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Use of robotic platforms as a tool to support STEM and physical education in developed countries: a descriptive analysis
(MDPI, 2022-01-28) Ponce Cruz, Pedro; López Orozco, Christian Fernando; Baltazar Reyes, Germán Eduardo; López Caudana, Edgar Omar; Mazon Parra, Nancy; Molina Gutiérrez, Arturo; PONCE CRUZ, PEDRO; 31857; https://ror.org/03ayjn504; https://ror.org/01tmp8f25
The lack of interest of children at school is one of the biggest problems that Mexican education faces. Two important factors causing this lack of interest are the predominant methodology used in Mexican schools and the technology as a barrier for attention. The methodology that institutions have followed has become an issue because of its very traditional approach, with the professor giving all the theoretical material to the students while they listen and memorize the contents, and, if we add the issue of the growing access to technological devices for students, children carrying a phone are more likely to be distracted. This study aims to integrate technology through assistive robots as a beneficial tool for educators, in order to improve the attention span of students by making the learning process in multiple areas of the Mexican curriculum more dynamic, therefore obtaining better results. To prove this, four different approaches were implemented; three in elementary schools and one in higher education: the LEGO® robotic kit and the NAO robot for STEM (science, technology, engineering, and mathematics) teaching, the NAO robot for physical education (PE), and the PhantomX Hexapod, respectively. Each of these technological approaches was applied by considering both control and experimental groups, in order to compare the data and provide conclusions. Finally, this study proves that the attention span is indeed improved as a result of implementing robotic platforms during the teaching process, allowing the children to become more motivated during their PE class and become more proactive and retain more information during their STEM classes.
Open innovation laboratory for rapid realisation of sensing, smart and sustainable products: motives, concepts and uses in higher education
(Springer, 2018-08-25) Molina Gutiérrez, Arturo; Miranda Mendoza, Jhonattan; Chavarria Barrientos, Dante; Noguez Monroy, Julieta; Ramírez Cuesta, Juan Miguel; Macías García, Manuel Eduardo; López Caudana, Edgar Omar; Bustamante Bello, Martín Rogelio; Molina Espinosa, José Martín; Ponce Cruz, Pedro; Cortés Serrano, Daniel; https://ror.org/03ayjn504
Open Innovation is not a new concept and it is been actively used by different entities to cope with new challenges posed by the evolving society in business, science and education. However, for this last one seems to be poor documentation about how higher education institutions are dealing with it. It is evident that universities are applying concepts like Open Innovation Laboratories, however it is not clear the methodologies or resources they are using. Tecnologico de Monterrey recently created its own laboratory and in this article we present the motives, concepts and uses of it in the context of higher education. Different approaches are made, from the development of core competences concepts to the physical and virtual tools used in the lab. Two study cases are briefly presented in order to illuminate how external actors are collaborating with internal actors in an Open Innovation process.

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