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Pensamiento computacional y funciones ejecutivas: un análisis de la memoria de trabajo durante el desarrollo del pensamiento computacional

Publicado 2026-09-17
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Resumen

El presente estudio explora cómo se activa la memoria de trabajo, una función ejecutiva clave, en niños de 5 a 6 años durante retos de pensamiento computacional (PC) con robótica educativa. Al respecto, estudios recientes han demostrado que la integración de actividades de PC con robótica educativa en la educación inicial puede contribuir al desarrollo de funciones ejecutivas, como la memoria de trabajo. Sin embargo, no es claro cómo esto ocurre. Aquí, desde un enfoque cualitativo-descriptivo, se analizan las estrategias cognitivas de 24 participantes al interactuar con el robot ROVERSA, en una institución educativa oficial en Colombia. La información se recolectó mediante observación participante, entrevistas semiestructuradas y registros audiovisuales. El análisis temático permitió identificar tres categorías centrales: la activación de la memoria de trabajo a través del conteo y la planificación, el uso de elementos externos (tapetes, cuerpo, gestos) como soporte cognitivo, y las limitaciones observadas en la retención y manipulación de información. Los hallazgos evidencian que, aunque esta función ejecutiva aún se encuentra en proceso de desarrollo a esta edad, los niños emplean estrategias fonológicas y visoespaciales para resolver problemas secuenciales. Asimismo, el entorno físico y la mediación verbal resultan fundamentales para sostener y organizar la información durante la tarea. Dado el carácter exploratorio del estudio, se sugiere ampliar la investigación en diferentes contextos y con distintos tipos de andamiaje, con el fin de profundizar en el desarrollo de la memoria de trabajo en entornos de aprendizaje basados en tecnología.

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