Development of a STEM Teaching Strategy to Foster 21st-Century Skills in High School Students Through Gamification and Low-Cost Biomedical Technologies

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Опубликовано в::	Education Sciences vol. 15, no. 12 (2025), p. 1624-1644
Главный автор:	Marin-Mantilla, Kelly J
Другие авторы:	Moscoso-Barrera, William D
Опубликовано:	MDPI AG
Предметы:	Problem solving Physiology Students Teaching methods Collaboration Communication Instructional design Initiatives Educational technology Biomedical engineering 21st century Systems stability Reflective teaching Science education Computer engineering Didacticism Critical thinking Learning Pedagogy STEM education Technology education Space exploration Data collection Creativity Gamification Mixed methods research Quasi-experimental methods Experiential Learning Active Learning Communication (Thought Transfer) Construction (Process) Student Motivation Educational Assessment Biomedicine Engineering Education Educational Environment Learner Engagement Educational Media Educational Strategies Competence Educational Resources Experimental Groups Learning Strategies Equal Education Electronic Equipment 21st Century Skills Family Income Educational Principles
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Описание
Краткий обзор:	STEM (Science, Technology, Engineering, and Mathematics) is essential for the development of 21st-century skills, particularly in a world driven by technological innovation. However, in vulnerable school contexts, access to meaningful STEM experiences remains limited. This study addresses this issue through the design and implementation of a didactic strategy in a public high school in Bogotá, Colombia, based on two educational resources: the BioSen electronic board, which is compatible with Arduino technology and designed to acquire physiological signals such as electrocardiography (ECG), electromyography (EMG), electrooculography (EOG), and body temperature; and the Space Exploration instructional guide, which is organized around contextualized learning missions. This study employed a quasi-experimental mixed-methods design that combined pre–post perception questionnaires, unstructured classroom observations, and a contextualized knowledge test administered to three student groups. Findings demonstrate that after eight weeks of implementation with upper secondary students, the strategy had a positive impact on the development of 21st-century skills, such as creativity, computational thinking, and critical thinking. These skills were assessed through a mixed quasi-experimental design combining perception questionnaires, qualitative observations, and knowledge evaluations. Unlike the control groups, students who participated in the intervention adjusted their self-perceptions when facing real-world challenges and showed progress in the application of key competencies. Overall, the results support the effectiveness of integrating low-cost biomedical tools with gamified STEM instruction to enhance higher-order thinking skills and student engagement in vulnerable educational contexts.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15121624
Источник:	Education Database