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Wedo 2.0 and Lego Education for the Logical Development of Elementary
School Children

Chapter · February 2024

DOI: 10.1007/978-3-031-54256-5_37

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 WEDO 2.0 AND LEGO EDUCATION FOR THE LOGICAL
DEVELOPMENT OF ELEMENTARY SCHOOL CHILDREN
Marco Antonio López Araujo1 , Marcos Chacón-Castro2, 3 , José Manuel Gómez
Goitia 4 and Hugo Arias-Flores5*
1 Maestría en Educación, mención en Pedagogía en Entornos Digitales (MEPED),
Universidad Indoamérica, Ambato, Ecuador
marco_inteligente@[Link]
2 Maestría en Educación, mención en Pedagogía en Entornos Digitales (MEPED),

Universidad Indoamérica, Ambato, Ecuador

mchacon10@[Link]
3 Grupo Investigación GIECI

Fundación Universitaria Internacional

de La Rioja
Bogotá, Colombia
[Link]@[Link]
4 Maestría en Educación, mención en Pedagogía en Entornos Digitales (MEPED),

Universidad Indoamérica, Ambato, Ecuador

josegomez@[Link]
5Centro de Investigación en Mecatrónica y Sistemas Interactivos (MIST), Universidad
Tecnológica Indoamérica,
Av. Machala y Sabanilla, Quito, EC170103, Ecuador
hugoarias@[Link]

Abstract. In order to address the limited interest of children in the area of

mathematical logic, this article presents strategies aimed at enhancing the logical
thinking of elementary school students. To achieve this goal, innovative
educational tools were employed, specifically, Wedo 2.0 and Lego Education,
which combine Lego figures with block-based programming. The motivation
behind this approach is rooted in the ability of Lego objects to captivate students'
attention due to their versatility in terms of colors, shapes, and sizes. By
combining these figures with block-based programming, an interactive and
stimulating learning environment is created that fosters creativity and the
development of logical and mathematical skills. The research methodology used
was quantitative and descriptive, and the target population consisted of fourth-
grade students at the Oswaldo Guayasamín Educational Unit in Ecuador. The
students were divided into two parallel groups, totaling 42 participants. The
results of this study revealed a positive impact on the development of students'
logical thinking. The experimental group experienced a significant increase in
their average scores, moving from an initial level ranging from low to medium to
a medium-high level, with an average score of 6.66. In conclusion, the
implementation of educational strategies that combine Wedo 2.0 and Lego
Education proved to be effective in improving the logical thinking and
mathematical skills of elementary school students.

Keywords: logical thinking, strategy development, mathematics teaching.

2

1 Introduction

Currently, the world is heavily influenced by technology, where people coexist

with and use these means to communicate, work directly with digital whiteboards,
blogs, platforms, etc. The digital era is simply present in everything we see, touch, and
use. This master's work is grounded in the research area of pedagogical innovation in
society, specifically in education in our country. In the educational field, the pandemic
forced the implementation of platforms and tools to facilitate communication between
teachers and students. Children have a significant advantage because they are digital
natives; hence, receiving technology-based classes is not difficult for them. However,
there is still a weakness in logical reasoning that is not adequately developed.
Robotics is a discipline that has gained ground in the labor market and has also
entered the field of education, known as educational robotics. In this field, students start
at very young ages without difficulties in interactive programming. "Educational
robotics is a new interdisciplinary teaching system that covers different curriculum
areas and enables active learning by students through mechanical, electronic, and
technological devices or tools" [2]. For children, robotics offers a variety of accessories
and tools for building, programming, and executing simple tasks, which greatly aid
interdisciplinary learning and, above all, logic.
The importance of addressing this problem is supported by the words of the
renowned developmental psychologist Piaget, who emphasized the need to cultivate
logical thinking in children. According to Piaget, "logical reasoning is an essential skill
that lays the foundation for effective understanding and learning." Piaget's statement
highlights the importance of developing logical thinking from an early age and
underscores that this skill is essential in today's society, characterized by the need for
informed decision-making and solving complex problems. Furthermore, the theorist
Vygotsky argued that collaborative learning and social interaction play a critical role in
the cognitive development of children. In his own words, "learning becomes a
fundamental part of the culture and society in which we are immersed." This suggests
that interaction with peers and active participation in stimulating learning environments
are fundamental to the development of logical thinking in students.
In this research, innovative educational tools were employed, such as Wedo 2.0
and Lego Education, which combine Lego figures with block-based programming to
create an interactive and stimulating learning environment, in line with the theoretical
premises of Piaget and Vygotsky. The choice of these tools was based on their ability
to capture students' attention due to the versatility of Lego figures and their potential to
foster creativity and the development of logical and mathematical skills. Furthermore,
this study is grounded in the conviction that, in a constantly changing and increasingly
digital world, it is imperative to promote the development of logical thinking in
students.
 3

Throughout this article, the methodology used will be presented in detail,

including the description of the participants, the materials and resources used, and the
research procedure. Subsequently, the study's conclusions will be discussed,
emphasizing the feasibility and effectiveness of incorporating technological tools into
the teaching of mathematics and the development of logical thinking in students. In
summary, this article offers a comprehensive view of how technology, creativity, and
innovative methodologies can contribute to strengthening logical and mathematical
skills in the current educational environment.

2 Related work

In this part of the article, the work related to the research area will be presented.
Piaget highlights the role of play as: "experience and social transmission in
cognitive development, valuing the importance of cooperation and cognitive conflict
that arise when children interact in educational activities as a means to facilitate
cognitive and moral development." [6]. Then, the best way for students to learn to solve
problems is experimenting, testing, erring and correcting, LEGO is a Danish company
and brand of toys recognized worldwide mainly for its interconnectable plastic blocks,
nowadays it has been evolving since its foundation (1932) now the toys have the ability
to interconnect and give movements of its parts through interactive programming, the
official LEGO website says: "Lego Education is a new solution for Primary Education
that awakens students' interest in learning STEAM subjects through playful problem
solving accompanied by storytelling and thus prepares them to become persevering and
independent thinkers." [7].
The Unidad Educativa Fiscal Oswaldo Guayasamín del Ecuador, in the school
year 2020-2021, after analyzing the learning of elementary school students, obtained a
score of 7.80 in the area of mathematics, which corresponds to basic essential, logic
being one of the biggest problems that students have when they require the solution to
the problems presented. An alternative is to promote robotics as a teaching-learning
method for younger children; in this way, logic will be developed as a skill that can be
used in the academic and professional future [8].
Logical thinking is the capacity of students who develop and are associated with
the concepts of mathematical logical reasoning, understanding and exploration,
enhancing abstract aspects of thinking; children of the Unidad Educativa Fiscal
Oswaldo Guayasamín have insufficient mathematical logical skills, students require
new strategies to acquire skills and abilities that will be very helpful in their personal
and professional development, children at an early age have the need to make decisions
that help improve their logical thinking [9].
The method that can be used is educational robotics, currently the LEGO
company has a product that is used to develop logic through programming blocks, then,
the student analyzes, builds, programs and executes. The pieces that are joined together
can form objects that are capable of performing movements that depend on the
programming that is done, in this case WEDO 2.0, children using intelligent electronic
devices are able to analyze the code for block programming as it does not require
extensive knowledge in coding.
4

3 Methodology

For the present work, a quantitative and descriptive type of research was applied
because the properties and characteristics of the problem to be solved were compiled,
obtaining the documentation of the causes and effects of the phenomenon under study
in the Oswaldo Guayasamin Educational Unit of Ecuador. The modality of this research
is applied, starting from the proposed theoretical framework to then design the
instruments to be applied. With this, the required information is obtained from the
population to describe the phenomenon under study, analyze it and reach the
conclusions that allow establishing a proposal to solve the problem found.

3.1 Participants
The research involved two sample groups of participants from the Oswaldo
Guayasamín Educational Unit in Ecuador. The experimental group, consisting of 22
fourth-year General Basic Education students, engaged with LEGO Education and
WEDO 2.0 to boost logical skills. The control group, with 20 students of the same level,
received regular classes without these tools. Both groups underwent tests and
questionnaires to evaluate logical reasoning, allowing for a comparison of the
proposal's impact on the experimental group versus the control group.
3.2 Materials and resources
Throughout this study, a variety of materials and resources were utilized for the
educational proposal and data collection. Notably, the LEGO Education and WEDO
2.0 educational kits, featuring specially designed LEGO blocks and programmable
sensors, played a central role. These kits were instrumental in allowing students to
construct models and develop basic programming skills. Additionally, custom
questionnaires were designed to assess students' logical reasoning levels, serving as a
crucial tool for measuring progress in both the experimental and control groups at the
research's outset and conclusion.
Furthermore, digital resources such as interactive presentations and online
educational materials were integrated to enhance teaching and learning in conjunction
with the LEGO Education and WEDO 2.0 kits, as illustrated in Figure 1.

Fig. 1. Interactive activities proposed within the digital resources designed.

 5

The research also benefited from the availability of electronic devices, such as
laptops or tablets, which facilitated the programming and control of the models built
with LEGO and WEDO 2.0. These technological tools allowed for a more dynamic
interaction of the students with the technology. Likewise, the school infrastructure
provided by the Oswaldo Guayasamín Educational Unit, including classrooms,
furniture and support resources, played a vital role in the effective implementation of
educational activities. It should be mentioned that the active cooperation of school
authorities and the commitment of teachers were essential factors for the successful
implementation of the proposal.
3.3 Procedure
The data collection process for this research began by identifying the target
population, which consisted of students in the fourth year of general education at the
Oswaldo Guayasamín Educational Unit in Ecuador. The study aimed to assess the
application of LEGO Education and WEDO 2.0 in developing logic in EGB children.
The research involved designing instruments for data collection and validating their
reliability. Since the population was finite, a specific sampling calculation was not
applied. The students in this group were between 8 and 9 years old, with 20 students in
parallel A and 22 in parallel B. Permissions were obtained to carry out the research
within this educational setting.
Table 1. Population/sample

Observation units No. %

Parallel A (Control) 20 49,35
Parallel B (Experimental) 22 50,64
Total 77 100%

4 Results and discussion

In order to contrast and then be able to make a balance between the

experimental group and the control group, the results obtained from the questionnaire
applied to this group that belongs to the Fourth EGB B of the U.E. Oswaldo
Guayasamín is shown.

Table 2. Results of operative thinking in the control group

Number of Number of Number of Number of hits Percentage
items students responses
5 20 100 54 54%
Spatiotemporal result
Number of Number of Number of Number of hits Percentage
items students responses
6 20 120 45 37%
6

Result figure background

Number of Number of Number of Number of hits Percentage
items students responses
5 20 100 38 38%

According to the table showing the result of the test that measures the children's ability
to perform logical mathematical and linguistic reasoning, making inductive deductions,
reasonably relates the data of the sets and solves coherently. The level of complexity
increases as the test progresses, so the level of reasoning goes from low to higher.

Children aged 8 to 11 years should answer only the first 8 questions, older children
should answer all of them [6].

Table 3. Levels of reasoning.

Number of hits Level
0 to 3 hits Low logical reasoning
4 to 6 hits Average logical reasoning
7 to 8 hits High logical reasoning

Based on the table and considering the answers of the 3 categories measured (operative
thinking, space-time and figure background), the following results have been obtained.
Of the 16 questions that were applied to the experimental group and verifying the range
of their age, their assertiveness in the answers was an average of 4.5, which corresponds
to an average logical reasoning and with this indicative, work should be done to
improve their reasoning; the data is confirmed with the following table of results.

4.1. Implementation of the Proposal

The children develop their skills at an early age and it is necessary that the skills and
abilities of mathematical logic be reinforced as soon as possible, the project proposal is
feasible because the infrastructure, the implements, the predisposition of the authorities,
teachers and children are available to implement the proposed project; additionally, the
children are computer natives and they will love working with technology.

The project's feasibility is underpinned by various factors. Socio-cultural aspects

emphasize the significance of inclusive education and values in fostering students'
logical skills, preparing them for academic challenges and lifelong success.
Environmentally, the project's use of reusable materials, particularly LEGOS, aligns
with eco-friendly principles, reducing waste and pollution. Financially, the researchers
are committed to fully financing the project, ensuring its economic viability.
Administratively, the proposal has garnered approval and sparked anticipation among
authorities, highlighting strong administrative support for its analysis, development,
and implementation. In terms of technical aspects, the project benefits from the
researchers' expertise in computer science and programming, ensuring the application
of the latest technical knowledge. Project phases are designed to last approximately
three to five academic hours, with flexibility for adjustments based on students' needs
and available time. Each project has an approximate duration of three to five academic
 7

hours. The phases have the same importance for the follow-up of the project, but you
can modify the time spent in each phase depending on the needs of the student and the
time available to him/her.

Table 4. Projects proposed for the implementation of the research.

PROJECT 1 Starting the game, recognizing lego blocks and figures, patterns
and sums.
Elements of logical thinking to be developed
Activity 1 - Starting the game
Activity 2 - Calculation of areas and perimeters
Activity 3 - Addition patterns
[Link]

PROJECT 2 Awaken your senses - Operational thinking

Notion of multiplication and patterns
Activity 1 - WEDO 2.0 Installation
Activity 2 - first steps with WEDO 2.0
Activity 3 - Cooling fan
[Link]

PROJECT 3 Create and invent - Temporal space

Notion of multiplication speed distance
Activity 1 - Build a race car
[Link]

Fig 2. Implementation of the teaching strategy with Lego Education

4.2. Current Situation

To determine the impact of the applied proposal, the questionnaire had to be sent again
to the two experimental and control groups. These data are reflected in Tables 3 and 4,
which show the level of progress of the experimental group versus the control group.

Table 5. Results of operational thinking Experimental group current situation

Number of Number of Number of Number of hits Percentage
items students responses
5 22 110 72 65%
Spatiotemporal result
Number of Number of Number of Number of hits Percentage
items students responses
6 22 132 81 61%
Result figure background
Number of Number of Number of Number of hits Percentage
items students responses
5 22 110 62 56%
8

Table 6. Results of operative thinking group Control current situation

Number of Number of Number of Number of hits Percentage
items students responses
5 20 100 53 53%
Spatiotemporal result
Number of Number of Number of Number of hits Percentage
items students responses
6 20 120 47 39%
Result figure background
Number of Number of Number of Number of hits Percentage
items students responses
5 20 100 35 35%

4.3. Synthesis of Results

After collecting data from the experimental and control groups, we obtained results that
were detailed in tables 3 and 4, which reflect the level of reasoning, being 4.4 for the
fourth grade EGB A (experimental group) and 4.3 for the fourth grade EGB B (control
group); in summary, the two grades are located in the medium logical reasoning range
detailed in the following graph.

Fig 3. Level of Logical Thinking Initial Situation

Once the proposal was executed with the experimental group in the established
period and having completed the projects, the questionnaire was applied again to verify
whether the proposal met the objectives set; the results were as follows: Experimental
group had an average percentage of 6.66 points, which would be between the medium
and high level, considering that at the beginning of the proposal it was between the low
and medium level, that is, if an increase in mathematical logic skills has been achieved.
In contrast with the control group that remains between the low and medium level, as
shown in the graph.
 9

Fig 4. Level of Logical Thinking Current Situation

As can be seen in the graph, the increase in the average to 6.0, which corresponds to an
improvement of 22%, is due to the fact that the activities carried out in the proposal
were of interest to the students, sparking creativity, a sense of inquiry, and collaborative
work. Currently, technology significantly contributes to student teaching and learning.
In contrast, the control group, who followed regular classes, has an average of 4.2,
confirming that traditional classes are not engaging and lose the students' interest.
The initial assessment revealed no significant differences in logical thinking between
the experimental group and the control group, indicating that both groups had a similar
starting point in this regard. However, the critical aspect lies in the significant impact
of the strategy that included Wedo 2.0 and Lego Education on the experimental group.
After the implementation of this strategy, the experimental group experienced a
considerable advancement in their levels of reasoning. They reached a medium-high
level of logical reasoning, reflecting significant progress in their logical-mathematical
skills. In contrast, the control group, following traditional teaching methods, maintained
their logical reasoning at a level ranging between low and medium. These nearly
unchanged results underscore the limitations of conventional methodologies in
nurturing students' logical thinking.
These findings reinforce the hypothesis that the implemented strategy, which combined
technological tools and encouraged creativity, teamwork, and research, played an
essential role in the significant improvement of the logical reasoning skills of the
experimental group. This contrast between the experimental group and the control
group highlights the importance of adopting innovative and effective pedagogical
approaches to enhance students' cognitive skills and academic performance.
Additionally, these results provide valuable insights into how educational practices can
influence the development of key skills in the school environment.
10

5 Conclusions

This study highlights that the implementation of technological tools in mathematics

education has significant potential to enhance students' logical and mathematical
capabilities. Through the use of innovative resources like Legos and block-based
programming, an increase in creativity, research skills, willingness to collaborate, and
self-learning autonomy was observed. This empowers students in their educational
journey and lays a strong foundation for the development of their logical thinking,
enabling them to make informed decisions based on real-world situations.
However, it is essential to acknowledge that this study has certain limitations, such as
the relatively small sample size and a focus on short-term outcomes. These limitations
could constrain the ability to generalize the findings to a broader population and
underscore the need for long-term research to fully comprehend the sustainable effects
of these innovative educational methodologies. Ultimately, the incorporation of
technological tools in mathematics education emerges as a viable strategy to strengthen
students' logical and mathematical skills and foster their engagement and interest in the
educational process, aligning with the demands of an ever-evolving society.

Acknowledgment

The authors would like to thank the Corporación Ecuatoriana para el Desarrollo de la
Investigación y Academia-CEDIA for their contribution in innovation, through the
“FONDO I+D+i” projects, especially the project I+D+I-XVII-2023-61, “Análisis y
aplicación de formas de interacción humano – computador (HCI) en una herramienta
tecnológica de comunicación aumentativa y alternativa basada en pictogramas, que
ayude a las personas adultas mayores a comunicarse con su entorno”; also the
Universidad Tecnológica Indoamérica, Universidad de Cuenca, Universidad de las
Fuerzas Armadas and Universidad del Azuay for the support for the development of
this work.

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