Revista de Ciencias Tecnológicas (RECIT). Universidad Autónoma de Baja California ISSN 2594-1925

Volumen 9 (2): e408. Abril-Junio, 2026. https://doi.org/10.37636/recit.v9n2e408

1 ISSN: 2594-1925

Research article

Factors influencing children's learning through their

Facultad de Ciencias de la Ingeniería y Tecnología de la Universidad Autónoma de Baja California,

Autónoma de Baja California, campus Tijuana. Blvd. Universitario #1000, Unidad Valle de las Palmas, Tijuana, Baja

California, México- C.P. 21500 Tijuana, Baja California. Correo electrónico: delavega.marina@uabc.edu.mx. ORCID: 0000-

0003-3626-9063.

Received: March 4, 2026 Accepted: April 14, 2026 Published: May 8, 2026

Abstract. – This work explores the factors and indicators that influence the interest and motivation of

to obtain better STEM competencies at the basic education stage.

Keywords: STEM; Critical factors; Basic education; Science and Technology; Children learning.

Resumen. - Este trabajo explora los factores e indicadores que influyen en el interés y la motivación de

Palabras clave: STEM; Factores críticos; Educación básica; Ciencia y Tecnología; Aprendizaje infantil.

2 ISSN: 2594-1925

1. Introduction

The manufacturing industry is one of the main economic drivers in Baja California, México, producing a

high demand for skilled professionals in Science, Technology, Engineering and Mathematics (STEM).

However, this demand is not reflected in the children's interest, as a consequence, STEM related academic

[4]. In response, there is a need to develop pedagogical strategies, such as the use of games and innovative

methodologies, that promote interest from an early age [5], [6].

The objective of this study is to identify the key factors that children associate with STEM fields. This

was achieved through a survey-based investigation applied to basic education students in the state of Baja

California, aiming to identify their knowledge and learning approaches in Science, Technology,

Engineering, and Mathematics. The results obtained will serve as a foundation for the future design of a

didactic prototype that fosters interest in STEM from an early age.

2. Background

The Cognitive Development Theory from Piaget [7] establishes that childhood learning occurs through

progressive states that determine how the kids process and acquire knowledge. Logical and abstract

thinking start to develop in kids from 6 to 12 years old, but continue depending upon practical and

manipulable experiences. This theoretical framework allows us to analyze how kids understand roles and

professions related to STEM, which is reflected in activities such as the graphical representation of

professional aspirations. These activities allow researchers to evaluate how children imagine the

professional world and which elements capture their interest, an essential base for the design of

educational tools that increase their STEM participation [8].

From the motivational perspective, the Self-Determination Theory [9] presents an integral approach about

the basic psychological needs (autonomy, competence and relation) influence in the interest and

The social environment also plays a crucial role in the interest to grow in STEM, as stated by the Theory

of Social Learning by Bandura [10]. The children observe and imitate role models around them, as parents,

teachers or public figures, to develop attitudes toward some disciplines. This aspect is particularly

important in STEM, due to the exposition of positive role models that may inspire kids to visualize them

in scientific, engineering or technological roles. The inclusion of questions about known professions by

the kids and activities related to their family environment allow them to analyze how the close figures

The relation between technology and STEM is key to design games and activities that integrate these

elements effectively.

Additionally, Vygotsky’s Theory of Scaffolding [13] presents a perspective about the learning influence

of external support from parents and other children. Children that receive guidance during their scientific

and technological exploration process tend to overcome challenges. This observation reinforces the

importance of the family and scholar environment in the interest development for STEM, a factor that is

also analyzed in the applied survey [14].

Finally, the active and exploratory learning approach highlights the relevance of practical experiences and

diverse dimensions: cognitive, motivational, social and technological. This conceptual framework guides

the formulation of the survey questions and gives a solid base to interpret the results and propose

educational tools that cover the needs and preferences of the children. Therefore, the didactic material and

educational game based in STEM design can be founded in the theoretical framework that ensures their

effectiveness and suitability.

3. Experimental

To understand student interest and vocational motivation toward engineering and STEM disciplines from

basic education, it is essential to have valid and reliable data collection instruments. In this regard, a survey

was designed to obtain information on students’ motivation and attitudes toward STEM learning and

validate the surveys was developed in 3 stages: 1) The construct and indicator definition and the variables

operationalization, 2) Instrument design, 3) Implementation and analysis of preliminary results.

The methodological and statistical frameworks were grounded in an extensive literature review to justify

the selected psychometric approach. This alignment ensures that the instrument adheres to established

validity and reliability standards. Furthermore, integrating these theoretical foundations strengthens the

Stage 1: Identification and operationalization of variables

The first step of the instrument design is to identify the constructs that are going to be considered for the

study, for this purpose, a comprehensive literature review using databases such as EBSCO Host, Elsevier,

the subjective variables into objective variables that are directly observables [33], [34]. In consequence,

the final survey is the product of that operationalization. Then, it is necessary to start from the conceptual

definitions in Table 1, after that, define indicators for each construct, and finally give at least an item that

allows us to measure the indicator.

As an example of the operationalization process of the variables, Table 2 presents the constructs for

item PGL4.

Moreover, items corresponding to each indicator are given as well as how to measure them in Table 2.

Figure 2 proposes a model aimed at understanding and analyzing the latent factors that influence children's

interest in STEM (Science, Technology, Engineering, and Mathematics). To this end, a statistical model

is proposed that incorporates variables that are not directly observable but are manifested through

responses to specific items within the measurement instrument. The proposed statistical model is based

on the idea that the observable items in the questionnaire are indicators of underlying constructs, i.e., each

set of questions is associated with a specific latent factor. These factors are not measured directly, but

Building with Legos: Teamwork practical activities were performed in order to evaluate creativity,

collaboration and problem solving. These activities included using LEGO blocks to build houses,

binoculars and airplanes, each of one was aimed to evaluate and specific skill. The building activity of the

house measured creativity, whilst the binoculars and airplane evaluated the teamwork and problem-

solving skills, respectively.

The final survey was designed as a developmentally appropriate tool to assess children's interest and

engagement in STEM. The final instrument is shown in the following figure 3: