Bolivian Education Journal

Application of artificial intelligence to improve neuromotor control in preschool children

2026-06-01T14:17:01+00:00

The present study aimed to analyze the application of artificial intelligence in improving neuromotor control in preschool children from Escuela de Educación Básica Dr. Alfredo Pérez Guerrero. The methodology followed a quantitative approach with a quasi-experimental design and the application of pretest and posttest procedures among early childhood students. Systematic observation and psychomotor assessment techniques were employed through pedagogical activities developed with digital tablets, adaptive educational applications, and interactive motor stimulation platforms based on artificial intelligence during physical education sessions. The results demonstrated significant improvements in dynamic balance, motor coordination, laterality, and postural control after the pedagogical intervention. Finally, the study concluded that artificial intelligence constituted an innovative pedagogical strategy that strengthened neuromotor control and promoted more dynamic and participatory educational experiences in preschool contexts.

Aggressive Behaviors in Children at an Early Childhood Education Institution

2026-05-20T01:51:58+00:00

Aggression is any form of behavior intended to physically or psychologically harm another person. Therefore, the main objective of this research is to describe the types of aggressive behaviors present among children at Early Childhood Education Institution No. 1901 Yauli, La Oroya, during the year 2024. This research adopted a quantitative approach with a non-experimental, descriptive, and cross-sectional design. The results reveal that, of the 24 children evaluated, physical aggression was present in 54.2%, with a higher incidence in boys than in girls, while psychological aggression affected 50% of the children, with an equal distribution between boys and girls. Furthermore, the highest prevalence of both types of aggression was recorded at age 5. In conclusion, both physical and psychological aggression were identified as significant problems at the institution.

Mobile devices in preschoolers: impact on cognitive, motor, socioemotional development and sleep

2026-05-20T02:03:54+00:00

This study analyzed the impact of excessive mobile device use on the cognitive, motor, socioemotional development and sleep quality of children aged 5 and 6 years enrolled in the third preschool level at Colegio San José de Tarbes, El Paraíso campus, Venezuela. The research adopted a quantitative, non-experimental, cross-sectional and descriptive-correlational approach with a sample of 19 participants. Subtests from the WPPSI-IV, the HTKS test, the Beery VMI, the SDQ questionnaire and a parental sleep log were administered. Results revealed that 47% of children exceeded two daily hours of screen time with recreational content predominating. Significant differences were observed between exposure levels in attention, expressive language, fine and gross motor skills, socioemotional competencies and sleep quality. The higher exposure group displayed a more vulnerable profile across all assessed dimensions. It is concluded that excessive mobile device exposure is associated with alterations in the comprehensive development of preschoolers, highlighting the need for parental mediation strategies and educational policies that regulate screen access in early childhood.

Parental relationship according to academic achievement in elementary school students

2026-05-20T02:24:18+00:00

Academic achievement refers to the level of competence attained by the student according to current national curriculum standards. Therefore, the general objective of this research is to determine whether there are differences between the perception of the parental relationship and academic achievement in primary school students from public educational institutions in the district of La Esperanza, Trujillo, Peru. The study employed a quantitative, correlational-descriptive approach with a non-experimental, cross-sectional design. The research revealed that 51.2 % of the students achieved the expected academic level, while 29.7 % were in progress, and only 19.1 % achieved outstanding achievement. Regarding parental perception, 48.8 % reported a medium level, 31.7 % a high level, and 19.5% a low level. In conclusion, statistically significant differences were found between the perception of the parental relationship and the academic achievement obtained.

Relationship between ADHD and children's academic performance at the UTMACH Psychopedagogical Center

2026-06-30T00:40:22+00:00

This study aimed to analyze the relationship between executive functioning associated with Attention Deficit Hyperactivity Disorder (ADHD) and academic performance in children attending the UTMACH Psychopedagogical Center. A quantitative study with a correlational scope and a non-experimental cross-sectional design was conducted. The sample consisted of 17 children with a confirmed diagnosis of ADHD, whose psychopedagogical records and academic reports were reviewed through a documentary data collection form. Executive functioning dimensions and their relationship with academic performance were examined using descriptive and inferential statistical procedures. The results revealed negative and statistically significant associations between several executive functions and academic performance, particularly working memory, inhibitory control, and planning and organization. It is concluded that executive functioning associated with ADHD is significantly related to children's academic performance, providing evidence to strengthen psychopedagogical assessment and intervention processes and supporting educational inclusion and learning improvement in this population.

Student Persistence Robustness to Early Academic Risk: A Scenario-Based Framework

2026-07-07T19:07:09+00:00

This study develops and validates a framework to assess the robustness of student persistence relative to early academic risk factors in higher education. Adopting an applied qualitative approach and an instrumental case study design, the research utilizes scenario-based stress testing conducted by an expert panel. The assessment incorporates a nine-component retention canvas, a color-coded robustness map, and three proprietary robustness indices. Findings from an illustrative application indicate that academic integration and goal commitment are the most vulnerable components, while gateway course failure and sustained financial pressure represent the most severe risk factors. The resulting global robustness index was intermediate. Ultimately, the framework provides a structural diagnosis that complements existing early warning systems and informs the strategic redesign of institutional support services.