STEAM teaching strategy for the integration of robotics and neurotechnology in the Control Interfaces module
Keywords:
STEAM education; educational robotics; educational neurotechnology; control interfaces; technical and vocational educationAbstract
Introduction: This research addresses the impact of an integrated STEAM teaching strategy incorporating educational robotics and neurotechnology on the learning and development of technical skills in the Control Interfaces module of students in a Mechatronics Technical Baccalaureate program. This approach seeks to move beyond traditional pedagogical approaches and meet the demands of Industry 4.0. Materials and methods: A mixed-methods approach with a quantitative focus was used, employing a quasi-experimental design with pre- and post-test measurements. The study was conducted with a purposive sample of 32 students. Instruments included Likert scale questionnaires (α=0.85), analytical rubrics, and academic performance assessments, all validated by specialists. Results: Statistically significant differences (p<0.05) were found in all evaluated dimensions, with the greatest differences observed in hardware-software integration (d>0.80) and technical problem-solving (d>0.80). The correlation between cognitive self-regulation and problem-solving was positive and significant (r=0.62; p<0.01). Average scores showed absolute increases between +2.2 and +2.7 across the five dimensions assessed. Discussion: These findings align with studies demonstrating that educational robotics enhances the functional understanding of complex technological systems and that integrating neuroeducational principles promotes cognitive self-regulation. The novelty of this study lies in the systematic integration of STEAM, robotics, and neurotechnology within a highly specialized technical module, an area scarcely addressed in the literature. Conclusions: The STEAM didactic strategy integrated with robotics and neurotechnology constitutes a validated pedagogical approach for technical training, generating significant improvements in technical and cognitive skills. A replicable and scalable model is proposed for technical and vocational education programs related to automation and control, aligned with the demands of Industry 4.0.
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