Aprendizaje Basado en Problemas mediado por GeoGebra en la comprensión de vectores en ℝ³ en estudiantes de Ingeniería Civil

Santiago Israel Arciniega Castro

doi:10.70577/asce.v5i1.744

Authors

Santiago Israel Arciniega Castro Universidad Estatal de Milagro https://orcid.org/0009-0002-0268-5595

DOI:

https://doi.org/10.70577/asce.v5i1.744

Keywords:

Algebra; Problem Based Learning; Educational Technology; Geometry; Space Perception; Higher Education.

Abstract

Understanding vectors in ℝ³ remains a persistent challenge in higher education. This difficulty is partly explained by the cognitive demands associated with the spatial visualization processes required to represent objects in a three-dimensional environment, as well as by the inherent complexity of linking their geometric representations with their algebraic properties. This study evaluated the effect of Problem-Based Learning (PBL) mediated by GeoGebra on academic performance and conceptual understanding of three-dimensional vectors in a Linear Algebra course. A single-group quasi-experimental design with pre-test and post-test was used. The initial population consisted of 28 Civil Engineering students, of whom 23 completed all phases of the study, constituting the final sample (n = 23). The results showed a significant increase in the average grade from 8.09 to 9.65 and a reduction in the failure rate from 40% to 3.7%. The results suggest that integrating PBL with three-dimensional visualization tools significantly improves conceptual understanding and academic performance in this fundamental branch of mathematics

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