Evaluation of STEAM Project-Based Learning through Educational Robotics for the Development of 21st-Century Skills
Abstract
In response to the growing need to prepare university students to face the challenges of a dynamic working environment, an integrated understanding of the disciplines and the application of learning in practical situations is becoming increasingly important. It is therefore necessary to implement pedagogical strategies in universities that are oriented in this direction. Thus, this study designs and implements a pedagogical strategy of project-based learning (PBL) mediated by educational robotics in a STEAM approach in an Ecuadorian public university. The aim of the study is to evaluate how the implementation of PBL mediated by educational robotics in the STEAM framework in higher education influences the development of 21st century skills of students, such as collaboration, critical thinking, problem solving, creativity or project management. A quantitative longitudinal-descriptive methodology was applied, under a Design-Based Research (DBR) approach. The sample consisted of 104 students distributed over four academic semesters who answered a Likert scale questionnaire to assess their development of the different skills in each semester. This instrument was validated by expert judgement and pilot testing, and a statistical analysis of the results was carried out using ANOVA and Tukey HSD tests. The findings showed significant and sustained improvement in six dimensions of 21st century skills, with statistically significant differences between semesters. The dimensions with the greatest progress were collaboration, reflection and project management. The results show the effectiveness of integrating educational robotics within interdisciplinary projects to promote key competences, reinforcing the relevance of the STEAM model. The effectiveness of the approach in developing key skills in real contexts is highlighted, underlining its relevance for educational innovation.
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