Validation of learning styles in Higher Education: A case study at the Faculty of Applied Sciences (FICA)
DOI:
https://doi.org/10.56294/dm2025824Keywords:
Learning styles, web development, educational analysis, educational technology, React and Flask, higher educationAbstract
The identification of learning styles and the adaptation of pedagogical strategies constitutes a determining factor in university academic success, especially in technical programs where dropout rates can reach up to 40% during the first years. This study presents the development, implementation, and validation of an innovative web application designed to analyze learning styles in university students. The platform integrates the theoretical models of Kolb, Herrmann, and Sperry, developed with React and Flask technologies under a service-oriented architecture that ensures scalability and ease of maintenance. Validation was carried out using the DeLone & McLean model, applying a structured questionnaire to a stratified sample of 89 students from the Faculty of Engineering in Applied Sciences. The results demonstrated high system acceptance, with favorability levels exceeding 80% across all dimensions. The statistical analysis, with a Cronbach’s alpha of 0.867, confirmed the reliability of the instrument and the robustness of the results. Likewise, the implementation of the platform enabled the early identification of learning patterns and facilitated the personalization of educational strategies, improving the student experience through an accessible and user-friendly interface. The total effect of 0.6 reflected a significant global impact on academic performance, by strengthening the process of adaptation to learning styles. The findings showed a predominance of the accommodator style according to Kolb, a realistic thinking preference in the Herrmann test, and greater left-hemisphere activity according to Sperry, highlighting the importance of designing adaptive pedagogical strategies.
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