Maestria TIC 2 Ivan Torres MDPI-68

Article
Impact of Learning Programming and Robotics Considering the

STEM Educational Approach
Iván Torres 1,†,‡ * , Esteban Inga 2,‡
1 Master’s Program in ICT for Education, Universidad Politécnica Salesiana, Quito 170525, Ecuador;
itorresc2@est.ups.edu.ec
2 Master’s Program in ICT for Education, Smart Grid Research Group, Universidad Politécnica Salesiana, Quito
170525, Ecuador; einga@ups.edu.ec
* Correspondence: einga@ups.edu.ec; Tel.: +593-992-808-415
† Current address: Postgraduate Department, Girón Campus, Av. 12 de Octubre N 23-52, Quito 170525, Ecuador
‡ These authors contributed equally to this work.
Abstract: Text text text text text text text text text text text text text text text text text text text text text 1
text text text text text text text text text text text text text text text text text text text text text text text 2
text text text text text text text text text text text text. 7
Keywords: introductory programming; educational robotics; STEM; curriculum development; tech- 8
nological innovation; educational programs 9
1. Introduction 10
Nowadays, information and communication technologies (ICT) offer a range of oppor- 11
tunities for innovation in teaching and learning methods, bringing representative changes 12
in the pedagogical field. These advances in technology have led to changes in curricula 13
and educational approaches. In addition, technology not only supports the efficiency of 14
the teaching and learning process but also enhances the development process, including 15
the skills and competencies of students; therefore, it has a double function: welfare and 16
education [1]. 17
Citation: Torres, I.; Inga, E. Impact of Now, the main task has become to educate those who are the producers of these 18
Learning Programming and Robotics technologies, not the consumers. Therefore, it is essential to create and foster in students 19
Considering the STEM Educational the desire to learn about the science, technology, engineering, and mathematics (STEM) 20
Approach. Educ. Sci. 2023, 0, 0. approach to education [2]. However, policies and initiatives that promote education based 21
https://doi.org/ on this approach are ubiquitous in international educational reform. In particular, STEM 22
education initiatives are currently permeating the global education reform landscape [3]. 23
Academic Editor:
However, STEM policy documents provide the rationale for approving a new curricu- 24
Received: lum prioritizing student participation in science, mathematics, engineering, and technology 25
Accepted: [4,5]. Based on the criterion that science education should always be included in the cur- 26
Published: riculum, it is prescribed as one of the essential competencies for the learning and lifelong 27
Copyright: © 2023 by the authors. learning of the citizens of the 21st century. From this point of view, educational robotics is 28
Submitted to Educ. Sci. for considered a privileged didactic resource, as it is a highly motivating factor for students, 29
possible open access publication and associated with this; it generates a multidisciplinary environment that favors STEM 30
under the terms and conditions learning and the development of competencies, in general, [6]. 31
of the Creative Commons Attri- STEM scientists believe that this approach allows students to transfer their knowledge 32
bution (CC BY) license (https:// to interdisciplinary problem-solving and, therefore, to use their creativity in a different 33
creativecommons.org/licenses/by/ context, both in and out of the classroom [7]. In this dimension of digital literacy and STEM, 34
4.0/).
Version December 4, 2023 submitted to Educ. Sci. https://www.mdpi.com/journal/education

Version December 4, 2023 submitted to Educ. Sci. 2 of 16
we can establish a classic triangle of interaction formed by teachers, students, and media 35
that primarily analyzes science education and digital literacy [8]. 36
Engaging children and youth in the basic ideas of robotics-based STEM education 37
and using robots allow students to explore more constructive and interactive ways of 38
learning[9,10]. New learning methods and the link between programming, robotics, and 39
education have a long history; therefore, linked alternatives have been suggested to enhance 40
students’ creative and reflective thinking. However, by not including it from the early years 41
of school, its contribution to the quality of education and students’ future will be minor, as 42
they will not have the opportunity to become creative and critical users in society at the 43
forefront of digitization [11]. 44
In the teaching and learning process, it is essential to be attentive to the future aspi- 45
rations of students and their higher education, as evidenced by the increasing demand of 46
students for careers related to this approach [12]. The continued focus on more technical, 47
innovative, and creative applications in educational practice to advance STEM careers has 48
sparked interest in generally integrated curricula focused on enhancing student learning 49
opportunities by incorporating classroom objectives [13]. As a result, this type of education 50
is gradually expanding in the curricula of educational systems, and the contributions of 51
mathematics, computer science, and robotics are directly relevant to STEM fields [14]. 52
A current trend is integrating people and technology, as it is present in almost all 53
activities. In the educational environment, there are more and more phenomena related to 54
programming and educational robotics, which have significantly improved the problem- 55
solving skills of preschool children; consequently, they can be applied in schools, colleges, 56
and higher education [15]. One of the novelties brought by this approach is the use of 57
robots, which have proven to be a vital tool for teaching programming; consequently, block 58
programming is the preferred option for most higher education robotics platforms [16]. 59
The field of robotics encompasses several areas of study, including programming 60
and computer science; however, the curriculum for these courses was developed without 61
including robotics as a core curriculum [17,18]. Programming has always been considered 62
a complex activity requiring many cognitive skills that lead to problem-solving, decision- 63
making, and logical reasoning [19,20]. In addition to STEM, where robots are making their 64
way into classrooms and preschools, educational robotics (ER) is being discussed as a tool 65
that will change the learning of computational thinking, coding, and engineering [21]. 66
2. Related Works 67
Educational institutions should not be immune to change; on the contrary, they 68
should be more flexible and propose a curriculum that provides new approaches to the 69
development of skills and competencies, as well as lifelong learning methods; therefore, 70
promoting a STEM learning model with entrepreneurial skills or internal entrepreneurship 71
adapting to the future needs of a 21st-century society marked by a profound digitized 72
digital transformation. In this aspect, programming and robotics play an important role; 73
that is, they contribute to the growth of skills and competencies; as a result, they contribute 74
to the development of logical thinking, abstraction, problem-solving, and creative thinking 75
[22]. 76
This research arises from the need to establish proposals to innovate secondary ed- 77
ucation teaching and learning models in the current curricula. Teaching programming 78
and robotics concepts are currently part of the high school core curriculum; consequently, 79
this promotes an understanding of programming as a broader concept than coding or 80
programming. It is part of interdisciplinary competencies that span all subjects, subject 81
areas, and grade levels. 82
Therefore, there is a tendency to recognize that the teaching of programming involves 83
the development of computational thinking and is linked to other digital and pedagogical 84
competence constructs [23]. Figure 1 shows the skills to be developed by applying the 85
STEM educational approach. 86

STEM Programming
APPROACH and Robotics
1 01 4
CRITICAL THINKINGN CREATIVITY
- Analysis and reasoning - Creation techniques

- Decision making - Observation capacity
- Problem solving 02 - Positive attitude to failure
04
2 3
2 03
SUCCESSFUL
TITLE HERE DIGITAL LITERACY
COMMUNICATION
LOREM IPSUM DOLOR SIT - Use and management of
- Clarity in conveying ideas
AMET, CONSECTETUER DIAM
NONUMMY NIBH EUISMOD
information
- Ability to listen
TINCIDUN LAOREET DOLORE - Multimedia production
MAGNA ALIQUAM.
- Respect and flexibility - Computational thinking
Figure 1. In the context of the 21st century, developing strong educational skills is essential to address
technological challenges; consequently, the STEM approach plays a key role in fostering skills such as
programming and robotics. Source: Authors.
Several research studies have shown that programming and robotics are the most 87
challenging STEM subjects in the curriculum. One way to teach and learn programming is 88
to encourage students through educational entertainment-based pedagogy that includes 89
hands-on approaches to problem-solving [24]. 90
However, including and generating these concepts and knowledge from secondary 91
education would substantially contribute to the development of cognitive thinking and 92
problem-solving skills; with this, students could focus on providing several alternative 93
solutions in different situations and areas of learning; therefore, programming is closely 94
related to mathematics and physics; for example, this is evident in the resolution of graph 95
theory problems [25]. 96
The term Educational Robotics (ER) is gaining more and more weight in formal 97
and informal education; consequently, most schools and extracurricular initiatives are 98
integrating it into their curricula. Creating trends for a new educational approach requires 99
research efforts to understand and discuss the limits and potential of these tools [26]. 100
The benefits of Educational Robotics, for example, would involve flexibility, open source 101
development, and user-friendly interactions that allow students to explore and solve real- 102
world problems, making them an effective way to engage young people to participate in 103
STEM learning [27]. 104
Since technology and educational robotics are considered a central part of STEM 105
education, they offer the potential to promote STEM principles such as engineering concepts 106
and even interdisciplinary practice [28]. In addition, (RE) activities have been shown to 107
increase students’ interest and motivation, fostering learning. The wide variety of RE 108
activities seems to engage students and, in some cases, may provide cognitive, social, and 109
metacognitive benefits at all educational levels [29]. Therefore, RE activities could help 110
teachers strive to make their classes more accessible and enjoyable. 111
Considering that the four skills that 21st Century students should possess refer to the 112
Four C’s: creativity, critical thinking, communication, and collaboration, STEM Education 113
offers the opportunity to instill these skills and robotics as an effective tool that contributes 114
to hands-on learning, not only in robotics related subjects but also in STEM subjects [30]. 115
Robotics has many advantages in the teaching and learning process; therefore, the 116
theory of constructivism is based on experiential learning in the classroom, emphasizing 117
that children and youth can improve their cognitive and learning skills by combining and 118
incorporating robotics in the learning process [31]. That is why an integrative curriculum 119
is about removing these barriers between disciplines and increasing the usefulness of 120
learning to address the disjointed and impractical knowledge problems that arise when 121
investigating a specific topic [32]. 122
Therefore, to improve teaching practice and enhance student learning, it is essential to 123
implement innovative approaches in the classroom that foster personal transformation. It 124
implies recognizing the role of preparing individuals capable of addressing contemporary 125
challenges with the required competencies. However, traditional educational methods 126
need to achieve this preparation adequately. Robotics and programming, as fundamental 127
skills, promote the development of problem-solving, critical thinking, communication, 128
flexibility, computational thinking, and innovation. [33]. 129
Educational tools that meet these needs should be available for educators to reach stu- 130
dents in any STEM-centered environment. This approach is also adaptable to an extensive 131
range of pedagogies, allowing for significant flexibility in curriculum design [34]. 132
Figure 2 shows the bibliometric analysis and the incidence in the countries and univer- 133
sities where programming and robotics with STEM approach are part of education, taking 134
into consideration the most significant countries worldwide, the United States followed by 135
China, within the regional scope, countries such as Brazil, Colombia, and Chile stand out; 136
that is, the level of teaching of programming and robotics in education is generating new 137
alternatives to impart knowledge in the classroom. 138
However, more emphasis is placed on STEM programs due to their effectiveness in 139
development, the level of scientific literacy, and the interest of young people in teaching 140
science and technology subjects. In that case, STEM education is focused on real-life and 141
social problems. 142
hungary
denmark
romania
norway
portugal
saudi arabia
poland
czech republic
taiwan
turkey
south korea italy
cyprus australia
indonesia germany austria
greece chile
malaysia peoples r china
usa spain
mexico
india france
canada sweden
brazil
russia colombia
finland ireland
israel serbia
VOSviewer
Figure 2. Bibliometric Analysis: Incidence and relationship in countries where programming and
robotics are part of education with a STEM approach. Database Web of Science (WoS). Source:
Authors.
On the other hand, in figure 3, it is possible to visualize the scientific publications 143
that have been made by several universities in the world from 2019 to 2023 on the STEM 144
approach applied to education in the field of programming and robotics, as a contribution 145
to a multidisciplinary education that improves the cognitive development of students and 146
makes them active agents in the teaching-learning process. 147

univ alberta
max planck inst intelligent syst
koc univ
delft univ technol
zuyd univ appl sci
univ georgia tufts univ

educ univ hong kong hokkaido univ
emory univ mayo clin penn state univ univ barcelona
tianjin univ aix marseille univ
ulster univ
ritsumeikan univ
vanderbilt univ univ michigan
univ pittsburgh
swedish med ctr
chu nancy
VOSviewer
Figure 3. Bibliometric Analysis: Universities with research related to the STEM approach consider
programming and robotics as an alternative to education. Database Scopus. Source: Authors.
Several researchers argue in their scientific writings that STEM education implies a 148
revolution in pedagogy by focusing on interdisciplinarity in teaching, together with the 149
use of ICT, the promotion of creativity and teamwork to develop soft skills necessary for 150
a professional profile that solves the problems demanded by society; furthermore, these 151
transformations are imperative in the education of the 21st century. [35]. 152
The more they know about programming and how robots, smartphones, and other 153
products are programmed, the sooner it will be reflected in their daily lives; therefore, the 154
initiation to educational robotics has to be through simple and accessible tools. 155
To conclude this section, Table 1 shows the most relevant studies on the subject and 156
justifies the relevance of this research to others already carried out. 157
Table 1. Summary of studies on programming and robotics in the context of the STEM approach.
Model Approach Proposed solutions

Author Theoretical Educational Educational Student Curriculum
STEM Programming
Practical Robotics innovation motivation development
Darmawansah, 2023 [28] ✓ ✓ ✓ ✓ - ✓ ✓
Stein, 2023 [34] ✓ ✓ ✓ ✓ ✓ - ✓
Shang, 2023 [27] ✓ ✓ - ✓ ✓ - ✓
Ou Yang, 2023 [15] ✓ - ✓ ✓ - - -
Kálózi-Szabó, 2022 [1] - ✓ ✓ ✓ ✓ ✓ ✓
Coufal, 2022 [14] ✓ ✓ ✓ - ✓ ✓ -
Korhonen, 2022 [23] - - - ✓ ✓ ✓ ✓
Zhao, 2022 [24] ✓ ✓ - ✓ - ✓ ✓
Bråting, 2022 [25] ✓ - - ✓ - - ✓
Tselegkaridis, 2022 [29] - ✓ ✓ ✓ ✓ ✓ ✓
Friedberg, 2022 [35] ✓ ✓ ✓ ✓ ✓ - ✓
Present work ✓ ✓ ✓ ✓ ✓ ✓ ✓
3. Problem Formulation and Methodology 158
Today, education faces the challenge of not adequately adjusting to the demands of 159
contemporary society in meeting the technological and scientific challenges of the 21st 160
century; as a result, both the effectiveness of the pedagogical methods applied and the 161
content of the curricula have been subject to persistent criticism due to their insufficient 162
quality, lack of flexibility and lack of interdisciplinary approach. 163

The STEM educational approach, encompassing science, technology, engineering, and 164
mathematics, has become central to school curricula. The study of programming and 165
robotics is fundamental in this context. However, it is crucial to investigate and understand 166
the precise impact of teaching these disciplines on developing critical skills, especially in 167
secondary education. 168
Therefore, the problem is derived from What is the influence of learning program- 169
ming and robotics with a STEM approach in the generation of interest in change and the 170
motivation of secondary school students of the Ciudad de Girón Educational Unit, and 171
how this interest and motivation are linked to the development of cognitive, creative and 172
problem-solving skills in this student group?. 173
A solid curriculum is essential to ensure quality programming and robotics education 174
in secondary education, focusing on STEM. A well-designed curriculum is critical to culti- 175
vating relevant skills and promoting critical thinking, problem-solving, and creativity in 176
students. This research identifies essential content for a programming and robotics curricu- 177
lum that provides comprehensive learning. In addition, it seeks the effective integration of 178
programming and robotics concepts and skills with other STEM areas within a coherent 179
curriculum that fosters interdisciplinarity among students. 180
The primary purpose is to identify fundamental contents that facilitate the acquisition 181
of technical competencies and learning strategies. It also seeks to determine the theoretical 182
and practical knowledge to be integrated into the curriculum. This process is detailed in 183
figures 4 and 5, which indicate the contents for higher primary education and high school, 184
respectively. 185
CURRICULAR CONTENT OF UPPER BASIC

p r o g r a m m i n g a n d r o b o t i c s

INTRODUCTION AND FUNDAMENTALS OF PROGRAMMING 08

EIGHTH YEAR

09 ADVANCE AND STRUCTURED PROGRAMMING

NINTH YEAR

OPP, EMBEDDED SYSTEMS AND INTERACTIVE MOBILE APPS 10

TENTH YEAR

Figure 4. Presents a summary of the content, teaching strategies, and learning objectives for secondary
education. Source: Authors.
This process involves identifying the tools available to students to facilitate their 186
interaction with programming. These tools include computers, mobile devices, and external 187
components in the context of robotics. The main objective is to enable students to apply 188
the acquired knowledge practically and evaluate the curriculum’s relevance in real-world 189
situations, optimizing the effective resolution of challenges and problems. 190
The secondary education curriculum has been conceived with a focus on fostering cog- 191
nitive skills, reasoning analysis, and decision-making. These contents have been designed 192
coherently throughout the different levels and learning themes. In the eighth year, priority 193
is given to the acquisition of fundamental concepts in programming and robotics, along 194
with the development of skills in Python, Android, and Arduino, thus emphasizing the 195
formation of a solid foundation and the strengthening of analytical and decision-making 196
skills in secondary education. 197
In the ninth year, the curriculum focuses on developing skills in structured pro- 198
gramming with Python, creating advanced Android applications, and microcontroller 199
programming with Arduino. It prepares students to tackle problems effectively, design 200
high-quality interfaces, and devise innovative solutions integrating sensors, actuators, 201
and control. This process fosters logical thinking and the creation of scalable solutions in 202
computing and technology. 203
In the tenth year, training focuses on object-oriented programming, interactive mobile 204
application development, and embedded systems programming. This phase culminates 205
with students’ movement in good programming practices and user-friendly interface 206
design. It is complemented with Arduino programming for embedded systems, providing 207
solutions to real problems. 208
CURRICULAR CONTENT OF BACHILLERATE

p r o g r a m m i n g a n d r o b o t i c s

ADVANCED PROGRAMMING , MULTIPLATFORM APPS AND ROBOTICS 1st

FIRST HIGH SCHOOL

2nd COMPLEX ALGORITHMS, MOBILE APPS WITH UX AND ROBOT CONTROL

SECOND HIGH SCHOOL

ROBOTICS PROJECT INTEGRATED WITH PYTHON, ANDROID AND ARDUINO 3rd

THIRD HIGH SCHOOL

Figure 5. Provides an overview of the content, strategies, and learning objectives for the baccalaureate,
based on the student’s exit profile Source: Authors.
The baccalaureate level curriculum is meticulously structured to promote the devel- 209
opment of cognitive skills inherent to the STEM disciplines, namely creativity, problem- 210
solving, observational, and communication acumen. This enrichment in competencies will 211
undoubtedly catalyze the emergence of innovative approaches to addressing the challenges 212
that characterize the 21st century. 213

In the first year of high school, the content focuses on providing students with ad- 214
vanced Python programming skills to design complex programs and master algorithms and 215
data structures. In addition, skills are developed in the creation of multiplatform mobile 216
applications, fostering versatile solutions on Android, iOS, and other systems. Likewise, 217
fundamental robotics concepts are incorporated, cultivating practical skills in building and 218
programming robotic projects with Arduino. 219
In the second year of high school, the curriculum focuses on advanced programming 220
and complex algorithms in Python, emphasizing search and sort algorithms. Android 221
mobile application development focusing on user experience is also addressed, along 222
with programming and controlling autonomous robots using Arduino. As a result of this 223
educational approach, students experience a significant improvement in their ability to 224
analyze and solve real-world problems, proposing strategies for making smarter decisions 225
in their environment. 226
During the last year of the high school cycle, the pedagogical focus was on realizing a 227
robotics project that amalgamates Python, Android, and Arduino. In such a project, stu- 228
dents will exhibit proficiency in programming, electronics, and hardware control, actively 229
executing an integral enterprise that encapsulates the synergy between these three plat- 230
forms, sustained by a multidisciplinary approach and its concrete application in real-world 231
contexts. 232
Upon completing the proposed curricular program, students are encouraged to de- 233
velop a solid profile in programming, mobile application design and development, and 234
robotics within the STEM context. This training will provide them with the necessary skills 235
to successfully address technological challenges, collaborate effectively in teamwork envi- 236
ronments, and continue their education in areas related to computer science, robotics, and 237
engineering. In addition, they will be adequately prepared to enter university programs or 238
technical careers in STEM fields. 239
This study uses a methodology that begins with a descriptive historical approach to 240
conduct a comprehensive literature review at the global, regional, and national levels of 241
programming and robotics in education. In addition, a bibliometric analysis is carried 242
out using VosViewer software to identify countries and universities that excel in research 243
related to the STEM approach in education. 244
The literature review used the Web of Science and Scopus databases as reference 245
sources. Based on this exhaustive review, a state-of-the-art matrix covered the positive 246
aspects and the problems addressed in the relevant studies. The search and filter criteria 247
focused on the restriction of the publication period between 2021 and 2023 and the use 248
of keywords related to the research topic, as the flow of this process can be seen in the 249
attached figure 6. 250
Creation of Review of ¿Article Bibliometric

RESEARCH the state of scientific Scopus and selection Yes analysis
PROCESS the art articles Web of science 2019-2023? VosViewer
No
No
Identification Question Research Elaborate Graphing and

contributes Tabular survey
of the study related to Yes measurement evaluating
scientific results
problem objectives instrument results
value
Figure 6. Flow chart of the methodological process adopted to clarify the sequence of the stages
carried out in this study. Source: Authors.
In a subsequent stage, the experimental method was implemented to discern the 251
impact on the interest and motivation of higher primary education students concerning 252
learning programming and robotics in the context of a STEM approach. Then, to achieve 253
this purpose, a coherent and sequential curriculum content was established and defined, 254
adapted to the context and its applicability. 255
Data collection was carried out using Likert scales, following a methodology of a quan- 256
titative nature; in addition, the results obtained will be evaluated through an analytical- 257
synthetic approach, which will facilitate the comparison and contrast of the objectives 258
outlined about the findings achieved during the research. This methodological approach 259
will make possible a thorough exploration and synthesis of the data to evaluate the coher- 260
ence between the objectives outlined in the study and the empirical results obtained. 261
In this phase of the study, two surveys were elaborated, one with 31 questions ad- 262
dressed to students and the other with 20 questions addressed to teachers. The study 263
population consisted of 70 students belonging to the eighth years of parallel years A and B 264
of General Basic Education, ranging in age from 11 to 14. Also included were 30 teachers 265
who teach General Basic Education and High School at the Ciudad de Girón Educational 266
Unit, a public institution with an educational proposal for Technical High School in Com- 267
puter Science. This institution is located in the Girón canton, in an urban area, and is part 268
of the Education District 01D03 Girón a Santa Isabel. 269
The implementation of the method was carried out using the Microsoft Forms online 270
platform for the creation and distribution of the questionnaire used in the survey. This 271
questionnaire was comprehensively structured, including questions related to various 272
aspects, such as digital literacy, familiarity and previous experience in the STEM educational 273
approach, learning contents linked to Programming and Robotics, and the adoption of 274
innovative practices in comprehensive and inclusive education. 275
This methodological approach is coherently aligned with achieving the objectives 276
set out in the study and considers the theoretical and empirical contributions of previous 277
research related to the topic. 278
The Likert scale used in the surveys was composed of five items that represented the 279
response options to evaluate the perception of students and teachers. These items were 280
defined as follows: "Strongly agree (Q1)", "Agree (Q2)", "Undecided (Q3)", "Disagree (Q4)", 281
and "Strongly disagree (Q5)". Table 2 shows the questions asked in the student survey, 282
organized into five groups. Similarly, Table 3 presents the questions asked in the teacher 283
survey.
Table 2. Survey based on five points Likert scale - Students.
Summary I
General data related to Digital Literacy and Culture
1. The city where you live?
2. What is your current age?
3. What is your gender?
4. Do you have internet service at home?
5. How many people share the Internet connection in your household?
6. What technological device do you use at home to review and complete school activities?
Summary II
Prior knowledge and skills of the STEM (Science, Technology, Engineering, and Mathematics) educational
approach.
7. Do you think that acquiring knowledge in STEM could have a positive impact on your student life and
your professional career?
8. Do you think the teaching of programming and robotics with a STEM approach should be included from
the eighth grade onwards?
9. How much do you agree that a STEM educational focus on Programming and Robotics would make
learning more engaging and meaningful for you?
284
Table 2. Cont.
Summary II
10. Would you be excited to learn about a subject that interests you in school through STEM education and
participate in projects where you can build and program LEGO robots?
11. Do you agree that learning STEM would help you understand and use everyday technologies such as
computers, smartphones, and apps more effectively?
12. Is it important to expand programming and robotics content at each educational level to strengthen
STEM-related skills and knowledge?
13. Do you agree that learning Python, Android, and Arduino content with a STEM focus would improve
problem-solving skills as knowledge is acquired?
Summary III
Programming and Robotics Learning Contents
14. Would learning programming and robotics improve your teamwork and collaboration skills with your
classmates?
15. Would you like to learn how to program in Python to solve real problems using basic syntax, developing
algorithms and applying appropriate control structures?
16. How much do you agree with learning programming to be able to control robots and carry out your
technological projects?
17. Are you interested in programming Android mobile applications and solving problems innovatively?
18. Would you like to design an interactive storybook on Android incorporating a user interface that allows
you to program navigation buttons and visual effects?
19. Would you like the idea of designing and programming traffic lights and traffic control systems using
LED lights and buttons with Arduino?
20. Do you think learning Android programming would boost your design and development skills to create
intuitive and interactive mobile apps?
21. Would you like to create a Python program applying structured programming, where you can add,
remove and mark as completed tasks in a list?
22. Would you like to create a robot capable of following a line drawn on the ground using line sensors by
applying the concepts and fundamentals of motion detection and control?
23. Are you interested in developing a student registration system in Python using object-oriented program-
ming to manage student data, grades and attendance?
24. Would you like to create, improve, and share your mobile applications in the Android store for others to
use?
25. Would you love to be part of a robotics project where you can program, control, and improve a robot that
uses Python, Android, and Arduino in all its parts?
Summary IV
Development and strengthening of additional cognitive skills
26. How much do you agree that the following skills can be achieved through teaching programming and
robotics with a STEM approach?
a) Encourage creativity
b) Improve problem-solving
c) Develop technological skills
d) Encourage teamwork
e) Develop innovation skills
f) Critical thinking
Summary V
Comprehensive and inclusive educational innovation
27. Do you think learning STEM programming and robotics will make you feel included in the learning
process, regardless of gender?
28. Do you believe that learning programming and robotics would promote equal opportunity and allow you
to demonstrate your diverse skills and strengths?
29. Can learning to program and work with robots help you solve problems in different, innovative, and fun
ways using technology?
30. Would learning programming and robotics prepare you for university studies or a career in Science,
Technology, Engineering, and Mathematics in the future?
31. Do you think that learning Programming and Robotics with a STEM approach would help you to better
understand different subjects and solve problems in a more ingenious way?
285
4. Analysis of Results 286
After the execution of surveys addressed to eighth-grade students and teachers in the 287
mentioned educational institution, we proceeded to the careful analysis of the collected 288
data. This analysis aims to reveal the perceptions, patterns, and effects derived from the 289
implementation of Programming and Robotics within the framework of the STEM approach 290
in the curriculum. It focuses on assessing the impact on students, and exploring dimensions 291
such as acceptance and motivation. In addition, the essential role of the STEM approach in 292
the integral formation of learners is rigorously examined. 293
In this context, Figure 7 presents the results of student responses concerning each 294
question asked and evaluated using the Likert scale, highlighting the prevalence of the 295
"Agree" option. In particular, in the question about Interest in participating in projects to 296
build and program LEGO robots, the response "Strongly Agree" was predominant, with a 297
total of 32 students. "Undecided" responses are minimal; with 16 responses in aspects 4 298
being the most prominent, while the "Disagree" and "Strongly Disagree" options show very 299
low levels, with only 4 students opting for these alternatives in all five aspects. 300
These results underline the marked acceptance and motivation of students toward 301
the integration of the STEM approach in learning through Programming and Robotics. 302
Furthermore, they highlight the relevance of considering prior knowledge and skills, as well 303
as developmental goals, for an effective implementation of these educational initiatives. 304
70
3 3 3
4 4
9 5
60 13
13
16
50
26
Number of students
33
40
29
29
30
30
20
32
27
24
10 21
17
0
Positive impact on student Interest in participating in Improved understanding Engaging and meaningful Development of problem
life and careers projects to build and and effective use of learning with STEM solving skills by learning
program LEGO robots everyday technology Python, Android and
Arduino.
Totally in agreement Agreed Undecided Disagree Strongly disagree
Figure 7. Students Survey: Highlights of the STEM approach to learning by integrating Programming
and Robotics. Source: Authors.
In Figure 8a, which exhibits the curricular content related to programming in the 305
Python language, an analysis of the questions related to learning programming and robotics 306
in the STEM context was conducted. Interest was highlighted and information on the level 307
of prior knowledge and experience was provided. About question 15, which addresses 308
Programming Fundamentals and Control Structures in Python, it is noted that 23 students 309
strongly agreed and 35 agreed. In addition, 6 students expressed as undecided; 4 disagreed 310
and only 2 answered completely disagreed. This result points to a connection with the 311
STEM approach by highlighting the practical application of programming in real-world 312
situations. 313
In the same context, about questions 21 and 23, which address content on structured 314
programming and object-oriented programming in Python, it is noted that 21 and 25 315
students, respectively, "Completely agree" with these contents. Likewise, 32 students 316
expressed "Agree" with the topic addressed in question 21, while 29 answered "Agree" 317
about the content of question 23. 318

On the other hand, it is important to note a low number of negative responses to both 319
questions mentioned above. In question 21, only 5 students expressed "Disagree", while 320
in question 23, only 2 chose this option. Consequently, it is expressed that the contents 321
presented contribute to the development of basic programming skills. In addition, the 322
focus on object-oriented programming and its relevance in the educational environment is 323
highlighted, highlighting how it can be efficiently applied to manage data. 324
Programming fundamentals and control structures. Structured Programming, lists and dictionaries Fundamentals of object oriented programming
2.00 2.00 5.00

4.00
25
6.00
14.00 11.00
29.00
32.00
35.00
29
23.00
21.00 25.00
11
(a) Curricular content inherent to programming in the Python language.
Fundamentals and basic development of mobile apps User interface and user experience (UI/UX) Hardware integration and application publishing
4.00 5.00 2.00
25 11.00
8.00
10.00
28.00 29.00
36.00
29
21.00
28.00
27.00 11
(b) Curricular content focused on Android programming.
Basic programming and control with Arduino Principles of motion sensing and control in robotics Integrating robotics with Python, Android and Arduino
4.00 2.00
7.00 7.00
6.00 25
26.00
10.00
34.00
36.00
26.00
29
26.00
11
25.00
(c) Curricular content about programming on Arduino

Figure 8. Students survey: Programming and robotics content adapted to support the development
of relevant skills and knowledge in the context of the STEM approach. — (a) Content related to
Python. (b) Contents addressing Android. (c) Contents about Arduino. Source: Authors.
Figure 8b which refers to the curricular contents focused on Android programming 325
highlights the practical application of programming in the development of mobile applica- 326
tions, underlines the connection between programming and design skills, and encourages 327
creativity and sharing results, essential aspects for the STEM approach, highlighting as 328
the highest point the topic of Hardware integration and application publishing where 29 329
students completely agree with these contents, while the lowest level of response "Disagree" 330
is 2 students. 331
In the curricular contents linked to the fundamentals and basic development of mobile 332
applications, as well as user interface and user experience, mentioned in questions 18 333
and 20, it is observed that most students responded with "Strongly Agree" and "Agree". 334
However, some answers presented a level about the option "Disagree". It is relevant to note 335
that no responses were recorded for the option "Strongly disagree" about the questions and 336
contents mentioned above. 337
Figure 8c establishes the sequence of curricular contents relevant to programming on 338
Arduino, based on questions 19 and 22, which address Basic programming and control with 339
Arduino, as well as principles of motion sensing and control in robotics. Positive responses 340
from students were observed, highlighting the options "Strongly Agree" and "Agree", with a 341
total of 26 and 34 responses respectively for question 19. Regarding question 22, there were 342
26 responses for the option "Strongly agree" and 25 responses for the option "Agree". It is 343
relevant to point out that the alternatives "Undecided", "Disagree" and "Strongly disagree" 344
obtained a low response rate, not exceeding ten students of the total number surveyed. 345
In addition, it is imperative to highlight that about question 25, which mentions the 346
integration of robotics through Python, Android, and Arduino in a conclusive project, 347
36 students expressed their position with "Strongly agree", while 26 opted for the option 348
"Agree". This set of responses significantly highlights the evident interest of students in the 349
application of programming and robotics concepts in hands-on projects. These projects not 350
only enable the effective integration of STEM skills but also offer a hands-on experience 351
that can be engaging and motivating for students. 352

Text text text text text text text text text text text text text text text text text text text text 353
text text text text text text text text text text text text text text text text text text text text text 354
text text text text text text text text text text text text text text text text text text text text. 357
5. Conclusions 358
Author Contributions: I.T. conceptualized the study, analyzed the data, and wrote the initial draft. 379
E.I. analyzed the data and revised the draft. I.T. provided critical feedback and edited the manuscript. 380
E.I. provided Zoom support and critical feedback. All authors read and approve the final manuscript. 381
Funding: Universidad Politécnica Salesiana and GIREI supported this work, Smart Grid Research 382
Group, under the project Information and Communication Technologies for Education considering 383
learning engineering. 384
Institutional Review Board Statement: Not applicable. 385
Informed Consent Statement: Informed consent is obtained from all subjects involved in the study 386
Data Availability Statement: Not applicable. 387
Acknowledgments: Universidad Politécnica Salesiana and GIREI supported this work —Smart Grid 388
Research Group and the Master’s Program in Information and Communication Technologies for 389
Education. The Network IUS also provided the funding - RECI - Smart Grid and Smart Cities 390
Conflicts of Interest: The authors declare no conflict of interest. 391
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Article

Impact of Learning Programming and Robotics Considering the

Keywords: introductory programming; educational robotics; STEM; curriculum development; tech- 8

nological innovation; educational programs 9

Nowadays, information and communication technologies (ICT) offer a range of oppor- 11

Version December 4, 2023 submitted to Educ. Sci. https://www.mdpi.com/journal/education

that primarily analyzes science education and digital literacy [8]. 36

forefront of digitization [11]. 44

sparked interest in generally integrated curricula focused on enhancing student learning 49

opportunities by incorporating classroom objectives [13]. As a result, this type of education 50

is gradually expanding in the curricula of educational systems, and the contributions of 51

A current trend is integrating people and technology, as it is present in almost all 53

The field of robotics encompasses several areas of study, including programming 60

Educational institutions should not be immune to change; on the contrary, they 68

development of skills and competencies, as well as lifelong learning methods; therefore, 70

promoting a STEM learning model with entrepreneurial skills or internal entrepreneurship 71

adapting to the future needs of a 21st-century society marked by a profound digitized 72

to the development of logical thinking, abstraction, problem-solving, and creative thinking 75

this promotes an understanding of programming as a broader concept than coding or 80

programming. It is part of interdisciplinary competencies that span all subjects, subject 81

areas, and grade levels. 82

Therefore, there is a tendency to recognize that the teaching of programming involves 83

STEM educational approach. 86

- Analysis and reasoning - Creation techniques

to encourage students through educational entertainment-based pedagogy that includes 89

hands-on approaches to problem-solving [24]. 90

education would substantially contribute to the development of cognitive thinking and 92

solutions in different situations and areas of learning; therefore, programming is closely 94

theory problems [25]. 96

STEM learning [27]. 104

theory of constructivism is based on experiential learning in the classroom, emphasizing 117

investigating a specific topic [32]. 122

skills, promote the development of problem-solving, critical thinking, communication, 128

flexibility, computational thinking, and innovation. [33]. 129

alternatives to impart knowledge in the classroom. 138

social problems. 142

makes them active agents in the teaching-learning process. 147

zuyd univ appl sci

univ georgia tufts univ

revolution in pedagogy by focusing on interdisciplinarity in teaching, together with the 149

Model Approach Proposed solutions

3. Problem Formulation and Methodology 158

quality, lack of flexibility and lack of interdisciplinary approach. 163

secondary education. 168

problem-solving skills in this student group?. 173

in secondary education, focusing on STEM. A well-designed curriculum is critical to culti- 175

curriculum that fosters interdisciplinarity among students. 180

CURRICULAR CONTENT OF UPPER BASIC

INTRODUCTION AND FUNDAMENTALS OF PROGRAMMING 08

        

        

09 ADVANCE AND STRUCTURED PROGRAMMING

       

      

­       

OPP, EMBEDDED SYSTEMS AND INTERACTIVE MOBILE APPS 10

          

         

       

situations, optimizing the effective resolution of challenges and problems. 190

skills in secondary education. 197

computing and technology. 203

solutions to real problems. 208

CURRICULAR CONTENT OF BACHILLERATE