Abstract
This study evaluates the technical performance and pedagogical impact of a remote multi-robot platform based on a centralized architecture for teaching IoT and artificial vision. The technical feasibility of the platform was validated through a quality of service (QoS) analysis in different residential connectivity environments, showing stable operation with adequate levels of latency, \textit{jitter}, and packet loss. A quasi-experimental design was implemented with 56 students distributed into two groups: ESPE, which used the multi-robot platform, and ISUCT, which used \textit{software}-based simulators. The results showed significant differences in favor of ESPE in overall academic performance, as well as higher levels of student satisfaction. Additionally, IoT showed better results than artificial vision in both institutions due to its lower cognitive complexity. The findings support the use of remote laboratories based on cyber-physical systems as an effective alternative to strengthen practical training.
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