Winter 2024-2025

Table of contents  –  Authors index – Authors’ short bio

Hector Cardona-Reyes, Carlos Alberto Lara-Álvarez, Miguel Angel Ortiz Esparza, Klinge Orlando Villalba-Condori
(https://doi.org/10.55612/s-5002-063-001psi) download

We live in an era where science and technology are part of nearly everything we do. From how we communicate to how we learn, these disciplines are deeply embedded in our daily lives. This context presents both a significant challenge and a tremendous opportunity for those of us in the educational field: to prepare the next generations with up-to-date knowledge and the skills they need to think creatively, critically, and constructively.
The STEAM approach—which integrates Science, Technology, Engineering, Arts, and Mathematics—has gained momentum as a comprehensive educational model that responds to these challenges [1,2]. In countries such as the United States, South Korea, Australia, Canada, and Thailand, diverse implementations of this model have emerged. What is most remarkable is that while the contexts vary, they all share a common goal: to encourage students to learn through exploration, hands-on experiences, and interdisciplinary connections [3].
In this process, technology plays a key role. But beyond digital tools, what truly matters is how we use them to create learning experiences that genuinely engage students. Achieving this requires that teachers, researchers, and specialists work collaboratively to design activities that spark curiosity, invite experimentation, foster creativity, and allow space for trial and error. That is where the true value of the STEAM model comes into play.
The papers included in this special issue address these transformative possibilities from diverse perspectives. Through their proposals, the authors share experiences, ideas, and research on how to improve teaching and learning from a STEAM perspective. The selected contributions explore areas such as mathematics, artificial intelligence, robotics, human-computer interaction, and software development—all with the common goal of enhancing learning processes across various educational levels and settings.
In “From STEM in Education to Integrated STE(A)M Education: The State of Play of the Italian Scientix Community” [4], the authors analyze how Italian teachers integrate STE(A)M disciplines through active methodologies such as project-based learning. Using data collected from workshops held at the Didacta 2024 education fair, the study identified challenges such as the lack of teacher training in STEAM pedagogy, as well as advances in the use of technology and creativity to promote critical thinking, inclusion, and innovation in classrooms.
The article “Cognitive Load Theory Principles for Designing a Virtual Physics Environment” [5] applies Cognitive Load Theory to the design of a virtual physics learning environment for secondary students. It describes how theoretical principles—such as intrinsic, extraneous, and germane cognitive load—can guide the development of more effective virtual environments that enhance learning while minimizing overload. The authors suggest future studies to further explore the application of these principles in virtual reality contexts.
The article titled “Promoting Physics Learning and Interest: Evaluating the Remote-lab RIALE Experience in High School” [6] assesses the impact of a remote physics lab based on the RIALE platform, aimed at high school students. Although no significant improvements were found in students’ understanding of classical and quantum physics, they showed greater interest in the subject and expressed satisfaction with the hands-on experience. The remote activity fostered curiosity and motivation, highlighting its value as a complement to traditional science education.
In “The Effect of Robotic Programming Education on Learners’ Critical Thinking Skills at the Secondary School Level” [6], the authors examine how teaching robotic programming influences sixth-grade students’ critical thinking. Through an experimental model with pre- and post-tests, the study revealed significant improvement in these skills after four weeks of hands-on activities with robotic kits. Students also reported positive experiences, underscoring the motivational and educational value of robotics in the classroom.
The article “Effect of Embodied Argumentation with Hand Puppets in Fourth-Graders’ Mathematical Thinking” [7] explores the use of hand puppets as a tool to enhance written argumentation in fourth-grade students solving math problems. An experimental study showed that using puppets just before responding increased the coherence of students’ answers. This technique, based on embodied cognition, proved effective in fostering logical reasoning and argument clarity.
The article “Gamification and Robotics in STEAM Education: A Case Study in Rural Areas of Arequipa and Huancayo” [9] illustrates how the educational robot “Lunabot” and gamification strategies motivated students in rural Peru to actively engage in STEAM learning. Through competitive activities and iterative design processes, the project enhanced motivation, commitment, and understanding of technological concepts, validating gamification as an effective tool for educational inclusion in underserved areas.
The article “Collaborative Modelling of Activities to Support the Teaching of Programming: An Empirical Study” [10] presents a collaborative activity called “Peer Code Review” for introductory programming courses. Based on collaborative patterns and the use of thinkLets, a controlled experiment with 79 students showed that those in the experimental group obtained better grades than those in the control group. The results highlight the value of structured collaborative processes in improving learning outcomes.
The article “Gamifying SQL Learning: Strategies, Impact, and Trends in Higher Education” [11] combines a systematic literature review and a case study in higher education to analyze the use of gamification in SQL learning. Strategies such as rewards, missions, and immediate feedback are presented as effective for increasing student motivation and comprehension of SQL concepts. The study reports positive academic outcomes and engagement, while also noting the challenges of implementation.
In “Simulations and Complex Thinking in Logistics Education: A Qualitative Needs Analysis from Experts” [12], the authors identify key characteristics for the design of educational simulators that promote complex thinking in the context of Industry 4.0. Based on interviews with logistics experts and a systematic literature review, the study underscores the importance of including competencies such as systems thinking, critical reasoning, scientific inquiry, and innovation, along with dynamic scenarios that encourage decision-making in uncertain contexts.
In “Project-Based Learning Applied to STEM Career Choice in High School Students” [13], the authors describe a STEM-focused project-based learning experience carried out with high school students in Bogotá. The objective was to foster interest in STEM careers through the development of technological projects. Results showed increased motivation toward fields such as mathematics and technology, as well as the development of key competencies like critical thinking, creativity, teamwork, and autonomy.
The article “A Comprehensive Methodology for Developing Technological and Potentially Innovative Projects” [14] presents an integrated methodology developed at Universidad Tecnológica Emiliano Zapata (UTEZ) to support university students in creating innovative technological projects with real-world impact and potential for transfer. Based on tools such as Design Thinking, Lean Startup, empathy maps, SCAMPER, and rapid prototyping, the methodology aligns with the Sustainable Development Goals and the challenges posed by Singularity University. It fosters collaboration, creativity, STEAM interdisciplinarity, and entrepreneurial engineering education.
Finally, the article “Enhancing Academic Performance of Engineering Students: A Multivariate Statistical Analysis of Grades in a Mathematics Course” [15] employs multivariate statistical techniques to analyze and improve the academic performance of engineering students in a mathematics course in Peru. Using methods such as multiple linear regression, principal component analysis, and Chernoff faces, the study identified key success factors, including punctual attendance and the use of alternative assessments. The implementation of a revised grading model in subsequent courses led to a 100% pass rate, demonstrating the effectiveness of the new strategy and its potential replicability.
In conclusion, this special issue offers a broad, diverse, and deeply enriching overview of the current state and future possibilities of STEAM education. Through concrete experiences, rigorous research, and innovative proposals, it becomes clear that approaches such as gamification, project-based learning, virtual environments, and educational robotics can transform the classroom into a more dynamic, inclusive, and meaningful space.
Each article offers a unique perspective, yet they all share a common goal: to improve the quality of learning and make it more responsive to students’ real interests, contexts, and needs. At a time when education is facing complex challenges—from equity to technological integration—initiatives like these point the way toward more collaborative, creative, and sustainable educational models.
We hope the content presented here will serve not only as an academic reference, but also as a source of inspiration for teachers, researchers, and decision-makers committed to building an education that looks boldly toward the future while staying grounded in the realities of the present.

References:

1. Shatunova O., Anisimova T., Sabirova F., & Kalimullina O. (2019). STEAM as an innovative educational technology. Journal of Social Studies Education Research, 10(2), 131-144.
2. Ge X., Ifenthaler D., & Spector J. M. (Eds.). (2015). Emerging technologies for STEAM education: Full STEAM ahead. Springer.
https://doi.org/10.1007/978-3-319-02573-5
3. Psycharis S. (2018). STEAM in education: A literature review on the role of computational thinking, engineering epistemology and computational science. computational steam pedagogy (CSP). Scientific Culture, 4(2), 51-72.
4. Niewint-Gori J., Pestellini F.: From STEM in Education to Integrated STE(A)M Education: The state of Play of the Italian SCIENTIX Community, Interaction Design & Architecture(s) – IxD&A Journal, N.63, 2024, pp. 10 – 30, DOI: https://doi.org/10.55612/s-5002-063-001
5. Holmer S., Zander D., Waye J., Jakobsson K.: Cognitive Load Theory Principles for Designing a Virtual Physics Environment, Interaction Design & Architecture(s) – IxD&A Journal, N.63, 2024, pp. 31 – 43, DOI: https://doi.org/10.55612/s-5002-063-002
6. Fadda D., Salis C., Tuveri M., Carbonaro C.M., Vivanet G.: Promoting Physics Learning and Interest: Evaluating the Remote-lab RIALE Experience in High School, Interaction Design & Architecture(s) – IxD&A Journal, N.63, 2024, pp. 44 – 67, DOI: https://doi.org/10.55612/s-5002-063-003
7. Çelik ?., Demirbilek M.: The Effect of Robotic Programming Education on Learner’s Critical Thinking Skills at The Secondary School Level, Interaction Design & Architecture(s) – IxD&A Journal, N.63, 2024, pp. 68 – 90, DOI: https://doi.org/10.55612/s-5002-063-004
8. Araya R., Aguirre C., Díaz M.: Effect of Embodied Argumentation with Hand Puppets in Fourth-Graders’ Mathematical Thinking, Interaction Design & Architecture(s) – IxD&A Journal, N.63, 2024, pp. 91 – 107, DOI: https://doi.org/10.55612/s-5002-063-005
9. Cerrón Salcedo J.D., León Lucano J.J., Torres Hinostroza A., De los Rios Rosado J., Villalba Condori K.: Gamification and Robotics in STEAM Education: A Case Study in Rural Areas of Arequipa and Huancayo: Integrating Lunabot for Technological Advancement and Iterative Design in Robotics Learning, Interaction Design & Architecture(s) – IxD&A Journal, N.63, 2024, pp. 108 – 130, DOI: https://doi.org/10.55612/s-5002-063-006
10. Revelo-Sánchez O., Collazos C.A., Barón A.A.: Collaborative Modelling of Activities to Support the Teaching of Programming: An Empirical Study, Interaction Design & Architecture(s) – IxD&A Journal, N.63, 2024, pp. 131 – 155, DOI: https://doi.org/10.55612/s-5002-063-007
11. Del-Pozo-Arcos S., Balderas A.: Gamifying SQL Learning: Strategies, Impact, and Trends in Higher Education, Interaction Design & Architecture(s) – IxD&A Journal, N.63, 2024, pp. 156 – 182, DOI: https://doi.org/10.55612/s-5002-063-008
12. Rodes-Paragarino V., Pacheco-Velazquez E., Rabago-Mayer L., Bester A.: Simulations and Complex Thinking in Logistics Education: A Qualitative Needs Analysis from Experts, Interaction Design & Architecture(s) – IxD&A Journal, N.63, 2024, pp. 183 – 207, DOI: https://doi.org/10.55612/s-5002-063-009
13. Lozano-Prado I.J., Guzmán-Mendoza J.E.: Project-Based Learning Applied to STEM Career Choice in Hight School Students, Interaction Design & Architecture(s) – IxD&A Journal, N.63, 2024, pp. 208 – 234, DOI: https://doi.org/10.55612/s-5002-063-010
14. Tecpoyotl-Torres M., Villanueva-Tavira J., Magadán-Salazar A., Cedano-Villavicencio K.G., González-Serna J.G.: A Comprehensive Methodology for Developing Technological and Potentially Innovative Projects, Interaction Design & Architecture(s) – IxD&A Journal, N.63, 2024, pp. 235 – 267, DOI: https://doi.org/10.55612/s-5002-063-011
15. Hananel A., Loaiza S., Collantes L.: Enhancing Academic Performance of Engineering Students: A Multivariate Statistical Analysis of Grades in a Mathematics Course, Interaction Design & Architecture(s) – IxD&A Journal, N.63, 2024, pp. 268 – 299, DOI: https://doi.org/10.55612/s-5002-063-012