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Avilés-Castillo, Fátima
Educational Robot Using Lego Mindstorms and Mobile Device
Gamification in Inclusive Education for Children with Disabilities: Global Trends and Approaches - A Bibliometric Review
2020
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Varela Aldas, José
,
Miranda-Quintana O.
,
Guevara Maldonado, César Byron
,
Avilés-Castillo, Fátima
,
Palacios-Navarro G.
Modern education at different levels has integrated the use of technology as a teaching-learning assistant, especially in the initial stage of training because it motivates curiosity and helps the abstraction of knowledge. This paper presents the development of an educational robot using components of the Lego Mindstorms EV3 kit and a mobile app to interact with the student; the robot is build using two motors and two sensors, one to differentiate colours and the other one to measure proximity. The objective is to teach the different colours and explain the spatial position to children under five years old, while the screen of the mobile device interacts with the user. The results show the finished product, the data generated by a learning test, and a usability test, concluding that the robot fulfils its purpose, but requires certain improvements. © Springer Nature Switzerland AG 2020.
2023
,
Jadán Guerrero, Janio
,
Avilés-Castillo, Fátima
,
Buele, Jorge
,
Palacios-Navarro G.
Given the growing attention to the intersection between technology and education, gamification has emerged as a strategy with great benefits. This bibliometric review addresses gamification’s current and future relevance in the educational field, focusing on its use as a pedagogical strategy to improve the learning and engagement of children with disabilities. Sixty-six studies published between 2001 and 2023 were analyzed, evaluating the most influential articles, main keywords, prominent authors, collaborating institutions, and funding sources. The literature suggests that gamification offers inclusive and personalized learning opportunities covering various disabilities. Methodologies and approaches to implement gamification were identified, including game elements, user-centered design techniques, and emerging technologies such as virtual reality, artificial intelligence, and educational robotics. However, challenges and areas for improvement were also found, such as the need for more long-term empirical evidence and the importance of considering individual differences and specific needs when designing gamification strategies. The review highlights the importance of strengthening collaborative networks between researchers and education professionals to disseminate best practices and promote more effective gamification approaches adapted to the needs of children with disabilities. Collaboration between educators, game developers, researchers, and parents are crucial to ensure that gamification efforts are inclusive and meet the diverse needs of students. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.