<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0012-7353</journal-id>
<journal-title><![CDATA[DYNA]]></journal-title>
<abbrev-journal-title><![CDATA[Dyna rev.fac.nac.minas]]></abbrev-journal-title>
<issn>0012-7353</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0012-73532022000300124</article-id>
<article-id pub-id-type="doi">10.15446/dyna.v89n222.100232</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Education 4.0: integration of educational robotics and smart mobile devices as a didactic strategy for the training of engineers in STEM]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación 4.0: integración de robótica educativa y dispositivos móviles inteligentes como estrategia didáctica para la formación de ingenieros en STEM]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Restrepo-Echeverri]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez-Builes]]></surname>
<given-names><![CDATA[Jovani Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Branch-Bedoya]]></surname>
<given-names><![CDATA[John Willian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Colombia Facultad de Minas Departamento de Ciencias de la Computación y de la Decisión]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>89</volume>
<numero>spe222</numero>
<fpage>124</fpage>
<lpage>135</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0012-73532022000300124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0012-73532022000300124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0012-73532022000300124&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents a model for the implementation of cell phones as a functional component of educational robotics. With this, a massification of the educational practices of robotics can be achieved, and an approach to innovative solutions with the use of everyday components. The above constitutes an easily adaptable model to develop specific skills of students in STEM areas with a low investment. As a result, it was evidenced that robotics facilitates the possibility of introducing technology in the teaching and learning processes through these kits that have sensors, mechanisms, parts and characteristics that can be coupled and integrated with a cell phone to assemble a functional robot. Through an online questionnaire on the integration of educational robotics and cell phones, the interest of engineering students and teachers was verified, so that their higher education institutions include robotics in their training processes, thus contributing to the preparation to face the challenges of the Education 4.0 line within the context of Industry 4.0.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se presenta un modelo para la implementación de los celulares como un componente funcional de la robótica educativa. Con esto se puede lograr una masificación de las prácticas educativas de la robótica, y un planteamiento de soluciones innovadoras con el uso de componentes cotidianos. Lo anterior se constituye en un modelo de fácil adaptación para desarrollar habilidades específicas de los estudiantes en las áreas STEM con una baja inversión. Se evidenció como resultado, que la robótica facilita la posibilidad de introducir la tecnología en los procesos de enseñanza y aprendizaje por medio de estos kits que poseen sensores, mecanismos, piezas y características que pueden acoplarse e integrase con un celular para armar un robot funcional. A través de un cuestionario en línea sobre la integración de robótica educativa y celulares, se constató el interés que tienen los estudiantes de ingeniería y docentes, para que sus instituciones de educación superior incluyan la robótica en sus procesos formativos, contribuyendo de esta forma a la preparación para afrontar los retos de la línea de Educación 4.0 dentro del contexto de la Industria 4.0.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[education 4.0]]></kwd>
<kwd lng="en"><![CDATA[STEM]]></kwd>
<kwd lng="en"><![CDATA[educational robotics]]></kwd>
<kwd lng="en"><![CDATA[mobile devices]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="es"><![CDATA[educación 4.0]]></kwd>
<kwd lng="es"><![CDATA[STEM]]></kwd>
<kwd lng="es"><![CDATA[robótica educativa]]></kwd>
<kwd lng="es"><![CDATA[dispositivos móviles]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
</kwd-group>
</article-meta>
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