Estilo de aprendizaje VAK (visual-auditivo-kinestésico) en el desarrollo de la conciencia espacial, con niños de preparatoria de la Unidad Educativa Angamarca

Abstract

The present study entitled "VAK learning style (visual-auditory-kinesthetic) in the development of spatial awareness in high school children of the Angamarca Educational Unit" has as its main objective to analyze the impact of the VAK model in the development of spatial awareness in 5-year-old children. The research is framed in a quantitative approach of pre-experimental design, using an observation sheet validated by experts for data collection at two moments, before and after the intervention. The level of spatial awareness was initially diagnosed, showing that 70% of the students were at an "Initiated" level. Subsequently, activities based on the VAK model were applied, including visual, auditory and kinesthetic dynamics such as games, songs, dramatizations and spatial orientation exercises. These activities allowed students to actively interact with their environment, promoting experiential learning that facilitated the assimilation of spatial concepts in a playful and meaningful way. The results before the intervention showed a significant improvement, 75% of the students reached the "Acquired" level, while the "Initiated" category completely disappeared, evidencing a notable impact on learning. The statistical analysis, carried out using the Wilcoxon test, confirmed the existence of significant differences between the pre- and post-intervention measurements, thus verifying the hypothesis that the VAK style contributes positively to the development of spatial awareness. These findings align with previous studies that highlight the effectiveness of multisensory learning in improving cognitive, motor, and socio-emotional skills in early childhood. The active participation of children in activities that combine different sensory stimuli proved to be a determining factor in the consolidation of lasting learning. It is concluded that the implementation of the VAK model in the classroom promotes meaningful learning, adapted to the individual needs of students.