Keywords

Educación infantil, pensamiento computacional, mediación, tecnología educativa, robótica, grupos vulnerables.

Abstract

La creciente integración de tecnologías digitales en Educación Infantil plantea la necesidad de comprender no solo su eficacia, sino también su papel como mediadoras de los procesos de aprendizaje y comunicación, especialmente en contextos de vulnerabilidad social. Aunque el pensamiento computacional ha adquirido una relevancia creciente en las primeras etapas educativas, existen escasos estudios empíricos que analicen comparativamente cómo distintas modalidades tecnológicas median el aprendizaje dentro de una misma intervención educativa. Este estudio aborda este vacío mediante el análisis del impacto educativo de una intervención multimodal de pensamiento computacional basada en actividades desenchufadas, aplicaciones móviles y robótica educativa, desarrollada con alumnado de cinco años en un centro público de difícil desempeño. Se adoptó un diseño cuasi-experimental con medidas pretest-postest en un único grupo (N=16), evaluando seis dimensiones del pensamiento computacional: descomposición, reconocimiento de patrones, abstracción, modelado y simulación, algoritmos y evaluación. Los resultados muestran mejoras significativas en todas las dimensiones analizadas, con efectos diferenciados según la modalidad empleada. Las actividades desenchufadas favorecieron la reflexión, la verbalización y el reconocimiento de patrones; las aplicaciones móviles reforzaron la secuenciación y la predicción simbólica; y la robótica educativa generó los mayores avances en abstracción y evaluación, además de reducir la variabilidad entre el alumnado. Los hallazgos permiten conceptualizar el pensamiento computacional como una práctica pedagógica y comunicativa mediada tecnológicamente, y aportan evidencias empíricas para el diseño de intervenciones inclusivas y equitativas en Educación Infantil, especialmente en contextos socioeducativos vulnerables.

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Fundref

This publication has been funded by the research project “Creative Programming in Primary Education. Development of Materials and Proposals for Block Coding, Game Engines, Machine Learning and Robotics” (PID2022-136442OB-I00), within the Knowledge Generation Projects 2022 program, funded by the Ministry of Science, Innovation and Universities of Spain (MICINN).

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Received: 2025-12-30 | Reviewed: 2026-01-18 | Accepted: 2026-08-02 | Online First: 2026-10-01 | Published: 2026-10-05

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María Raquel Picornell Buendía., José Manuel Sáez López. (2026). Pensamiento computacional y mediación tecnológica en Educación Infantil vulnerable. Comunicar, 34(87). 10.5281/zenodo.23182677

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