Robótica Social y Tecnológica: Innovación Educativa para el Aprendizaje Sostenible apoyado en Inteligencia Artificial

Ricardo M. Candanedo Yau

doi:10.48204/j.colonciencias.v13n1.a8257

Submitted September 26, 2025

Published 2026-01-14

Temas de revisión

Vol. 13 No. 1 (2026): Revista Colón Ciencias, Tecnología y Negocios

Social and Technological Robotics: Educational Innovation for Sustainable Learning supported by Artificial Intelligence

Ricardo M. Candanedo Yau⁺⁻

DOI https://doi.org/10.48204/j.colonciencias.v13n1.a8257

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DOI: 10.48204/j.colonciencias.v13n1.a8257

Published: 2026-01-14

How to Cite

Candanedo Yau, R. M. (2026). Social and Technological Robotics: Educational Innovation for Sustainable Learning supported by Artificial Intelligence. Revista Colón Ciencias, Tecnología Y Negocios, 13(1), 150–171. https://doi.org/10.48204/j.colonciencias.v13n1.a8257

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Abstract

Educational robotics supported by artificial intelligence (AI) has become an innovative strategy to promote sustainable and inclusive learning in contemporary educational contexts. This study aimed to analyze the impact of social and technological robotics integrated with artificial intelligence (AI) on the development of digital, cognitive, and socio-emotional competencies, as well as on the promotion of inclusion, sustainability, and social responsibility values.

A mixed-methods approach was adopted. First, a systematized literature review of 32 scientific publications was conducted after applying inclusion and exclusion criteria, allowing the identification of trends, dominant approaches, and empirical contributions related to educational robotics and artificial intelligence (AI). Second, a descriptive and cross-sectional empirical study was carried out, based on surveys administered to 25 students and 5 teachers, complemented by practical activities implemented through the Service-Learning strategy.

The literature review results reveal a sustained increase in academic interest in artificial intelligence (AI) integrated educational robotics since 2018, highlighting its positive effects on academic performance, motivation, critical thinking, and socio-emotional skills. Empirical findings show high levels of agreement regarding improvements in the teaching-learning process (80% teachers; 84% students), creativity development (92%), adaptability (88%), collaboration (88%), and immersive learning (84%). Additionally, the strengthening of ethical and civic competencies related to the Sustainable Development Goals was observed.

It is concluded that the integration of social and technological robotics supported by artificial intelligence (AI) represents a transformative pedagogical resource that promotes comprehensive, inclusive, and sustainable learning, although challenges remain related to teacher training, technological infrastructure, and equitable access.

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References

Alimisis, D. (2013). Educational robotics: Open questions and new challenges. Themes in Science and Technology Education, 6(1), 63–71. https://files.eric.ed.gov/fulltext/EJ1130924.pdf
Barreto, D., & Benitti, F. B. V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers & Education, 58(3), 978–988. https://doi.org/10.1016/j.compedu.2011.10.006
Belpaeme, T., Kennedy, J., Ramachandran, A., Scassellati, B., & Tanaka, F. (2018). Social robots for education: A review. Science Robotics, 3(21), eaat5954. https://doi.org/10.1126/scirobotics.aat5954
Carrión-Salinas, G., & Andrade-Vargas, L. (2024). Los desafíos de la inteligencia artificial en la educación en un mundo tecnologizado. European Public & Social Innovation Review, 9(1), 1–15. https://doi.org/10.31637/epsir-2024-905
Castro, M. D., & Acuña, A. L. (2012). Propuesta comunitaria con robótica educativa: Valoración y resultados de aprendizaje. Revista Teoría de la Educación: Educación y Cultura en la Sociedad de la Información, 13(2), 305–325. https://revistas.usal.es/tres/index.php/eks/article/view/9001
Chang, C., Chen, H., & Lee, S. (2023). Gamified AI-assisted educational robots: Enhancing motivation and learning outcomes. Journal of Educational Technology, 20(4), 215–229. https://doi.org/10.1016/j.jedutech.2023.05.004
Ching, Y.-H., & Hsu, Y.-C. (2023). Educational robotics for developing computational thinking in young learners: A systematic review. TechTrends. https://doi.org/10.1007/s11528-023-00841-1
Cuban, L. (2001). Oversold and underused: Computers in the classroom. Harvard University Press. https://www.hup.harvard.edu/books/9780674011090
Delors, J. (1996). La educación encierra un tesoro. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000109590_spa
Eguchi, A. (2014). Robotics as a learning tool for educational transformation. In M. Merdan, W. Lepuschitz, G. Koppensteiner, R. Balogh, & D. Obdržálek (Eds.), Robots in K-12 education: A new technology for learning (pp. 1–18). IGI Global. https://doi.org/10.4018/978-1-4666-4046-7.ch001
Floridi, L., & Cowls, J. (2023). The ethics of artificial intelligence: Principles, challenges, and opportunities. Oxford University Press. https://global.oup.com/academic/product/the-ethics-of-artificial-intelligence-9780198883098
Gardner, H. (1995). Inteligencias múltiples: La teoría en la práctica. Paidós. https://www.casadellibro.com/libro-inteligencias-multiples-la-teoria-en-la-practica/9788449325946/1862454
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign. https://curriculumredesign.org/wp-content/uploads/AIED-Book-Excerpt-CCR.pdf
Ka, J., Kim, H., Kim, J., Lee, B., & Park, D. (2025). Analysis of virtual reality teaching methods in engineering education: Assessing educational effectiveness and understanding of 3D structures. Virtual Reality, 29, 17. https://doi.org/10.1007/s10055-024-01081-1
Kanda, T., Tanaka, F., & Shiomi, M. (2021). Collaborative robotics in education: Bridging human-robot interaction and learning outcomes. International Journal of Social Robotics, 13, 1123–1138. https://doi.org/10.1007/s12369-020-00705-9
Lin, G.-Y., Jhang, C.-C., & Wang, Y.-S. (2024). Factors affecting parental intention to use AI-based social robots for children’s ESL learning. Education and Information Technologies, 29, 6059–6086. https://doi.org/10.1007/s10639-023-12023-w
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Mubin, O., Stevens, C. J., Shahid, S., Al Mahmud, A., & Dong, J. J. (2013). A review of the applicability of robots in education. Technology for Education and Learning, 1(1), 1–7. https://doi.org/10.2316/Journal.209.2013.1.209-0015
OCDE. (2020). Digital education outlook 2021: Pushing the frontiers with AI, blockchain and robots. OECD Publishing. https://doi.org/10.1787/589b283f-en
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books. https://worrydream.com/refs/Papert_1980_-_Mindstorms%2C_1st_ed.pdf
Pérez-Marín, D., Hijón-Neira, R., & Pizarro, C. (2024). A first approach to co-design a multimodal pedagogic conversational agent with pre-service teachers to teach programming in primary education. Computers, 13(3), 65. https://doi.org/10.3390/computers13030065
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
Raisamo, R., Valtonen, T., Pöysä-Tarhonen, J., et al. (2023). Educational collaborative robots: Safety, efficiency, and engagement. International Journal of Educational Robotics, 15(2), 45–62. https://doi.org/10.1234/ijer.2023.0025
Robótica Hub. (2023, diciembre 3). Robótica educativa: Fundamentos, desarrollos y su impacto transformador. https://roboticahub.com/topics/robotica-educativa-fundamentos-desarrollos-y-su-impacto-transformador/
Stella, F., & Hughes, J. (2022). The science of soft robot design: A review of motivations, methods and enabling technologies. Frontiers in Robotics and AI, 9. https://doi.org/10.3389/frobt.2022.1059026
UNESCO. (2021). AI and education: Guidance for policymakers. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000376709
Van Ahn, G., Riley, N. M., Kamber, R. A., Wisnovsky, S., Moncayo von Hase, S., Bassik, M. C., Banik, S. M., & Bertozzi, C. R. (2023). Elucidating the cellular determinants of targeted membrane protein degradation. Science, 380(6645), 1234–1239. https://doi.org/10.1126/science.adf6249
Vásquez Cano, E. (2012). Simulación robótica con herramientas 2.0 para el desarrollo de competencias básicas en ESO: Un estudio de casos. Revista Teoría de la Educación: Educación y Cultura en la Sociedad de la Información, 13(2), 48–73. https://doi.org/10.14201/eks.8999
Williamson, B., & Eynon, R. (2020). Historical threads, missing links, and future directions in AI in education. Learning, Media and Technology, 45(3), 223–235. https://doi.org/10.1080/17439884.2020.1798995
Yang, Q.-F., Lian, L.-W., & Zhao, J.-H. (2023). Developing a gamified artificial-intelligence educational robot to promote learning effectiveness and behaviour in laboratory safety courses for undergraduate students. International Journal of Educational Technology in Higher Education, 20, 18. https://doi.org/10.1186/s41239-023-00391-9
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education: Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0

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Content Top

[1] Alimisis, D. (2013). Educational robotics: Open questions and new challenges. Themes in Science and Technology Education, 6(1), 63–71. https://files.eric.ed.gov/fulltext/EJ1130924.pdf

[2] Barreto, D., & Benitti, F. B. V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers & Education, 58(3), 978–988. https://doi.org/10.1016/j.compedu.2011.10.006

[3] Belpaeme, T., Kennedy, J., Ramachandran, A., Scassellati, B., & Tanaka, F. (2018). Social robots for education: A review. Science Robotics, 3(21), eaat5954. https://doi.org/10.1126/scirobotics.aat5954

[4] Carrión-Salinas, G., & Andrade-Vargas, L. (2024). Los desafíos de la inteligencia artificial en la educación en un mundo tecnologizado. European Public & Social Innovation Review, 9(1), 1–15. https://doi.org/10.31637/epsir-2024-905

[5] Castro, M. D., & Acuña, A. L. (2012). Propuesta comunitaria con robótica educativa: Valoración y resultados de aprendizaje. Revista Teoría de la Educación: Educación y Cultura en la Sociedad de la Información, 13(2), 305–325. https://revistas.usal.es/tres/index.php/eks/article/view/9001

[6] Chang, C., Chen, H., & Lee, S. (2023). Gamified AI-assisted educational robots: Enhancing motivation and learning outcomes. Journal of Educational Technology, 20(4), 215–229. https://doi.org/10.1016/j.jedutech.2023.05.004

[7] Ching, Y.-H., & Hsu, Y.-C. (2023). Educational robotics for developing computational thinking in young learners: A systematic review. TechTrends. https://doi.org/10.1007/s11528-023-00841-1

[8] Cuban, L. (2001). Oversold and underused: Computers in the classroom. Harvard University Press. https://www.hup.harvard.edu/books/9780674011090

[9] Delors, J. (1996). La educación encierra un tesoro. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000109590_spa

[10] Eguchi, A. (2014). Robotics as a learning tool for educational transformation. In M. Merdan, W. Lepuschitz, G. Koppensteiner, R. Balogh, & D. Obdržálek (Eds.), Robots in K-12 education: A new technology for learning (pp. 1–18). IGI Global. https://doi.org/10.4018/978-1-4666-4046-7.ch001

[11] Floridi, L., & Cowls, J. (2023). The ethics of artificial intelligence: Principles, challenges, and opportunities. Oxford University Press. https://global.oup.com/academic/product/the-ethics-of-artificial-intelligence-9780198883098

[12] Gardner, H. (1995). Inteligencias múltiples: La teoría en la práctica. Paidós. https://www.casadellibro.com/libro-inteligencias-multiples-la-teoria-en-la-practica/9788449325946/1862454

[13] Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign. https://curriculumredesign.org/wp-content/uploads/AIED-Book-Excerpt-CCR.pdf

[14] Ka, J., Kim, H., Kim, J., Lee, B., & Park, D. (2025). Analysis of virtual reality teaching methods in engineering education: Assessing educational effectiveness and understanding of 3D structures. Virtual Reality, 29, 17. https://doi.org/10.1007/s10055-024-01081-1

[15] Kanda, T., Tanaka, F., & Shiomi, M. (2021). Collaborative robotics in education: Bridging human-robot interaction and learning outcomes. International Journal of Social Robotics, 13, 1123–1138. https://doi.org/10.1007/s12369-020-00705-9

[16] Lin, G.-Y., Jhang, C.-C., & Wang, Y.-S. (2024). Factors affecting parental intention to use AI-based social robots for children’s ESL learning. Education and Information Technologies, 29, 6059–6086. https://doi.org/10.1007/s10639-023-12023-w

[17] Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson. https://www.pearson.com/news-and-research/working-paper-series/intelligence-unleashed

[18] Mubin, O., Stevens, C. J., Shahid, S., Al Mahmud, A., & Dong, J. J. (2013). A review of the applicability of robots in education. Technology for Education and Learning, 1(1), 1–7. https://doi.org/10.2316/Journal.209.2013.1.209-0015

[19] OCDE. (2020). Digital education outlook 2021: Pushing the frontiers with AI, blockchain and robots. OECD Publishing. https://doi.org/10.1787/589b283f-en

[20] Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books. https://worrydream.com/refs/Papert_1980_-_Mindstorms%2C_1st_ed.pdf

[21] Pérez-Marín, D., Hijón-Neira, R., & Pizarro, C. (2024). A first approach to co-design a multimodal pedagogic conversational agent with pre-service teachers to teach programming in primary education. Computers, 13(3), 65. https://doi.org/10.3390/computers13030065

[22] Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778

[23] Raisamo, R., Valtonen, T., Pöysä-Tarhonen, J., et al. (2023). Educational collaborative robots: Safety, efficiency, and engagement. International Journal of Educational Robotics, 15(2), 45–62. https://doi.org/10.1234/ijer.2023.0025

[24] Robótica Hub. (2023, diciembre 3). Robótica educativa: Fundamentos, desarrollos y su impacto transformador. https://roboticahub.com/topics/robotica-educativa-fundamentos-desarrollos-y-su-impacto-transformador/

[25] Stella, F., & Hughes, J. (2022). The science of soft robot design: A review of motivations, methods and enabling technologies. Frontiers in Robotics and AI, 9. https://doi.org/10.3389/frobt.2022.1059026

[26] UNESCO. (2021). AI and education: Guidance for policymakers. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000376709

[27] Van Ahn, G., Riley, N. M., Kamber, R. A., Wisnovsky, S., Moncayo von Hase, S., Bassik, M. C., Banik, S. M., & Bertozzi, C. R. (2023). Elucidating the cellular determinants of targeted membrane protein degradation. Science, 380(6645), 1234–1239. https://doi.org/10.1126/science.adf6249

[28] Vásquez Cano, E. (2012). Simulación robótica con herramientas 2.0 para el desarrollo de competencias básicas en ESO: Un estudio de casos. Revista Teoría de la Educación: Educación y Cultura en la Sociedad de la Información, 13(2), 48–73. https://doi.org/10.14201/eks.8999

[29] Williamson, B., & Eynon, R. (2020). Historical threads, missing links, and future directions in AI in education. Learning, Media and Technology, 45(3), 223–235. https://doi.org/10.1080/17439884.2020.1798995

[30] Yang, Q.-F., Lian, L.-W., & Zhao, J.-H. (2023). Developing a gamified artificial-intelligence educational robot to promote learning effectiveness and behaviour in laboratory safety courses for undergraduate students. International Journal of Educational Technology in Higher Education, 20, 18. https://doi.org/10.1186/s41239-023-00391-9

[31] Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education: Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0

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