Iván Fernando Leal Ramírez

Context: This investigation assessed whether repeated exposure to visual-spatial patterns and guided micro-interactions could lead high school and first-year engineering students to internalize formal rules. By combining implicit learning tools (e.g., VSRT) with explicit tools, such as a binary tree calculator. Objective: This study aims to determine whether stable patterns and low-friction actions increase implicit learning, structured reasoning, and algebraic manipulation compared with historical baseline performance. Methodology: A concurrent mixed-methods design was used to recruit 40 participants from a purposive historical sample of 153 students. Quantitative (VSRT accuracy, interaction statistics) and qualitative (28 interviews until theoretical saturation) analyses were performed using thematic analysis and decision trees. Results: The participants achieved an accuracy of 84% in recognizing VSRT patterns, exceeding the previous average of 70% and showing clear improvement. Repetition and familiarity with tasks were found to be important factors that influenced progress. Conclusions: Implicit VSRT training combined with explicit visualization is an efficient method for teaching hierarchical content. Such dual approaches enhance academic performance as well as structural understanding and can be evidenced by repetition and familiarity as pivotal techniques. This study provides a strong model for STEM education interventions that link implicit and explicit cognitive systems.

Introduction: In engineering courses being able to connect theory with practice to validate concepts and solve problems from acquired knowledge, critical thinking and creativity, is a challenge. In project-based learning and active learning, it has been validated that developing programming activities in real applications allows appropriate concepts, developing skills and soft competences. Objective: to diagnose the current state of the learning outcomes in the core course of an electronic engineering curriculum in order to propose models to achieve the learning objectives. Methodology: a diagnostic instrument was designed for undergraduate students in electronic engineering, building a matrix of Weaknesses, Opportunities, Strengths and Opportunities (SWOT) to apply data analytics and generate diagrams of co-occurrence/frequency of discourse and from which the results are discussed. The instrument was applied to a cumulative sample of 87 students, identifying keywords related to the use of tools, previous knowledge (mathematical foundation), and experimental work at laboratory. Results: The analysis identified weaknesses in some concepts, deficiencies to operationalize, and the need to complement experimentally, allowing adjusting curricular contents and demonstrating the application of learning models and methodologies. Conclusion: Interdisciplinary topics enable the design of challenging projects to assess competencies and learning outcomes, validating an active and project-based learning approach (A+PBL) in a pilot Digital Signal Processing (DSP) course.