This article presents the findings in the process of evaluating the relationship between perception channels and cognitive styles, from the analysis of conceptions over time and their involvement. Establishing through an experiment, and applying two didactic strategies, the associations with learning. Channels are characterized with VAK, Styles with CHAEA, and Performance with a pre-test/post-test design. It was shown that channels and styles are allies that independently encourage the teaching-learning process. Outcome shows that people with multiple channels and styles develop more skills, achieving better results. Games as ludic activities stimulate all channels, and favor the construction of knowledge, thus improving performance with positive differences in p-values between 0.014 and 0.022.

<p>La implementación de un juego educativo como herramienta didáctica para el aprendizaje de los conceptos de carbohidratos, se planteó con 111 estudiantes del grupo experimental y 79 del grupo control. El juego incluyó elementos visuales y textuales que facilitaron la comprensión; la validez se estableció por expertos e indicadores académicos de efectividad. El efecto sobre el aprendizaje se evaluó con un pretest/postest con alfa de 0,86. La homogeneidad poblacional y las diferencias entre grupos se establecieron con contraste de hipótesis Wilcoxon y U de Mann-Whitney, el promedio del grupo experimental incrementó sus resultados en 2,6 puntos respecto al grupo control. Los indicadores permiten concluir que la herramienta motiva, mejora el rendimiento académico, favorece el trabajo en equipo y promueve la generación de procesos cognitivos requeridos para el aprendizaje.</p>

In the structure of the title compound, C13H18N2O2S, mol­ecules are linked together by inter­molecular C—H⋯S inter­actions into one-dimensional extended chains along the a axis. The crystal packing is further influenced by weak C—H⋯O inter­actions.

This article presents the results of a research carried out in a Biomaterials course from the Biomedical Engineering program in a university in Colombia. The research assessed the implementation of the didactic problem-based learning strategy. The study population was made up of 106 students: 46 students from the experimental group and 60 students from the control group. The experimental group implemented the strategy in three stages: The first one, named planning stage, focused on the theoretical construction for solving the problem. The second stage attended to the characterization, where it was necessary to perform mechanical tests on the proposed instructional materials with the intention of evidencing the relevance for the proposed use. The last stage, named the prototyping, focused on the construction and testing of each prototype developed by each team. Subsequently, this allowed defining performance indicators as well as the application of surveys for acquired skills. Then, academic loss averages were compared. It is concluded that academic failure decreased, learning increased, positive reinforcement of topics raised and motivation boosted significantly. Finally, it was found that the main issues that students faced were: time management, poor organization and the belief that sharing tasks is the same as team-working.

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