<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2414-8938</journal-id>
<journal-title><![CDATA[Academo (Asunción)]]></journal-title>
<abbrev-journal-title><![CDATA[Acad. (Asunción)]]></abbrev-journal-title>
<issn>2414-8938</issn>
<publisher>
<publisher-name><![CDATA[Universidad Americana ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2414-89382022000100062</article-id>
<article-id pub-id-type="doi">10.30545/academo.2022.ene-jun.6</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Nivel de percepción de la robótica educativa en una universidad peruana]]></article-title>
<article-title xml:lang="en"><![CDATA[Perception level of educational robotics in a Peruvian university]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerrero Támara]]></surname>
<given-names><![CDATA[Vidal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Penadillo Lirio]]></surname>
<given-names><![CDATA[Rudecindo Albino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lezameta Blas]]></surname>
<given-names><![CDATA[Úrsula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Santiago Antúnez de Mayolo  ]]></institution>
<addr-line><![CDATA[Huaraz ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Santiago Antúnez de Mayolo  ]]></institution>
<addr-line><![CDATA[Huaraz ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Santiago Antúnez de Mayolo  ]]></institution>
<addr-line><![CDATA[Huaraz ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>9</volume>
<numero>1</numero>
<fpage>62</fpage>
<lpage>72</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2414-89382022000100062&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2414-89382022000100062&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2414-89382022000100062&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo del presente trabajo de investigación fue analizar el nivel de percepción de la robótica educativa en una universidad peruana. El estudio corresponde al enfoque cuantitativo y por su nivel de profundidad fue descriptivo. Se empleó el diseño no experimental de corte transversal. La muestra fue no probabilística de tipo censal, constituida por 35 docentes del Departamento Académico de Educación. El recojo de información fue mediante un cuestionario con validez de contenido a través de juicio de expertos y una confiabilidad de 0.89. Se procesaron los datos con la hoja de cálculo Microsoft Excel 2019 y se contrastó la hipótesis con la prueba de proporción con un nivel de confianza del 95%. Se concluye que el 97% de docentes desconoce los fundamentos conceptuales de la robótica educativa, mientras que el 94% carece de conocimiento de los aspectos pedagógicos de la robótica educativa. Por otro lado, el 74% de docentes no posee conocimiento de la aplicación de la robótica educativa. Estos resultados evidencian un nivel bajo de conocimiento sobre robótica educativa en los docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this research work was to analyze the level of knowledge of educational robotics in a Peruvian university. The study corresponds to a quantitative approach and due to its level of depth was descriptive. The non-experimental cross-sectional design was used. The sample was non-probabilistic census type, consisting of 35 teachers from the Academic Department of Education. Information was collected through a questionnaire with content validity through expert judgment and a reliability of 0.89. The data were processed with the Microsoft Excel 2019 spreadsheet and the hypothesis was contrasted with the proportion test with a confidence level of 95%. It is concluded that 97% of teachers do not of the conceptual foundations of educational robotics, while 94% lack knowledge of the pedagogical aspects of educational robotics. On the other hand, 74% of teachers do not have knowledge of the application of educational robotics. These results show a low level of knowledge about educational robotics in teachers.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Robótica educativa]]></kwd>
<kwd lng="es"><![CDATA[competencias digitales]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="en"><![CDATA[Educational robotics]]></kwd>
<kwd lng="en"><![CDATA[digital skills]]></kwd>
<kwd lng="en"><![CDATA[ITC]]></kwd>
</kwd-group>
</article-meta>
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