Abstract:

This project addresses a prevalent challenge in higher education, specifically within the domain of Mathematical Engineering: the widespread perception among students that certain subjects are inherently challenging and uninspiring, often resulting in elevated failure rates. To effectively address this issue, the project advocates for the application of Kolb's Learning Cycle, a well-regarded educational framework that asserts learning is most impactful when students actively engage in their educational journey. According to this theory, students dynamically participate in constructing knowledge, thereby transforming their educational experiences and significantly enhancing their academic outcomes.

Situated within the third-year curriculum of the Mathematical Engineering program at Francisco de Vitoria University (UFV), this initiative focuses on two distinct groups of approximately 30 students each, characterized by comparable academic performance and a demonstrable enthusiasm for learning once they grasp the relevance and content of their studies. Importantly, students were randomly assigned to these two groups, ensuring an unbiased comparison between the control group and the experimental group. Implemented within the Modeling and Simulation course, one group serves as the control while the other functions as the experimental group. The experimental cohort will engage in a series of meticulously designed activities that align with the phases of Kolb's Learning Cycle, as outlined in preceding sections of this document.

Kolb's Learning Cycle delineates a structured four-stage process: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. These stages encourage students to reflect upon their direct experiences, conceptualize abstract ideas, and actively experiment, thereby fostering deeper understanding and retention of knowledge.

Specific activities for the experimental group include a guided visit to the university's medical simulation center, providing students with firsthand exposure to authentic simulations. Following this experiential learning, instructor-led sessions will elucidate abstract concepts, bridging theoretical constructs with practical applications. Collaborative problem-solving sessions centered around simulation exercises will enable students to apply their acquired knowledge in realistic scenarios. Furthermore, participation in simulation-based games will offer opportunities for reflection, facilitating a more profound comprehension of the subject matter.

The anticipated outcomes of this project include enhanced content retention and increased motivation among students in the experimental group compared to the control group. The results and conclusions drawn from this study are expected to provide valuable insights into the effectiveness of Kolb's Learning Cycle in improving both learning outcomes and student engagement in complex, challenging subjects, particularly within university-level engineering courses.

Keywords:

Mathematical Engineering, Kolb's Learning Cycle, Experiential Learning, Student Engagement, Simulation, Active Learning.