The use of robots in engineering education on Computing Thinking

This research originates with the following research problem: "the lack of knowledge about the aspects that affect educational visibility with respect to the propensity of engineering teachers towards the use of robots and intelligent devices, as a didactic resource, to strengthen the teaching and learning processes on computing thinking". Specifically, the central issue is the search for evidence of statistical validity and reliability of the data collection instruments in this type of studies.

The scientific method was correlational analysis under the Classical Test Theory (CCT) and also from the Item Response Theory (IRT) specifically using the Rasch Model.

We conclude that the IRT approach overcomes many of the limitations presented by the assumptions of the Classical Test Theory for this type of decision to be taken with the test, the more important will be the decision to deepen its characteristics from the perspective of the behavior of people facing the items and the characteristics of difficulty thereof. Computing thinking education, using robots and intelligent devices can be foster with a pedagogical model based on social constructivism theory but the propensity of educators must be analyzed to reinforce their didactic skills.