del aprendizaje colaborativo que pueden ser automatizadas para desarrollar una herramienta que apoye el proceso de aprendizaje de la programación en niños de la primera infancia. En la segunda etapa se diseñó y construyó el prototipo de una herramienta colaborativa de programación orientada a esta población. En la tercera etapa se creó una guía de lineamientos para diseñar y construir la herramienta. Finalmente, en la cuarta etapa, se evaluó la usabilidad y la funcionalidad de la herramienta, y se valoró su aporte en el proceso de colaboración. Los resultados obtenidos muestran que la herramienta colaborativa incentiva la colaboración en niños con edades entre 4 y 6 años, ya que los resultados obtenidos fueron estadísticamente significativos. En las poblaciones de niños donde se utilizó la herramienta colaborativa, se pudo apreciar que los componentes esenciales del aprendizaje colaborativo se evidenciaron, casi en su totalidad, en los niños. Por otra parte, al evaluar la usabilidad y la funcionalidad de la herramienta, se obtuvieron buenos resultados, demostrando que la herramienta colaborativa es intuitiva y fácil de usar para los niños de la primera infancia y se garantiza que hace lo que debe, no falla y satisface los requisitos.
This research is focused on creating a collaborative tool to help programming education, called TITIBOTS Colab, that promotes collaboration on children with ages between 4 and 6 years. Two evaluations were made: one to verify the input of the tool during collaboration process with children between 4 and 6 years, and the other to measure usability and functionality of the tool. The study is justified based on its practical utility, theory value and social relevance, since it supports skills on kids such as problem solving, logical thinking, abstraction, creativity, and learning, all through playful explorations. It also helps developing soft skills, providing a collaborative process on early ages. The research is sustained mainly in psychosocial theories on education from Piaget and Vygotsky and also on research on robotics and curricular activities made by several researchers. That research says that children see technology, robotics and programming as creative tools and experience development and comprehension rewards. This research work was carried out with experts in the field of software development and educational robotics, as well as preschool teachers. In all, ten experts, seventeen preschool teachers and eleven searchers. They also participated in various evaluations, approximately 100 children with ages between 4 and 6 years. Methodologically, the research work was addressed in four stages. The first stage consisted in identifying collaborative learning activities that could be automated to develop a tool that supports the learning process of programming for children in early childhood. In the second stage, a prototype of a collaborative tool was designed and built. In the third stage, guidelines were created for the design and construction of a generated collaborative programming tool for children in early childhood. Finally, in the fourth stage, the usability and functionality of the tool was evaluated, and the contribution was assessed in the collaborative process. Results show that the collaborative tool encourages collaboration in children aged between 4 and 6 years, since the quasi-experiment results were statistically significant. In populations of children where the collaborative tool was used, it was observed that the essential components of learning collaborative were evident, almost entirely in children. Moreover, in assessing the usability and functionality of the tool, very good results were obtained, showing that the collaborative tool is intuitive and easy to use by children in early childhood and is guaranteed to do what it should, does not fail and complies with what has been requested (meets requirements).
This research is focused on creating a collaborative tool to help programming education, called TITIBOTS Colab, that promotes collaboration on children with ages between 4 and 6 years. Two evaluations were made: one to verify the input of the tool during collaboration process with children between 4 and 6 years, and the other to measure usability and functionality of the tool. The study is justified based on its practical utility, theory value and social relevance, since it supports skills on kids such as problem solving, logical thinking, abstraction, creativity, and learning, all through playful explorations. It also helps developing soft skills, providing a collaborative process on early ages. The research is sustained mainly in psychosocial theories on education from Piaget and Vygotsky and also on research on robotics and curricular activities made by several researchers. That research says that children see technology, robotics and programming as creative tools and experience development and comprehension rewards. This research work was carried out with experts in the field of software development and educational robotics, as well as preschool teachers. In all, ten experts, seventeen preschool teachers and eleven searchers. They also participated in various evaluations, approximately 100 children with ages between 4 and 6 years. Methodologically, the research work was addressed in four stages. The first stage consisted in identifying collaborative learning activities that could be automated to develop a tool that supports the learning process of programming for children in early childhood. In the second stage, a prototype of a collaborative tool was designed and built. In the third stage, guidelines were created for the design and construction of a generated collaborative programming tool for children in early childhood. Finally, in the fourth stage, the usability and functionality of the tool was evaluated, and the contribution was assessed in the collaborative process. Results show that the collaborative tool encourages collaboration in children aged between 4 and 6 years, since the quasi-experiment results were statistically significant. In populations of children where the collaborative tool was used, it was observed that the essential components of learning collaborative were evident, almost entirely in children. Moreover, in assessing the usability and functionality of the tool, very good results were obtained, showing that the collaborative tool is intuitive and easy to use by children in early childhood and is guaranteed to do what it should, does not fail and complies with what has been requested (meets requirements).
Descripción
Palabras clave
Primera infancia, Herramienta colaborativa de programación, Enseñanza de la computación, 607.1 Educación, Aprendizaje colaborativo, Programación, Robótica, Usabilidad, Collaborative programming tool, Early childhood, Collaborative learning, Programming, Robotics, Mobile interface, Interfase móvil, Usability