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:

Regarding geometric figures, children show preference for triangle and circle, with 38% for each one,

followed by the pentagon (15%) and the square (10%). These findings could be related to children's

interaction with geometric figures from an early age. Previous research states that preference and

comprehension of geometric figures in childhood depends on different factors, including the frequency of

how they appear in their environment, their use in didactic material and structural complexity [47].

children must build binoculars in a collaborative way, testing their ability to communicate and coordinate.

Finally, problem solving skills were evaluated through the airplane construction activity, which requires

logical thinking and the ability to overcome obstacles.

Figure 7, shows that participants obtained better results for teamwork level and problem solving, which is

due to the collaborative nature of the assigned tasks and the need of finding a practical solution to build

performance and 5 points for regular performance. The construction of the binoculars model served to

obtain information about teamwork, the house model for creativity and the airplane model for problem

solving.

These results support a detailed proposal of the influence that practical and game-based learning, scientific

and technological skills, vocational motivation toward engineering, creativity and visual learning, adult

and technology. This statement differs from [48] work that highlights the influence of digital technology

as only a motivational tool; our findings indicate that the combination of electronic devices with active

learning activities and exploration results in an improved development of STEM skills.

On the other hand, [14] state that videogames and technological devices familiarity can enhance STEM

skills if used properly. This study corroborates this conclusion by demonstrating that children with affinity

for electronic devices also showed interest in activities related to science and mathematics.

Regarding intrinsic motivation, the results support [9] about the importance of learning motivation as in

[49], which highlights the relevance of learning by discovering, the work suggests that practical and game-

The study demonstrates that intrinsic motivation, active learning and familiar and teacher support are

fundamental to enhancing the interest in STEM areas for basic education. The obtained results suggest

that children that participate in practical and dynamical activities, and receive support from their

environment, develop stronger preference toward science and technology, supporting theories as social

learning from Bandura and the auto determination theory from Deci and Ryan, which emphasize the

environmental role and the motivation during the learning process. Didactic materials and school

curriculum should be improved in order to make STEM engaging and attractive to children. Children's

preferences for practical activities and their professional aspirations highlight the need for educational

STEM by proper curriculum design, the use of didactic materials, technological attractive tools and

collaboration between school and family. These findings provide a strong foundation for the development

of educational intervention programs that prepare students for the challenges of a technology-driven and

science-oriented environment.

The results obtained will serve as a basis for identifying key factors in the design—such as functionality

and level of interactivity—that can influence children’s interest and motivation in a STEM game that

responds to their educational needs and expectations. This approach aims to inspire future generations in

STEM fields and help reduce the existing gap between the manufacturing sector and the available

professional education, thereby enhancing the economic competitiveness of Baja California.

Discussion

previous studies conducted in the field of STEM education during the elementary school years. These

findings are consistent with those reported by Casas and Muñoz (2022), who, following the

implementation of inquiry-based learning units, developed digital teaching materials as a support guide

for teachers, aimed at promoting the development of STEM competencies in students. This contribution

highlights the importance of having practical and adaptable tools that facilitate the implementation of

STEM strategies in the classroom [50].

understanding of scientific and mathematical concepts [51].

Furthermore, the integration of robotics into STEM education creates learning environments that foster

not only the development of technical skills but also key social competencies. Various studies indicate

that STEM projects focused on solving real-world problems promote collaboration, communication, and

socio-emotional skills, such as active listening, emotion management, and cooperation to achieve common

goals. In this sense, STEM education contributes to the development of resilient and competent students,

capable of facing the challenges of today’s world [52].

As a future line of this research, the statistical analysis of the instrument will be expanded through

exploratory and confirmatory factor analyses, with the aim of strengthening construct validity and more

precisely determining the empirical weight of each latent variable. This extended analysis will allow a

deeper examination of the factorial structure of the instrument and the relationships among the validated

constructs. Based on these results, a didactic educational prototype in the form of a video game or

interactive application (app) will be developed for primary school students. The prototype will integrate

and pedagogically grounded learning experience that complements the school curriculum and contributes

to increasing students’ engagement and interest in STEM areas from an early age.

Authorship acknowledgements

Administración de proyecto. Manuel Javier Rosel Solís: Ideas; Metodología; Análisis formal;

Investigación; Revisión y edición; Administración de proyecto. Alex Bernardo Pimentel Mendoza:

Análisis formal; Investigación; Revisión y edición. Vladimir Becerril Mendoza: Análisis formal;

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