La base de la metodología

La investigación es parte fundamental de los productos de la compañía, que día a día se enfoca en generar procesos basados en evidencias y fundamentados desde la básde de la investigación interdisciplinar e internacional.


Learning Styles Theory:
Could Students’ Learning
Preferences Make STEM Subjects Easier to Learn?

This paper focuses on exploring how the learning process is perceived by the students. The researchers have chosen Kolb and VARK learning models, in order to identify the participant cohorts’ preferred learning pathways, so the researchers can clearly understand their expectations, strengths and references utilising the evidence-based inquiry method. The results indicate that none of the two learning models applied can in actuality include all the broad range of learning expectations of the students, regardless of their age. Youngsters seem to be more aligned with the active learning mode, while older students can perform better with more abstract concepts. The geographic origin seems not to have any noticeable impact on the learning styles preferences of the students participating in these trials.


Cultural and Philosophical Understanding of Game-based
Learning in STEM Subjects

Several reasons have been linked to the high percentage of failure when it comes to Sciences
Technology, Engineering and Mathematics (STEM) subjects for college freshmen. The Higher Learning Commission during its annual conference in 2013 did find out that the leading factor, motivation, seems to play a significant role to inspire students to get involved in the course work. Much research, both in academic journals and mainstream magazines, has been published on how traditional methods of lecturing are neither engaging nor robust enough for STEM learners. In this paper, the author explores the Game-Based Learning method (GBL) as a promising platform to assistance students in their transition from high school to college level STEM courses. Additionally it
also looks into the fundamental reasons why biologically, culturally and philosophically, playing has become an essential tool in engaging the real world without having to assume the risk of unwanted consequences

Motivation: A Key Component for Academic Success

Lack of motivation, is one of the leading reasons for academic failure, nevertheless, motivation is a
multifactorial concept. It could be dissected in its constituent parts: intrinsic, extrinsic, or amotivational and it is certainly associated with a multitude of possible causes. The researchers have used Vallerand’s motivational scale to better understand the reasons why their students have chosen to go to school and also to measure the level of interest for mathematics and STEM subjects, so the researchers can potentially help them to persist in their academic endeavors. Results shows that 41 percent of the participant students have an internal motivation to know, another 46.3 percent of them have an extrinsic motivation to identify and 47.5 percent of the students show an extrinsic external regulation. 58 percent of them totally disagreed with amotivation, which reflects their understanding of the importance of schooling and STEM subjects in their education.