Menacho, AntonioPlaza, PedroSancristóbal, ElioPérez Molina, Clara MaríaBlázquez Merino, ManuelPancorbo Castro, Manuel2024-12-192024-12-192021-03-30A. Menacho, P. Plaza, E. Sancristóbal, C. Perez-Molina, M. Blazquez and M. Castro, "Halloween Educational Robotics," in IEEE Transactions on Education, vol. 64, no. 4, pp. 406-412, Nov. 2021, doi: https://doi.org/10.1109/TE.2021.30668910018-9359; e-ISSN: 1557-9638https://doi.org/10.1109/TE.2021.3066891https://hdl.handle.net/20.500.14468/24983Esta es la versión aceptada para su publicación en IEEE Transactions on Education, vol. 64, no. 4, pp. 406-412, Nov. 2021. La versión final publicada está disponible en https://doi.org/10.1109/TE.2021.3066891 This is the version accepted for publication in IEEE Transactions on Education, vol. 64, no. 4, pp. 406-412, Nov. 2021. The final published version is available in https://doi.org/10.1109/TE.2021.3066891Today’s society is facing new challenges and opportunities that demand professional profiles specialized in problem solving, with the ability to innovate and exploit the possibilities offered by information and communication technologies (ICTs). Far from being a novelty, the term STEM was coined in the mid-1990s. From then until now, there are a multitude of initiatives focusing on working STEM education with students. In recent years, the use of the arts as an enhancer of the educational experience has been incorporated into STEM education. There has also been a focus on involving the student in the educational process. Despite this, few experiences have been detected in which parents are involved in the educational process. Throughout this work, it is shown the pilot experience which has been developed to motivate parents to be part of the learning process in science, technology, engineering, art, and mathematics (STEAM) subjects.eninfo:eu-repo/semantics/openAccess33 Ciencias TecnológicasartículoEducationprogrammingroboticssciencetechnologyengineeringartmathematics (STEAM)