There is broad consideration that ICT is a resource that promotes more meaningful learning, allowing students to acquire a set of skills considered key. These competencies allow him to face new challenges and solve difficulties both associated with the educational process and the context in which this student is located, making him more able to adapt the knowledge, skills and values acquired to reality. This article raises this issue by emphasizing the potentials of ICT in the classroom, in particular robotics, for both teachers and students. This means accepting that ICT has made changes to classroom interaction but, above all, in the methodology that vertebrates the teaching-learning process. The main objective of this study is to know whether the motivation and interest of students is increased when using robotics in the classroom as a technique integrated into active methodologies focused on digital use and management while knowing more positive socioaffective relationships are established between students. The methodological process adopted in the study responds to the quantitative paradigm. A sample of 150 secondary school students was used, who were given a questionnaire to learn about their perception of the use of educational robotics. The results have shown how the use of robotics increases motivation in the teaching-learning process and how the relationships between students have acquired positive value. The results of the study also allow for a broader reflection of the educational community on an issue of interest to adapt teaching-learning processes to current needs: does the implementation of robotics in the teaching-learning process facilitate student training in different areas of knowledge and promote mechanisms that increase motivation?