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This paper investigates the effect of cognitive learning styles on teaching robotics to preschool children and using the GEFT educational tool, distinguishes dependent (FD) or independent (FI) learners from their environment. Then, through an appropriate educational program adapted to the educational needs of the two learning categories and utilizing gamification techniques, the ease of use of the specific methodology is established, both for the learner and for the instructor. The preferred methodology was direct observation, where the observer was able to collect the necessary information through the educational robotics scenario, without participating in the process. The research tools used were a structured observation design for learners, as well as a weighted teacher questionnaire on which the observation design was based. More specifically, it is the weighted Mechatronic System Usability Evaluation questionnaire that was designed and developed by Tsagaris Apostolos (Tsagaris, 2023) and examines the usability of educational robotics systems used by teachers. The survey was based on the five axes that evaluate Usability: Effectiveness, Efficiency, Satisfaction, Ease of Use and Ease of Learning. The observation design included thirty questions in total, where each axis included five questions. Observer responses were given on a five-point Likert scale. The weighted usability questionnaire included twenty-five questions in total, answering from 1- Do not agree (Not at all) to 5- Agree very much (Very Much) on a Likert scale. In conclusion, based on the findings of the research, the specific methodology is easy to use for children and is not affected by the gender and cognitive learning style of the learners, as well as the training methodology is useful for teachers.