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- Educational robotics and complex thinking: instructors views’ on using humanoid robots in higher education(2023-10-04) Ramírez Montoya, María Soledad; Baena Rojas, José Jaime; Patiño Zúñiga, Irma Azeneth; Tecnologico de Monterrey; https://ror.org/03ayjn504; Cyprus University of TechnologyThis paper presents the results of a study that aimed to analyze the perspectives of higher education instructors regarding humanoid robots and the use of educational robotics in higher education for STEM fields. The study employed survey method of data collection to examine the views of 192 instructors on the benefits and challenges of using humanoid robots in higher education, as well as their perceptions of the current state and future trends of educational robotics. Results of the survey reveal instructors' positive attitudes towards the use of humanoid robots in higher education, highlighting the perceived potential for these robots to enhance student engagement, motivation, and learning outcomes. However, the study also identifies challenges such as the high cost of acquisition and maintenance of humanoid robots, as well as the need for ongoing professional development for instructors to effectively integrate these robots into their teaching practices. Overall, this research provides valuable insights into the current state of the field and the future direction of educational robotics in higher education for STEM fields.
- Collaborative networks and sustainability in Education 4.0: An approach to achieve complex thinking competencies in higher education(2022-09-12) Miranda, Jhonattan; Molina, Arturo; Ramírez Montoya, María Soledad; López Caudana, Edgar Omar; Escalera Matamoros, Yesica; Instituto Tecnológico y de Estudios Superiores de MonterreyToday, collaborative networks are considered one of the critical elements that shape Education 4.0 in higher education. They are necessary to connect, cooperate, and collaborate with key external stakeholders during training and co-creation processes. Students use them to be immersed in real-world scenarios with complex environments. Consequently, Higher Education Institutions are relevant and critical in promoting and designing these collaborations where students can train and acquire desirable competencies. In this work, the competencies for complex thinking have been adopted in students' training to include specific transversal and disciplinary competencies and encourage the development of sustainable systems. Therefore, key stakeholders must foster sustainability in design processes through collaborative networks. We present two case studies involving collaborative networks and sustainability in this work.