Impacto de prácticas artísticas y metacognición en la motivación y el logro de aprendizaje en programación frontend : un estudio con estudiantes de primer año de educación universitaria.

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dc.contributor.advisorSanabria Rodríguez, Luis Bayardospa
dc.contributor.authorBejarano Gomez, Julian Dariospa
dc.coverage.spatialBogotá, Colombia
dc.date.accessioned2026-09-02T20:16:31Z
dc.date.available2026-09-02T20:16:31Z
dc.date.issued2026
dc.description.abstractAprender a programar, para un estudiante de primer año, rara vez es solo un ejercicio técnico: es también el momento en que muchos deciden, sin decirlo en voz alta, si esto es "lo suyo" o no. Esta investigación surge de una pregunta cotidiana en el espacio de enseñanza: ¿qué pasa si, en lugar de enseñar código de forma aislada, se enseña a través del arte, con pausas que le permitan al estudiante pensar en cómo se aprende? El estudio se realizó con estudiantes de primer año del programa Creación Digital de la Universidad El Bosque (Bogotá, Colombia), bajo un diseño pre-experimental pre-post de un solo grupo, conformado por un grupo natural de aula. A lo largo de un semestre los estudiantes recorrieron cuatro módulos artísticos: pensamiento algorítmico, puntillismo, abstraccionismo y arte generativo. Cada módulo funcionó como puerta de entrada a JavaScript, HTML y CSS e incorporó preguntas metacognitivas en el propio flujo de trabajo creativo. La motivación y la autoeficacia se midieron con el MSLQ (N = 13 pares completos); el logro técnico, con un instrumento integrado de post-test (N = 17). La motivación intrínseca y la autoeficacia no cambiaron de manera significativa; la autorregulación metacognitiva contra toda expectativa descendió. Una posible forma de asumir este resultado es que, luego de enfrentar la dificultad real de programar, los estudiantes se autoevalúan con más exigencia y no con más confianza, lo cual puede ser una característica al inicio del curso. El desempeño técnico general obtuvo resultados óptimos (81.5%), encontrando que quienes registraron un mayor avance en su propio aprendizaje fueron también quienes mejores resultados obtuvieron en sus pruebas técnicas. Esta tesis documenta esa complejidad con transparencia y aporta a un diálogo entre la disciplina artística, la metacognición y el aprendizaje de programación en el contexto universitario latinoamericano. El documento se organiza en siete capítulos; el primero presenta el problema, la pregunta y los objetivos de la investigación; el segundo revisa los antecedentes empíricos en cinco ejes o clústeres temáticos; en el tercer capítulo se desarrolla el marco teórico en cuatro pilares; el cuarto capitulo expone el diseño metodológico y los instrumentos implementados; el quinto describe la propuesta pedagógica desarrollada en el aula; el sexto presenta los resultados cuantitativos y cualitativos; y finalmente en el séptimo capituo se presenta la discusión, los hallazgos, adicionalmente, se presenta el resultado de verificación de las hipótesis y se plantean las conclusiones, limitaciones y proyecciones del estudio.spa
dc.description.abstractenglishFor a first-year university student, learning to program is rarely a purely technical exercise. It is also the moment when many quietly decide whether coding is “for them.” This study grew out of that everyday classroom question: what happens when code is taught through art rather than in isolation, with explicit pauses to think about how one is learning? The study took place with first-year students of the Digital Creation program at Universidad El Bosque (Bogotá, Colombia), under a single-group pre-experimental pre-post design with an intact classroom group. Over one semester, students worked through four artistic modules: algorithmic thinking, pointillism, abstract art, and generative art. Each module served as a gateway to JavaScript, HTML, and CSS, and embedded metacognitive prompts in the creative workflow. Motivation and self-efficacy were measured with the MSLQ (N = 13 complete pairs); technical achievement, with an integrated post-test instrument (N = 17). The results do not tell a simple story of success, and that is precisely where their honesty lies. Intrinsic motivation and self-efficacy showed no measurable change. Metacognitive self-regulation, against all expectations, declined; one plausible reading is that, after facing the real difficulty of programming, students came to judge themselves more demandingly rather than more confidently. Overall technical performance was nevertheless solid (81.5%), and the students who perceived the greatest progress in their own learning were indeed those who performed best. This thesis documents that complexity transparently, as a situated contribution to the dialogue between art, metacognition, and programming education in the Latin American university context.eng
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagister en Tecnologías de la Información aplicadas a la Educaciónspa
dc.description.sponsorshipUniversidad El Bosque
dc.formatPDFspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://hdl.handle.net/20.500.12209/22900
dc.language.isoes
dc.publisherUniversidad Pedagógica Nacionalspa
dc.publisher.facultyFacultad de Ciencia y Tecnologíaspa
dc.publisher.programMaestría en Tecnologías de la Información aplicadas a la Educaciónspa
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dc.rights.accessAcceso abiertospa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectEducación artísticaspa
dc.subjectProgramación creativaspa
dc.subjectMetacogniciónspa
dc.subjectMotivación intrínsecaspa
dc.subjectAutoeficaciaspa
dc.subjectFrontendspa
dc.subjectCreative codingspa
dc.subjectSTEAMspa
dc.subjectEducación universitariaspa
dc.subject.keywordsArts educationeng
dc.subject.keywordsCreative programmingeng
dc.subject.keywordsMetacognitioneng
dc.subject.keywordsIntrinsic motivationeng
dc.subject.keywordsSelf-efficacyeng
dc.subject.keywordsFront-end developmenteng
dc.subject.keywordsCreative codingeng
dc.subject.keywordsSTEAMeng
dc.subject.keywordsCollege educationeng
dc.titleImpacto de prácticas artísticas y metacognición en la motivación y el logro de aprendizaje en programación frontend : un estudio con estudiantes de primer año de educación universitaria.spa
dc.title.translatedThe Impact of Artistic Practices and Metacognition on Motivation and Learning Outcomes in Front-End Programming: A Study of First-Year College Students.eng
dc.typeinfo:eu-repo/semantics/masterThesisspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcceng
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Maestríaspa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aa

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