<?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>0121-750X</journal-id>
<journal-title><![CDATA[Ingeniería]]></journal-title>
<abbrev-journal-title><![CDATA[ing.]]></abbrev-journal-title>
<issn>0121-750X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Distrital Francisco José de Caldas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-750X2021000100041</article-id>
<article-id pub-id-type="doi">10.14483/23448393.16721</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Entorno pedagógico para la enseñanza en básica primaria mediante el uso de sistema robótico comercial]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational Environment for Primary School Using a Commercial Robotic System]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortega]]></surname>
<given-names><![CDATA[Glen Camilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Téllez]]></surname>
<given-names><![CDATA[Andrés Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guarnizo]]></surname>
<given-names><![CDATA[Jose Guillermo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camacho]]></surname>
<given-names><![CDATA[Edgar Camilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Santo Tomás Grupo de Estudio y Desarrollo en Robótica GED ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Santo Tomás Grupo de Estudio y Desarrollo en Robótica GED ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Santo Tomás Grupo de Estudio y Desarrollo en Robótica GED ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Santo Tomás Grupo de Estudio y Desarrollo en Robótica GED ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<numero>1</numero>
<fpage>41</fpage>
<lpage>61</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-750X2021000100041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-750X2021000100041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-750X2021000100041&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Contexto:  En este artículo se presenta el diseño de un sistema robótico aplicado para la enseñanza en básica primaria, dirigido a la población infantil. El sistema robótico es controlado mediante una aplicación en un teléfono celular, a partir del cual dos equipos de niños compiten moviendo un robot en una pista cuando responden correctamente una pregunta. El sistema está diseñado para ser operado por personas sin conocimientos avanzados en informática o robótica.  Método:  Inicialmente se realizó una revisión de los resultados de las pruebas Pisa para Colombia, donde se evidenció que en educación básica primaria existen fuertes deficiencias en matemáticas. Posteriormente se procede al diseño del sistema utilizando la plataforma robótica Lego Mindstorm y una aplicación para teléfono celular. El sistema es validado en una actividad con 40 niños de grados tercero y quinto, validando la actividad por medio de encuestas.  Resultados:  Las encuestas reflejaron una satisfacción general de los estudiantes al realizar la actividad, mostrando mucho interés, así como concentración. Se evidenció disciplina de los niños en la actividad. La actividad fue acompañada por el docente del espacio académico, quien consideró que el ejercicio realizado fue positivo y contribuye al desarrollo académico de los estudiantes.  Conclusiones:  El uso de plataformas robóticas contribuye a los procesos de aprendizaje en la población infantil al ser atractivas, interactivas y fortalecer el trabajo en equipo. Este tipo de plataformas deben ser de fácil uso, ya que las actividades serían acompañadas por docentes de distintas formaciones. Se debe buscar que las plataformas sean accesibles y de bajo costo, pero con un diseño llamativo para la población a la que va dirigida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Context:  In this paper, the design of a robotic system applied to learning in primary school is presented. This system is controlled through a mobile application, where two teams competing against each other answer questions about a subject. The robot moves along a racetrack whenever a team answers correctly. The system is designed for easy operation without advanced knowledge in robotics or informatics.  Method:  First, the results from Colombia&#8217;s Pisa tests were consulted, finding that primary school shows a significant weakness in mathematics. Afterwards, a robotic educational platform was designed using a LEGO MINDSTORM robot and a mobile phone app. The education environment was validated by means of perception surveys at the end of an academic activity with 40 students between third and fifth grade.  Results:  The surveys reported an overall interest and satisfaction from the students with the academic activity and the proposed system. The children were very disciplined in the class with the robot. The activity was supported by the mathematics teacher, who believes that the class yielded positive results, thus contributing to the students&#8217; academic development.  Conclusions:  The use of robotic platforms contributes to the learning process of children. This is because these activities are appealing and interactive. These kinds of systems are designed to develop teamwork. One important characteristic of these environments must be easy usage since they are conducted by teachers without knowledge in robotics or informatics. These platforms must be more accessible and low-cost, but their design must still be attractive.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[robótica.]]></kwd>
<kwd lng="en"><![CDATA[Robotics]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[mathematics.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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