Métricas alternativas
Palabras clave
Micro-stories
Digital Apps
Augmented Reality
Early Childhood Education Pensamiento computacional
microrrelatos
app digitales
realidad aumentada
Educación Infantil
Cómo citar
Resumen
La presente investigación evalúa la potencialidad de una intervención educativa para desarrollar el Pensamiento Computacional (PC) en alumnado de Educación Infantil de 4 a 6 años (N=82). Se trata de una propuesta lúdica apoyada en un relato protagonizado por un robot, que el alumnado debe codificar para avanzar por un escenario físico y superar distintos desafíos interactuando con aplicaciones digitales y de Realidad Aumentada (RA). La investigación es pre-experimental, adopta una metodología descriptiva y comparativa utilizando un pre-test/post-test que registra el nivel de PC a partir de sus habilidades plasmadas: pensamiento algorítmico, generalización, abstracción, descomposición y evaluación. Los resultados evidencian la contribución de la propuesta para incrementar el PC de la mayoría del alumnado, independientemente de la variable género y edad. El alumnado con ACNEAE también ha incrementado su nivel de PC aunque con mayores dificultades. Todos se iniciaron en la codificación robótica, lo que contribuyó a activar e impulsar su orientación espacial, lateralidad, capacidad de conteo, coordinación óculo-manual, razonamiento lógico, etc. A modo de conclusión, se subraya que la utilización de una narrativa lúdica ha promovido la conexión del alumnado con la historia y la empatía con los personajes, favoreciendo su engagement con las tareas propuestas y minimizando su complejidad.
Citas
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