Perceptions on the Use of the Mobile Application for Learning Differential Equations in Engineering Students.

Abstract

Higher education is facing a significant challenge
and an important opportunity as it needs to update
its curriculum and create digital tools that drive and
improve learning processes and outcomes. This
implies changing the educational approach from
having passive students to having active students,
who generate knowledge through active interaction
with professors. The study of differential equations is
fundamental in the training of engineering students.
However, learning this subject often represents a
significant challenge due to its abstract and complex
nature. In this context, the need arises to explore
innovative strategies that facilitate conceptual
understanding and skill development in this field. The
main objective of this research was to understand
the learning processes of differential equations in
university students. Specifically, we sought to identify
learning styles, students' perceptions of this subject,
describe the dimensions present in their learning
process, and analyze the effectiveness of didactic tools,
such as a mobile application to improve conceptual
understanding. To achieve these objectives, a mixed
methodology with an explanatory scope and a quasiexperimental design was used. The sample consisted
of 28 Differential Equations students, on average
20 years old. Data were collected through surveys
and classroom observations involving engineering
students who used the mobile application as a
complementary didactic resource. The findings
revealed a diversity of learning styles and perceptions,
highlighting the importance of adapting teaching
strategies to these individual differences. In addition,
important dimensions such as motivation and
teaching context should be considered, the study also
evaluated the effectiveness of didactic tools, such as
the Ecuadif mobile application, to improve conceptual
understanding. It was found that the use of this
application was effective in the learning of differential
equations, it also emphasizes the need to understand
the learning preferences of students and suggests
the implementation of student-centered pedagogical
approaches, which integrate various tools, to improve
the learning process in engineering.