Abstract:

In this study, a Multi-Modal Learning System (MMS) was designed and developed to analyze the impact of its use on the academic achievement obtained by university students enrolled in Investment Project Evaluation courses at a private Higher Education institution.

The learning objectives of this type of course are to understand key concepts and apply specific financial methods to resolve a case. Students are expected to analyze a problem situation based on an investment idea, estimate outcomes, create potential scenarios, interpret key indicators, and justify a decision to recommend project approval or rejection. However, students face that this process is complex, non-intuitive, and can be very time-consuming to grasp. Furthermore, existing resources require excelling in financial mathematical skills, as well as computational skills. This combination can be intimidating and may create a sense of loss in some students, especially those for whom Finance is not their preferred learning area.

To improve this process and make it less complicated, studies indicate that simulations, games, and trading platforms have a positive impact on academic achievement in Business and Finance courses. These can help students to actively understand, process, and organize information, ultimately transforming it into usable knowledge.

A Multi-Modal Learning System (MMS) with a pedagogical approach was designed and developed using Figma, Python, and SQL platforms. It included a Learning Management System (Canvas by Instructure) for publishing content (including audiovisual modules, exercises, and exams for asynchronous use) and a web-based financial simulator where students were able to create scenarios and projections.

After the system was ready for production, an educational intervention was carried out. The research methodology used was quantitative, with a quasi-experimental design and a descriptive and correlational scope. The sample included university students divided into two groups: a control group that used traditional learning methods and an experimental group that used the multimodal system. The Mann-Whitney U test was applied to compare the differences in the medians of two independent samples. Likewise, three conceptual tests were applied to each group throughout the intervention period, and using the Friedman test, an assessment of the effects of those evaluations was done.

The data shows that students in the experimental group who used the multimodal system achieved better academic results and obtained higher scores on their conceptual exams at earlier times than the control group. However, due to the sample size, these results cannot be considered statistically significant. Finally, these findings align with previous interventions that have demonstrated similar and consistent outcomes.

Keywords:

Educational innovation, business simulation, multimodal learning system, investment project evaluation.