An Exploratory Study on the Integration of Programming and Robotics as Catalysts for Expanded Learning in Primary Education

The integration of programming and educational robotics in primary education has gained relevance as a pedagogical approach linked to digital and transversal competencies. This exploratory study examines the use of Scratch and educational robots (Next and Bee-Bot) with fifth-grade students, focusing on Computational Thinking and students' perceptions of programming and robotics. Data were collected through perception surveys, attitude measures, and competency-related instruments. Findings indicate changes in students' perceptions, shifting from stereotypical views of robotics toward a more technical understanding of its educational use. Students also reported higher motivation, lower perceived difficulty, and a greater appreciation of the educational value of these tools. The intervention was associated with collaborative, hands-on learning processes. Overall, the study illustrates the potential of programming and educational robotics as components of digitally enriched learning environments in primary education, while highlighting the exploratory nature of the findings.