Conference Agenda

This study evaluates the impact of an ambitious project-based learning (PBL) experience implemented in a first-year engineering course, where students designed and built a hybrid semi-autonomous vehicle integrating Internet of Things (IoT) technologies and solar energy. Seventy-four students with no prior experience in programming, electronics, or renewable energy participated in an eight-week challenge involving obstacle avoidance, wireless control, and sustainable power management.

A mixed-methods approach was applied using Likert-scale surveys and open-ended responses to assess technical learning, transversal competencies, motivation, creativity, and perceptions of curricular continuity. Results show very high interdisciplinary integration (97.3% agreement) and strong technical learning (88.3%), particularly in clean energy concepts (94.6%). Programming emerged simultaneously as the main learning outcome and the primary difficulty, reflecting a pattern of productive struggle consistent with the zone of proximal development.

Significant positive correlations were observed between motivation, creativity, and students’ desire for the project to remain in the curriculum, supporting predictions from Self-Determination Theory. Despite challenges related to workload and scaffolding, most students recommended the project and expressed interest in continued participation. These findings demonstrate that technology-rich PBL can effectively foster learning, motivation, and sustainability awareness in novice engineering students.

Educational escape rooms or breakout activities aim to promote learning and the application of classroom-acquired knowledge through a playful methodology based on the resolution of riddles, puzzles, and progressive challenges oriented toward solving a given problem. The objective of the present study was to design, implement, and evaluate an educational escape room in the course Food Preservation Methods of the Technological Program in Food Processing at the Higher Technological Institute Sucre.

An escape room entitled “Escapa del Lab” was designed, with challenges planned according to the expected learning outcomes of the course. The activity was implemented with students who had passed the course during the October–February 2024 academic period and with students enrolled in the September–January 2026 period. The educational experience was evaluated through students’ perceptions using the Gameful Experience Scale (GAMEX), as well as through a comparative analysis of academic grades among the study groups.

The results showed a positive evaluation of the escape room, reflected in high scores in the dimensions of enjoyment, activation, and overall gameful experience. However, no statistically significant differences were observed in academic grades between the evaluated groups. In conclusion, the escape room represents an innovative and well-accepted pedagogical strategy that enhances the educational experience and student motivation, although its impact on academic performance was not significant in the short term.

Teaching the assembly of prefabricated housing requires mastering both procedural sequencing and spatial understanding to position and connect structural components accurately. This paper evaluates a guided immersive Virtual Reality (VR) workflow designed to simulate the structural assembly of a prefabricated house as a safe, repeatable learning activity. In a single-session pilot with n=12 construction graduate students, participants completed the VR assembly training task and responded to a post-experience questionnaire (Likert 1-7) along with open-ended questions. At the same time, the VR software automatically logged objective performance indicators (time, attempts, successes/errors, accuracy, and efficiency). Survey results showed consistently high ratings across usability/conditions, perceived learning, and transfer intention (an overall rating of 6.25 out of 7). Software logs indicated an average completion time of 10.69 ± 2.65 minutes and a mean accuracy of 0.61 ± 0.18, with significant variability in error-driven rework (ranging from 3 to 40), suggesting diverse execution strategies. Correlation analyses confirmed strong internal links among objective metrics (e.g., accuracy vs. errors/min, ρ=-0.984), while perception-performance associations were generally weak; notably, perceived learning increased with time/attempts and decreased with accuracy/efficiency, suggesting a “productive struggle” pattern during early exposure. Qualitative feedback emphasized improvements in room-scale safety, practice recurrence, and task complexity. Overall, the study offers a replicable triangulation framework that advances VR construction-process education from satisfaction-based assessment to measurable procedural performance and practical design improvements.

This paper examines how targeted institutional interventions can strengthen Computational Thinking (CT) in public schools by simultaneously improving teacher professional development and tertiary education provision. Situated at the Cartagena Node of Telematics and Teleinformatics within Colombia’s national Nodos de Pensamiento Computacional strategy, the study employs a design-based implementation approach combining mentoring cycles, protected professional learning time, micro-credential pathways, and a structured calendar of career guidance activities co-developed with nearby technical institutes and universities. Evidence from implementation artifacts, teacher reflections, and student surveys indicates increased teacher engagement, clearer curricular alignment of CT across subjects, and higher student awareness of postsecondary options in computing and related fields. The intervention also introduced managerial routines, peer observation, lesson study, and lightweight indicators for practice and tertiary awareness, supporting continuous improvement. While the short time horizon limited detection of downstream learning and enrollment outcomes, the results demonstrate early cultural and structural shifts consistent with scalable adoption under typical public-school constraints. The contribution is twofold: (i) a replicable model that links practice-embedded teacher learning to classroom CT enactment; and (ii) an operationalization of tertiary projection as a routine, data-tracked school function. The approach advances SDG 4 and SDG 9, aligning CT education with entrepreneurship, employability, and regional innovation pathways, and outlines priorities for longitudinal evaluation and scale-out.

The main objective of this research is to know the impact of leadership styles in virtual education at a global level, from 2020 to 2023. In addition, the situation generated by the pandemic is addressed, where challenges related to the management of digit al tools, the lack of use of technology, the monotony in the sessions and the stress of mothers, among others, arose. The Methodology used was a literature review using the analytical, critical method of documentary collection, where 71 articles from the S copus database were analyzed, a delimited search was carried out according to the purpose of the objectives. A search criterion was applied using filters for a more precise delimitation, such as temporality, subject area, language and IMRAD structure. In r esponse to these challenges, it is expected to demonstrate the development of capabilities in leading teachers with the aim of fostering a motivating learning environment that encourages students to achieve true learning with educational quality, nowadays.