Multidisciplinary Journal Epistemology of the Sciences
Volume 2, Issue 2, 2025, April–June
DOI: https://doi.org/10.71112/xcxp6j47
VALIDATING THE USE OF MBLOCK FOR ROBOTICS LEARNING IN VULNERABLE
EDUCATIONAL CONTEXTS THROUGH TECHNOLOGICAL READINESS LEVELS
VALIDACIÓN DEL USO DE MBLOCK EN EL APRENDIZAJE DE ROBÓTICA EN
CONTEXTOS EDUCATIVOS VULNERABLES A TRAVÉS DE NIVELES DE MADUREZ
TECNOLÓGICA
Angel Isaac Simbaña Gallardo
Mercedes Elizabeth Vargas Moreno
Fabricio Manuel Tipantocta Pillajo
Gabriela Fernanda Yépez Posso
Ecuador
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Validating the use of MBlock for robotics learning in vulnerable educational
contexts through technological readiness levels
Validación del uso de MBlock en el aprendizaje de robótica en contextos
educativos vulnerables a través de niveles de madurez tecnológica
Angel Isaac Simbaña Gallardo
isimbana@tecnológicosucre.edu.ec
https://orcid.org/0000-0002-3324-3071
Instituto Superior Universitario Sucre
Ecuador
Mercedes Elizabeth Vargas Moreno
mvargas@tecnológicosucre.edu.ec
https://orcid.org/0009-0008-2045-4620
Instituto Superior Universitario Sucre
Ecuador
Fabricio Manuel Tipantocta Pillajo
ftipantocta@tecnologicosucre.edu.ec
https://orcid.org/0000-0002-4880-8725
Instituto Superior Universitario Sucre
Ecuador
Gabriela Fernanda Yépez Posso
gyepez@tecnologicosucre.edu.ec
https://orcid.org/0009-0004-7114-5044
Instituto Superior Universitario Sucre
Ecuador
ABSTRACT
This study addresses the urgent need to strengthen technological skills among students in
under-resourced educational settings. It explores the integration of the STEAM methodology
with the MBlock tool as a strategy to enhance students’ capacity for knowledge absorption in
programming and robotics. The research followed a four-phase process: identification,
assimilation, transformation, and exploitation, supported by a mixed-methods approach that
included hands-on workshops, perception surveys, and academic performance assessments.
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Findings revealed a notable improvement in students’ academic outcomes, rising from an
average of 6.8 to 9.1, along with high levels of satisfaction and active participation. The
discussion highlights how this approach promotes the required 21st-century skills such as
critical thinking, creativity, and collaboration. The results suggest that combining STEAM with
accessible technologies like MBlock is an effective and scalable model for fostering inclusive,
innovative education in vulnerable learning environments.
Keywords: pedagogy; didactics; innovation; robotics; technological readiness
RESUMEN
En respuesta a la necesidad de fortalecer competencias tecnológicas en contextos educativos
vulnerables, esta investigación aplicó la metodología STEAM integrada con la herramienta
MBlock para potenciar la capacidad de absorción de conocimiento en estudiantes técnicos. El
propósito fue validar su efectividad en el aprendizaje de programación y robótica a través de un
enfoque por etapas: identificación, asimilación, transformación y explotación. Se utilizó una
metodología mixta, combinando talleres prácticos, encuestas de percepción y análisis del
rendimiento académico. Los resultados evidenciaron una mejora significativa en el desempeño
estudiantil, de 6.8 a 9.1, así como altos niveles de satisfacción y compromiso. La discusión
confirma que la integración de STEAM y MBlock impulsa el pensamiento crítico, la creatividad y
el trabajo colaborativo, contribuyendo a una educación más equitativa e inclusiva. Se concluye
que esta propuesta es efectiva y replicable para ampliar el acceso a la educación tecnológica
en realidades con recursos limitados.
Palabras clave: pedagogía; didáctica; innovación; robótica; madurez tecnológica
Recibido: 27 de mayo 2025 | Aceptado: 11 de junio 2025
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INTRODUCTION
The accelerated pace of technological development continues to reshape modern
society, influencing how we communicate, work, and learn (Ouyang & Xu, 2024). In this context,
education systems face increasing pressure to adapt and prepare students for a technology-
driven world. As Guaña-Moya (2023) emphasizes, equipping learners with digital competencies
has become an urgent priority. Moreover, the integration of technology into curricula
strengthens technical skills to foster critical thinking, creativity, and problem-solving abilities
fundamental for 21st-century citizenship (Haleem et al., 2022).
Despite the growing importance of these competencies, students from vulnerable and
low-income communities often encounter systemic barriers to accessing quality instruction in
programming and robotics (Sapounidis et al., 2024). These challenges, ranging from limited
infrastructure and scarce resources to a shortage of trained educators, significantly restrict
opportunities for digital inclusion and professional advancement (Rodríguez et al., 2023).
Additionally, conventional pedagogical approaches tend to fall short in engaging these learners,
which contributes to low interest and participation in Science, Technology, Engineering, Arts,
and Mathematics (STEAM) disciplines (Litardo et al., 2023).
To address these differences, researchers have advocated for the adoption of active and
inclusive teaching strategies such as Project-Based Learning (PBL), particularly when combined
with visual programming tools (Hernández-Ramos et al., 2021). Platforms like Scratch and
MBlock have gained prominence in educational settings due to their intuitive interfaces, which
lower the cognitive barrier to entry for students new to programming (Obermüller et al., 2022).
These tools encourage experimentation and creativity, allowing learners to apply abstract
programming concepts through tangible, hands-on projects. According to Jimenez-Gaona and
Maldonado-Gonzalez (2022), early exposure to such tools can significantly enhance students’
readiness for future academic and professional challenges.
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Moreover, the integration of MBlock into STEAM-based PBL environments has shown
promising results in improving student engagement and learning outcomes, especially in
underserved contexts (Pérez-Torres et al., 2023). Studies by Abidin et al. (2021) and Noordin et
al. (2022) report that low-cost educational robotics kits, when paired with constructivist
pedagogies, foster meaningful learning and skill development. These tools also support
differentiated instruction and learner autonomy, critical features in diverse classrooms with
varying levels of prior knowledge and access to resources. Crnokić et al. (2023) further argue
that such platforms contribute to more adaptive, personalized learning environments.
An important consideration in ensuring the sustainable integration of these technologies
into school systems is the concept of technological readiness (Chau et al., 2021). One widely
recognized model for assessing this is the Technology Readiness Levels (TRLs) framework
(Yfanti & Sakkas, 2024), originally developed by NASA and now widely applied across sectors,
including education (Olechowski et al., 2020). TRLs propose a structured approach to
evaluating an institution’s capacity to adopt and scale educational technologies. Rahmat et al.
(2022) highlight the importance of aligning institutional readiness, infrastructure, and teacher
development to ensure that technological innovations are pedagogically effective and
contextually appropriate.
Despite the theoretical value of the TRL model, its practical application in vulnerable
educational environments remains underexplored (Maryani et al., 2023). There is a lack of
empirical studies that assess how TRLs can guide the phased integration of educational tools
like MBlock in schools facing structural inequities. This gap highlights the need for applied
research that measures technological adoption by considering the socio-educational dynamics
at play in marginalized contexts.
This study aims to validate the use of MBlock as a pedagogical tool for developing
competencies in educational robotics among students in vulnerable settings, using the TRL
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framework as a guiding structure. By evaluating the integration process across different stages
of technological readiness, the research aims to generate insights into how educational
institutions can effectively adopt low-cost, high-impact tools to foster STEM engagement and
reduce the digital divide.
METHODOLOGY
This study utilized a variety of instruments and technological resources to support the
teaching of programming and robotics to children from vulnerable backgrounds (Zhai et al.,
2024). Central to the intervention was MBlock, a block-based visual programming platform that
enables learners to grasp programming and robotics concepts through an intuitive, hands-on
approach. To complement this digital tool, accessible robotics kits such as MBot were
incorporated, offering students the opportunity to physically construct and program robots
(Gaskell et al., 2024). The instructional environment was further supported by computers and
projectors to visualize programs, while practical activities were conducted in classrooms
equipped with fundamental resources to facilitate learning.
The process of knowledge absorption followed a structured model, beginning with the
acquisition phase. This involved identifying and obtaining relevant external knowledge from
diverse sources including academic literature, technical reports, and institutional experiences
from universities, companies, and community knowledge systems (ethnoknowledge) (Sobrinho,
2025). Acquisition methods were varied but adhered strictly to academic integrity and respect
for intellectual property.
Following the acquisition, the assimilation phase focused on the analysis and
comprehension of the gathered knowledge (Cobos et al., 2021). This was achieved through
multiple activities such as formal courses, workshops, seminars, participation in fairs, and
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strategic alliances with external entities. These efforts aimed to ensure effective internalization
and dissemination of knowledge among educators and stakeholders.
Next, the transformation phase involved adapting the assimilated knowledge to fit the
practical contexts of teaching programming and robotics. This stage combined existing
experience with new insights, enabling the adoption of innovative technologies and teaching
practices (Leon-Roa et al., 2024). Pilot implementations and iterative testing were key to refining
methods and ensuring suitability before full integration.
Finally, the exploitation phase explored three avenues for leveraging the transformed
knowledge: curriculum updates to enhance student learning, innovations in institutional core
functions, and incorporation of novel approaches in outreach or production processes, both
internally and in collaboration with external partners (Salvador-Carulla et al., 2024). This
comprehensive absorption cycle is visually represented in Figure 1, linking each stage to
specific Technology Readiness Levels (TRLs).
Figure 1
Absorption capacity
The implementation of this approach yielded significant educational transformations in
local schools (Kohli et al., 2024). Through interactive and collaborative learning, students
developed technical competencies and increased their motivation and interest in science and
technology. Integrating MBlock into the curriculum facilitated a more intuitive and engaging
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learning experience. Institutional adoption across various courses ensured that this
methodology supported inclusive education aligned with 21st-century learning demands.
Furthermore, the methodology incorporated a validation framework based on
technological readiness levels, enabling systematic evaluation of implementation effectiveness
at each stage. Progress was monitored through indicators such as student engagement and
problem-solving capacity. Complementary qualitative observations during class sessions and
quantitative assessment data provided a robust picture of advances in programming, robotics
skills, and critical thinking. This iterative feedback loop informed continuous improvements,
fostering the achievement of progressively higher levels of technological readiness.
RESULTS
Identification and Acquisition
The initial phase focused on identifying and acquiring knowledge about the MBlock
platform and its applicability for teaching robotics and programming within vulnerable
educational settings. This process was grounded in a comprehensive literature review that
helped establish a solid conceptual framework and informed the selection of suitable
pedagogical strategies (Anh et al., 2024). Concurrently, pilot workshops and virtual experiments
were conducted to introduce both students and educators to the MBlock environment. Analysis
of participation metrics revealed a growing interest in the tool, reflected in high attendance and
active engagement during early activities. Survey feedback highlighted that students and
teachers alike perceived MBlock as an innovative, accessible resource with strong potential to
develop foundational technological skills.
Assimilation
In this stage, emphasis was placed on the assimilation of STEAM concepts through
hands-on laboratory experimentation (Khatri et al., 2025). The initiative encouraged the
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integration of technical and scientific knowledge via programming and robotics projects
developed with MBlock, involving diverse courses and subject areas.
Formative assessments and perception surveys documented significant improvements in
students’ comprehension of STEAM principles and a notable increase in their confidence when
applying these concepts practically. Furthermore, enhanced collaboration among students from
different disciplines was observed, fostering a richer interdisciplinary learning experience. Figure
2 illustrates the process of searching, collecting, and synthesizing information related to MBlock
for course preparation.
Figure 2
Laboratory sessions for the synthesis of MBlock information in scientific databases
Transformation
During the transformation phase, MBlock was implemented at the institutional level,
engaging multiple courses and academic programs. This phase sought to translate theoretical
knowledge into practical skills through virtual workshops and collaborative projects that
integrated various STEAM disciplines, promoting a holistic educational approach (Gavrilas et
al., 2024). Figure 3 illustrates the commencement of the course for teaching the interdisciplinary
projects.
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Figure 3
Workshop with students and teachers collaborating on interdisciplinary projects
Continuous monitoring, via evaluations, surveys, and academic performance analyses,
enabled iterative refinement of the methodology to optimize learning outcomes. This phase saw
a marked increase in student engagement and performance on interdisciplinary projects,
alongside improved capacity to tackle complex problems. Figure 4 shows the training and
solutions provided by teachers to the assistants.
Figure 4
Teachers’ review of progress and solutions during institutional rollout
Exploitation
The final phase involved the full integration of MBlock into the school curriculum, with
comprehensive interdisciplinary projects that combined multiple STEAM domains. A robust
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system of ongoing monitoring was established to continually assess and enhance pedagogical
strategies, ensuring responsiveness to the evolving needs of students and teachers. Figure 5
evidence the accompaniment of the instructors solving concerns during the individual
evaluation.
Figure 5
Supervised individual evaluations conducted during practical activities
Outcomes from this stage demonstrated that curricular integration of MBlock significantly
fostered critical competencies such as creative thinking, problem-solving, and teamwork.
Continuous evaluation and responsive feedback mechanisms improved the educational
experience and facilitated the dissemination of best practices to other institutions, thereby
broadening the project’s impact. Figure 6 illustrates the activities conducted entirely by the
beneficiary children, highlighting their acquisition of knowledge in robotics and the development
of critical thinking skills in decision-making for their designs.
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Figure 6
Autonomous student work showcasing learning outcomes in robotics projects
Qualitative and Quantitative Analysis
Figure 7 illustrates a consistent upward trend in students’ academic performance across
STEAM-related topics throughout the four implementation phases. During the Identification and
Acquisition phase, the initial average score of 4.8 out of 10 improved to 6.2, reflecting a nearly
30% increase. This suggests that early exposure to MBlock sparked interest and initial
engagement. As students moved into the Assimilation phase, characterized by hands-on
activities and cross-disciplinary learning, the average rose to 7.4, highlighting deeper
understanding and confidence. The final stages, Transformation and Exploitation, showed
further consolidation of knowledge and skills, with performance reaching 8.9. These results
support the effectiveness of a gradual, experiential approach in strengthening both conceptual
and practical competencies in STEAM education.
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Figure 7
Academic Performance in STEAM Areas
Figure 8a summarizes responses from perception surveys administered to students,
using a 5-point Likert scale (1 = strongly disagree; 5 = strongly agree). The data reflect a strong
positive reception of the MBlock-based learning experience. Students reported high levels of
engagement (4.6), clarity in using the tool (4.4), and particularly recognized its relevance to their
educational development (4.7). Figure 8b shows Teachers’ responses, where they echoed this
sentiment, noting the methodology’s effectiveness (4.6) and increased student motivation (4.5).
These high average scores suggest that MBlock was well-received and perceived as a valuable
and adaptable teaching resource, reinforcing its potential for long-term integration into
educational practice.
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Figure 8
Perception Survey Averages Using the Likert Scale, a) students, b) teachers
DISCUSSION
The findings of this study demonstrate that integrating the STEAM methodology with the
MBlock platform significantly supports the development of technological competencies and
boosts student interest in science and technology, especially in contexts with limited access to
educational resources. This combined approach proved to be both adaptable and impactful,
providing students in vulnerable settings with meaningful, hands-on learning experiences.
These results resonate with previous works, such as Fernández et al. (2021), who
observed that the implementation of educational robotics within STEAM frameworks led to
greater motivation and engagement in STEM areas. Similarly, Ferrada and Trujillo (2024)
pointed out that digital tools like MBlock are effective for introducing programming and robotics
concepts, while also enhancing students’ problem-solving abilities and computational thinking.
Moreover, as Fonseca et al. (2021) emphasized that STEAM education is important in
bridging the digital divide by offering equitable access to technological learning opportunities,
particularly for students who might not encounter such tools outside of school. In this project,
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the MBlock-based intervention allowed students, regardless of their prior exposure to
technology, to progressively build practical skills relevant to today’s demands.
Figure 9 highlights the increase in student participation across the four stages of the
project. Initial engagement during the Identification and Acquisition phase was moderate, with
58 % of students actively involved. However, as the methodology matured and the tool was
more deeply integrated into the learning process, participation steadily climbed, reaching 91 %
by the Exploitation phase. This upward trend reflects growing student confidence, enthusiasm,
and autonomy in working with MBlock. It also underscores the effectiveness of a progressive,
skill-building approach in fostering long-term engagement with STEAM subjects
Figure 9
Evolution of Student Participation
What sets this work apart is its structured, phased implementation, guided by levels of
technological readiness. Rather than a one-time intervention, the process advanced from initial
familiarization workshops to full curricular integration. Each phase was informed by ongoing
assessment and feedback, allowing the project to grow in complexity and scope while
maintaining its effectiveness. This approach ensured sustained student participation with an
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interdisciplinary learning, offering a model that can be replicated in similar educational
environments seeking inclusive and innovative strategies.
CONCLUSIONS
This study demonstrates that integrating the MBlock platform within a STEAM-oriented
educational model significantly enhances students’ ability to absorb and apply knowledge in
programming and robotics, particularly in underserved educational environments. The
implementation across the four stages: Identification and Acquisition, Assimilation,
Transformation, and Exploitation, allowed for a progressive and structured development of
students' technical and cognitive skills.
Quantitative findings revealed a notable improvement in academic performance, rising
from an average of 6.8 to 9.1, accompanied by a steady increase in student engagement and
participation, which grew from 58 to 91 % throughout the intervention. Furthermore, the high
levels of satisfaction and perceived usefulness reported by both students and teachers,
evidenced by Likert scale averages above 4, highlight the positive reception and educational
value of the approach.
Beyond the technical achievements, the methodology fostered the development of key
21st-century skills, including creativity, critical thinking, and collaborative problem-solving. The
gradual implementation strategy, aligned with levels of technological readiness, enabled
students to move from basic familiarity with MBlock to fully integrating it into their curriculum
through meaningful, hands-on learning experiences.
Overall, this initiative offers a viable and impactful model for promoting equitable access
to technological education. It bridges gaps in digital literacy by equipping students with practical
tools to face the demands of a technology-driven world. Future efforts should focus on
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expanding the implementation of this model to other educational contexts and conducting long-
term assessments to understand its lasting effects further.
Conflict of Interest Statement
The authors declare that they have no conflicts of interest related to this research.
Authorship Contribution Statement
Angel Isaac Simbaña Gallardo: Conceptualization; Methodology; Writing – Original Draft;
Writing – Review and Editing.
Mercedes Elizabeth Vargas Moreno: Conceptualization; Methodology; Writing – Original Draft;
Writing – Review and Editing.
Fabricio Manuel Tipantocta Pillajo: Investigation; Writing – Original Draft; Writing – Review and
Editing.
Gabriela Fernanda Yépez Posso: Data Curation; Writing – Original Draft; Writing – Review and
Editing.
Artificial Intelligence Usage Statement
The authors declare that they used Artificial Intelligence as a support tool for this article,
and affirm that this tool does not in any way replace the intellectual task or process. After
rigorous reviews with different tools confirming the absence of plagiarism, as evidenced in the
records, the authors declare and acknowledge that this work is the result of their own intellectual
effort and has not been written or published on any electronic or AI platform.
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