Social robotics and development of investigative skills: complex thinking as a pivotal notion to produce academic documents

Abstract

To establish a relationship between social robotics (SR) and the development of research skills (HI) in university students, a hinge notion must be found that allows both terms to overlap and from there lay the foundations that favor the construction of teaching strategies. Disruptive initiatives based on educational innovation and mediated by the use of humanoid robots (NAO) that serve to scale basic academic research skills. The purpose of this study is to propose a referential scaffolding that enables the scaling of investigative skills in higher education students through the imbrication of the components of complex thinking (CP) with the characteristics and dimensions of social robotics. The result is a framework that proposes to understand the way in which the RS-PC-HI relationship can be used to positively influence the performance of students to appropriately elaborate products related to scientific writing. It is concluded that by using the proposed frame of reference it will be possible to generate formative and motivating experiences that generate not only knowledge related to academic research but also its derived products.