DISRUPTIVE STRATEGIES IN THE LEARNING OF ISOSTATIC BEAMS BASED ON XVIGAS® SOFTWARE THROUGH CONTENT EVALUATION

Abstract

It was proposed to determine the effectiveness of XVigas® software in the learning of isostatic beams in students of electrical mechanical engineering of a Peruvian national university located in Lima. It was used a quasi-experimental design evaluating the experimental and control groups before and after the application of the software. Comparative contrasts were analyzed using TStudent (for paired and independent groups) and analysis of variance (ANVA one way). He concluded that the use of the software proved to be an effective disruptive strategy in content-based learning in these students. It was also demonstrated that there was similarity of performance between cognitive and attitudinal learning. The procedural learning showed significant differences with the cognitive one, recommending deepening the study in this aspect, extending it to the teachers' perspectives.