The TAVI Model: A Multidimensional Approach for Cognitive and Formative Characterization of Engineering Students
DOI:
https://doi.org/10.61799/2216-0388.1951Keywords:
Engineering education, Instructional design, Learning styles, Multiple intelligences, Self-regulated learningAbstract
In engineering education, it is important to analyze students' cognitive characteristics to ensure appropriate training. This research presents the TAVI Model, which is designed to characterize engineering students by studying their learning tendencies, analyzing their learning styles, personal strengths, and multiple intelligences. Cognitive-formative profiles were created based on a correlational study of the responses of 200 engineering students to tests of learning styles, multiple intelligences, and virtuous leadership. A classification algorithm, beginning with min-max normalization, was used to construct scores for each domain and hierarchical rules. A varied distribution of students among the proposed profiles was observed, with the Logical Strategist, the Efficient Manager, and the Humanistic Philosopher being the most frequent. Significant correlations were found between different domains, such as a preference for abstract reasoning and logical-mathematical intelligence, as well as between the reflective style and prudence as a virtue. An analysis of variance was conducted, which showed significant differences in the learning indicators. The model aims to provide a characterization of engineering students through eight profiles, allowing for optimization of the teaching-learning process.
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