Pablo Garaizar

In this paper, we introduce an immersive Spatial Augmented Reality (SAR) arena where multiple mobile robots interact with virtual sensors and actuators, enabling novice students to explore distributed and parallel algorithms. The arena uses overhead projection to display virtual objects (e.g., walls, targets, and sensor fields) onto a physical workspace, while robots (Smart Cutebot controlled by Micro:bit) operate under both physical and projected inputs. This framework is implemented via specialized software extensions for Microsoft MakeCode, offering varying levels of abstraction suitable for both novice learners and advanced researchers. The system’s effectiveness is validated through technical characterization of its positioning sensors (achieving an accuracy of over 99% and a precision margin of ±0.1 cm) and qualitative user studies with primary and university-level students. The findings suggest that the virtualization of robotic components through SAR significantly lowers the entry barrier for understanding distributed programming and collective robotics while fostering the development of computational thinking through immersive, collaborative interaction.

Educational robotics (ER) and robotics competitions offer an effective context for developing STEM (Science, Technology, Engineering, and Mathematics) competencies, technical skills, and soft skills in engineering degrees. However, current platforms reveal a pedagogical and technical gap: closed commercial systems restrict access to hardware, while open solutions frequently lack a robust and structured architecture for educational settings. Moreover, in both cases, many platforms do not achieve the hardware requirements of the most demanding competitions. To address this issue, the present article presents the design, implementation, and validation of EASYbot, a modular open-hardware robotics platform based on Arduino. The system integrates a microcontroller, a dual USB–battery power supply, high-performance motor power stages, and a plug-and-play interface for input/output and communication peripherals, enabling its use in several competition categories such as mini-sumo or maze robots. The platform is complemented by a state-based programming model and supports libraries that facilitate a learning assessment. The platform provides a scalable ecosystem, enabling students to progress from initial prototyping to optimised hardware control. The validation process encompasses a range of assessments, including technical tests, usability, and adoption evaluation through surveys.

Educational robotics (ER) and robotics competitions offer an effective context for developing STEM (Science, Technology, Engineering, and Mathematics) competencies, technical skills and soft skills in engineering degrees. However, current platforms reveal a pedagogical and technical gap: closed commercial systems restrict access to hardware, while open solutions frequently lack a robust and structured architecture for educational settings. Moreover, in both cases, many platforms do not achieve the hardware requirements of the most demanding competitions. To address this issue, the present article presents the design, implementation, and validation of EASYbot, a modular open-hardware robotics platform based on Arduino. The system integrates a microcontroller, a dual USB–battery power supply, high-performance motor power stages, and a plug-and-play interface for input/output and communication peripherals, enabling its use in several competition categories such as mini-sumo or maze robots. The platform is complemented by a state-based programming model and supports libraries that facilitate a learning assessment. The platform provides a scalable ecosystem, enabling students to progress from initial prototyping to optimized hard-ware control. The validation process encompasses a range of assessments, including technical tests, usability and adoption evaluation through surveys.

Background: When measuring complex cognitive constructs, it is crucial to correctly design the evaluation items in order to trigger the intended knowledge and skills. Furthermore, assessing the validity of an assessment requires considering not only the content of the evaluation tasks, but also how examinees perform by engaging construct-relevant response processes. Objectives: We used eye-tracking techniques to examine item response processes in the assessment of digital competence. The eye-tracking observations helped to fill an ‘explanatory gap’ by providing data on the variation in response processes that cannot be captured by other common sources. Method: Specifically, we used eye movement data to validate the inferences made between claimed and observed behavior. This allowed us to interpret how participants processed the information in the items in terms of Area Of Interest (their size, placement, and order). Results and Conclusions: The gaze data provide detailed information about response strategies at the item level, profiling the examinees according to their engagement, response processes and performance/success rate. The presented evidence confirms that the response patterns of the participants who responded well do not represent an alternative to the interpretation of the results that would undermine the assessment criteria. Takeaways: Gaze-based evidence has great potential to provide complementary data about the response processes performed by examinees, thereby contributing to the validity argument.

Until recently, most of the digital literacy frameworks have been based on assessment frameworks used by commercial entities. The release of the DigComp framework has allowed the development of tailored implementations for the evaluation of digital competence. However, the majority of these digital literacy frameworks are based on self-assessments, measuring only low-order cognitive skills. This paper reports on a study to develop and validate an assessment instrument, including interactive simulations to assess citizens’ digital competence. These formats are particularly important for the evaluation of complex cognitive constructs such as digital competence. Additionally, we selected two different approaches for designing the tests based on their scope, at the competence or competence area level. Their overall and dimensional validity and reliability were analysed. We summarise the issues addressed in each phase and key points to consider in new implementations. For both approaches, items present satisfactory difficulty and discrimination indicators. Validity was ensured through expert validation, and the Rasch analysis revealed good EAP/PV reliabilities. Therefore, the tests have sound psychometric properties that make them reliable and valid instruments for measuring digital competence. This paper contributes to an increasing number of tools designed to evaluate digital competence and highlights the necessity of measuring higher-order cognitive skills.

From an early age, girls disregard studies related to science, technology, engineering, or mathematics (STEM), and this means that a gender gap begins during secondary education and continues to increase over time. Multiple causes have been identified for this phenomenon in the literature, and numerous initiatives are being carried out to reverse this situation. In this paper, we analyze the impact that a group mentoring initiative led by a female STEM role model had on the young people who participated and whether the impact was different based on their sex. We analyzed how these mentoring sessions affected their attitudes towards technology, mathematical self-efficacy, gender stereotypes, science and technology references, and career vocations. To this end, 303 students between the ages of 10 and 12 years old from 10 schools in Spain participated in the six sessions comprising the program and completed a series of questionnaires before and after participating. The results show that the program had an impact on the students’ attitudes towards technology, increased the number of female STEM references they knew, and improved their opinions of vocations and professions related to science and technology. The impact was greater among girls, although in aspects such as attitudes towards technology, the female participants still demonstrated lower values than boys. The program did not improve the stereotypes that the young participants had about mathematical self-efficacy, which was also always lower among girls. We conclude that the lack of STEM vocations among girls is rooted in multiple social, educational, and personal aspects that need to be addressed from a very early age and that should involve multiple agents.

Information about the paper titled "BOARD GAMES FOR THE DEVELOPMENT OF HIGH-QUALITY SKILLS AND DIGITAL LITERACY" at IATED Digital Library