<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3033</journal-id>
<journal-title><![CDATA[Ingeniería y competitividad]]></journal-title>
<abbrev-journal-title><![CDATA[Ing. compet.]]></abbrev-journal-title>
<issn>0123-3033</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ingeniería, Universidad del Valle]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-30332024000300014</article-id>
<article-id pub-id-type="doi">10.25100/iyc.v26i3.14375</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Integration of the steam approach in teaching linear algebra to engineering students]]></article-title>
<article-title xml:lang="es"><![CDATA[Integración del enfoque steam en la enseñanza de álgebra lineal para estudiantes de ingeniería]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conde-Carmona]]></surname>
<given-names><![CDATA[Robinson Junior]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[Stiven]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Muñoz]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez-Consuegra]]></surname>
<given-names><![CDATA[Mayra Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Buelvas]]></surname>
<given-names><![CDATA[Yina Ospino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Atlántico Facultad Ciencias de Educación ]]></institution>
<addr-line><![CDATA[Barranquilla ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de la Costa Departamento de Ciencias Naturales y Exactas ]]></institution>
<addr-line><![CDATA[Barranquilla ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UNAD Escuela de Ciencias Básicas, ingeniería y tecnología ]]></institution>
<addr-line><![CDATA[Barranquilla ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-30332024000300014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-30332024000300014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-30332024000300014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  this study examines the integration of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach and technological tools in teaching linear algebra, a fundamental subject in engineering education. Since a deep understanding of algebraic concepts is crucial for academic and professional success in engineering, the research explores how these innovative methodologies can enhance learning in this field.  Objetive:  the aim of this study was to assess the effectiveness of integrating the STEAM approach and technological tools in teaching linear algebra to engineering students, with the goal of improving their academic performance and satisfaction with the implemented teaching strategies.  Methodology: a sequential explanatory mixed-methods design was used, combining standardized summative assessments (&#945; = 0.85) and open-ended evaluations, along with qualitative data from the Course Experience Questionnaire (CEQ, &#945; = 0.92). The participants were 29 engineering students selected through purposive sampling.  Results:  the results revealed a significant improvement in students&#8217; academic performance, with a statistically significant difference (p &lt; 0.01) and a large effect size (d = 0.78). Additionally, the participants expressed high satisfaction with the teaching strategies implemented, according to the course experience questionnaire results.  Conclusions:  the integration of the STEAM approach and technological tools in teaching linear algebra shows promise in improving both conceptual understanding and practical application of the concepts in engineering contexts. The findings suggest that these methodologies can be an effective means of enhancing both academic performance and student satisfaction in technical disciplines.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: este estudio aborda la integración del enfoque STEAM (Ciencia, Tecnología, Ingeniería, Arte y Matemáticas) y herramientas tecnológicas en la enseñanza de álgebra lineal, una disciplina fundamental en los estudios de ingeniería. Dado que la comprensión profunda de los conceptos algebraicos es crucial para el éxito académico y profesional de los estudiantes de ingeniería, la investigación explora cómo estas metodologías innovadoras pueden mejorar el aprendizaje en este campo.  Objetivo: el objetivo de este estudio fue evaluar la eficacia de la integración del enfoque STEAM y las herramientas tecnológicas en la enseñanza del álgebra lineal a estudiantes de ingeniería, con el fin de mejorar su rendimiento académico y satisfacción con las estrategias pedagógicas implementadas.  Metodología: se empleó un diseño explicativo secuencial de métodos mixtos, que combinó evaluaciones sumativas estandarizadas (&#945; = 0.85) y evaluaciones abiertas, así como datos cualitativos obtenidos del Cuestionario de Experiencia del Curso (CEQ, &#945; = 0.92). Los participantes fueron 29 estudiantes de ingeniería seleccionados mediante muestreo intencional.  Resultados: los resultados indicaron una mejora significativa en el rendimiento académico de los estudiantes, con una diferencia estadísticamente significativa (p &lt; 0.01) y un tamaño del efecto grande (d = 0.78). Además, los participantes expresaron una alta satisfacción con las estrategias pedagógicas implementadas, según los resultados del cuestionario de experiencia del curso.  Conclusiones: la integración del enfoque STEAM y el uso de herramientas tecnológicas en la enseñanza del álgebra lineal se muestra prometedora para mejorar la comprensión conceptual y la aplicación práctica de los conceptos en contextos de ingeniería. Los hallazgos sugieren que estas metodologías pueden ser una vía efectiva para aumentar tanto el rendimiento académico como la satisfacción estudiantil en disciplinas técnicas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Linear Algebra]]></kwd>
<kwd lng="en"><![CDATA[STEAM]]></kwd>
<kwd lng="en"><![CDATA[Educational Technology]]></kwd>
<kwd lng="en"><![CDATA[Engineering Education]]></kwd>
<kwd lng="es"><![CDATA[Álgebra Lineal]]></kwd>
<kwd lng="es"><![CDATA[STEAM]]></kwd>
<kwd lng="es"><![CDATA[Tecnología Educativa]]></kwd>
<kwd lng="es"><![CDATA[Educación en Ingeniería]]></kwd>
</kwd-group>
</article-meta>
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