The use of artificial intelligence (AI) is becoming increasingly widespread in today's society. This type of technology, and more specifically chatbots as virtual assistants, can be implemented and integrated as a support tool in educational environments. This article proposes the creation of chatbots in the subject of didactic of geometry of the Degree of Primary Education of the Faculty of Education at the University of Málaga, carried out by 120 students in two groups. The aim is to analyse these chatbots, as well as the students' evaluation and satisfaction with them. To this end, the students were given brief training so that they could generate their own bots and know how to integrate them into a social network and then use them. The results of the questionnaire show that the students have shown interest in the generation of their chatbot and its integration into the social network, have improved their digital competence, as well as demonstrating a high degree of satisfaction with their AI creations, along with the idea that this type of experience can be transferred to other subjects and educational contexts.

Recent societal changes have meant that education has had to adapt to digital natives of the 21st century. These changes have required a transformation in the current educational paradigm, where active methodologies and ICT have become vehicles for achieving this goal, designing complete teaching sequences with STEM approaches that help students to learn. Under a gamified approach, this document addresses a didactic proposal in geometry focused on STEM disciplines. This proposal combines tools such as AR, VR, manipulative materials, and social networks, with techniques such as m-learning, cooperative-learning, and flipped-learning, which make methodological transformation possible. The research was carried out during two academic years under an action research framework. It departed from a traditional methodology and, in two cycles, methodology was improved with the benefits that gamification brings to STEM proposals in Secondary Education. The data gathered in the experiment were analysed following a mixed method. Learning produced, strategies employed, successes and errors, and results of a questionnaire are presented. Evidence shows an improvement in academic performance from 50% fails to 100% pass, most of the students ended up motivated, participation was of the whole group, more than 80% showed positive emotions, and thanks to the cooperative-learning, group cohesion was improved.

En el siglo xxi, surge la necesidad de un cambio en el paradigma educativo, siendo las TIC un medio vehicular que puede hacer posible esta consecución. En este artículo se exponen un conjunto de actividades sobre poliedros en 3.º de la ESO (estudiantes entre 14 y 16 años) para fomentar la adquisición y mejora de habilidades espaciales. Partiendo de los errores geométricos detectados en una evaluación inicial, se diseñan actividades sustentadas en las ventajas que ofrecen los entornos inmersivos de realidad virtual para el desarrollo de dichas habilidades, además de actividades realizadas con materiales manipulativos. Se analizan las resoluciones de los estudiantes mostrando y comparando las estrategias utilizadas en ambos casos. El análisis de dichos resultados muestra evidencias en el desarrollo de habilidades espaciales y mejora en cuanto a la subsanación de errores cometidos.

Introducción: Este estudio tiene como objetivo acercar al alumnado de Didáctica de la Geometría del Grado de Educación Primaria a la Inteligencia Artificial (IA) mediante la creación de chatbots en el marco de la asignatura. Se ha trabajado con 125 estudiantes de la Universidad de Málaga (España), evaluando tanto la creación de chatbot con Snatchbot y su integración en Telegram, como su aceptación como herramienta de apoyo en la evaluación del aprendizaje. Método: La investigación se desarrolló a través de una secuencia didáctica estructurada en varias fases. Inicialmente, se proporcionaron conocimientos básicos sobre la generación de chatbots y su implementación en Telegram. Posteriormente, los estudiantes diseñaron y aplicaron sus propios chatbots, evaluando su funcionalidad y utilidad en la evaluación de la asignatura. Esto se analiza mediante cuestionarios. Resultados: Los datos obtenidos reflejan un alto nivel de interés por parte del alumnado en la creación de chatbots y su potencial uso en procesos evaluativos. Los estudiantes lograron integrar con éxito los bots en Telegram, demostrando su aplicabilidad en el ámbito educativo. Además, se evidenció una percepción positiva respecto a la utilidad de los chatbots como herramienta complementaria en la evaluación del aprendizaje en matemáticas. Conclusión: La experiencia ha permitido demostrar que la creación de chatbots en el contexto educativo no solo favorece el aprendizaje de nuevas tecnologías, sino que también ofrece una herramienta innovadora para la evaluación del aprendizaje en matemáticas. Este enfoque puede ser extrapolado a otros contextos educativos, aportando valor tanto en la enseñanza como en la evaluación digital del aprendizaje.

This study examines how computational thinking (CT) and mathematical problem solving (PS) appear together in primary education through unplugged activities. Using Turing Tumble , a gravity-driven mechanical computer, thirty 9 to 10-year-old students organised into 10 triads engaged in a classroom teaching experiment aimed at fostering CT skills and PS strategies. We conducted a mixed-methods analysis of video recordings and student workbooks, supported by detailed case study excerpts and still frames of the problem-resolution process with the machine, capturing students’ observable actions and strategic decisions. Findings reveal that students relied heavily on iterative testing and debugging rather than explicit planning, suggesting that tangible tasks encourage exploratory, action-oriented reasoning. A taxonomy of testing behaviours is proposed, distinguishing mechanical, kinaesthetic, algorithmic partial, and algorithmic complete testing. Co-occurrence analysis shows strong links between Polya´s looking back phase and testing/debugging, evidencing how metacognitive reflection manifests through hands-on verification. This study provides empirical evidence that unplugged tasks can connect CT and mathematical PS by linking strategic phases of problem solving with observable CT actions. Implications for instructional design and assessment in early CT integration are discussed.