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Cybernetic insights on active learning in higher education
(Emerald, 2026)
Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo Luis
;
Herron, Rebecca Michell
Purpose: This study examines the active learning pedagogical approach, incorporating core concepts of cybernetic theory, and investigates how cybernetics can inform pedagogical strategies in higher education. Design/methodology/approach: An adapted conceptual systematic review was conducted using top-cited articles and systematic literature reviews on the definition of active learning. A nine-dimensional coding frame was developed from first- and second-order cybernetics, including agentive, adaptive, homeostatic, and ethical elements, to systematically interpret the literature. Findings: Active learning implicitly embodies cybernetic principles such as feedback loops, self-organisation, and recursive interactions. However, crucial aspects such as homeostasis (balancing cognitive load) and ethics (equity and inclusion) remain underexplored. The coding frame demonstrates the explanatory value of cybernetics while identifying systemic gaps in current pedagogy. Research limitations/implications: The study is conceptual and based on secondary sources in English-language higher education literature. Future empirical research should validate the coding frame across diverse educational levels and cultural contexts. Practical implications: The coding frame provides educators with a systemic tool to design adaptive, balanced, and inclusive active learning environments by integrating feedback, regulation, and ethical considerations. Social implications: By highlighting equity and well-being as neglected dimensions, the study supports the development of more inclusive and socially responsive pedagogies. Originality/value: This is the first study to systematically apply cybernetic theory to study active learning, offering a novel systems-based perspective that bridges educational theory and practice. © The authors © Emerald.
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Integrating visuo-haptic simulators for active learning to explore the concept of Boyle's Law
(Frontiers Media SA, 2026)
Montes Isunza, Sebastián
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Lozada Flores, Octavio
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Escobar-Castillejos, Daisy
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Berumen-Glinz, Lorena Alexandra
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Escobar Castillejos, David
Introduction: Traditional approaches to teaching physics often struggle to engage students and to convey abstract concepts such as gas laws in a meaningful way. This challenge is particularly evident for learners accustomed to interactive and technology-mediated environments. Recent advances in embodied cognition and active learning suggest that multi-sensory interaction may enhance engagement and conceptual understanding. Visuo-haptic simulators represent a promising approach by combining visual and tactile feedback to support experiential learning. Methods: This study developed a visuo-haptic simulator designed to support the exploration of Boyle's Law through interactive manipulation of pressure and volume variables. The simulator provided real-time visual feedback and proportional haptic resistance to represent changes in gas behavior. Thirty-nine undergraduate engineering students interacted with the simulator in controlled laboratory sessions. A mixed-methods approach was used to evaluate students' perceptions, combining the End-User Computing Satisfaction (EUCS) survey with semi-structured interviews. Results: Survey results indicated high levels of satisfaction in the dimensions of accuracy, ease of use, and timeliness, reflecting students' confidence in the simulator's responsiveness and reliability. Qualitative findings revealed strong engagement and motivation, with participants reporting that tactile feedback helped them intuitively understand the inverse relationship between pressure and volume. Some usability challenges related to interface layout were also identified. Discussion: The findings suggest that visuo-haptic simulators can promote active engagement and support embodied understanding of abstract physics concepts by linking theoretical relationships to sensory experience. Students perceived the simulator as a valuable complement to traditional instruction and expressed interest in its application to other scientific topics. While learning outcomes were not directly measured, the results highlight the potential of visuo-haptic tools to enhance motivation and experiential learning in physics education. Future work will focus on assessing learning gains in classroom settings and extending the approach to additional thermodynamics concepts. © the authors ©2026 Frontiers Media.
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Challenge-Based Learning for Active Learning in Industrial Engineering Education
(Emerald Publishing Limited, 2025)
Palma-Mendoza, Jaime A.
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Salinas-Navarro, David Ernesto
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Arana-Solares, Ivan A.
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Franco-Herrera, Froylan
This chapter delves into the design of active learning activities for competence development in industrial engineering students through challenge-based learning (CBL). A learning challenge, as a purposeful experience, is proposed to expose students to real-world situations through experiential learning (EL). Around a challenge, tutors and students collaborate with an organization as an educational partner to develop alternative solutions in line with their intended learning outcomes. A case study is presented to exemplify the development of active learning activities within a CBL and EL framework that supports authentic assessment (AA) in a group of industrial engineering aggregated courses at Tecnologico de Monterrey in Mexico. The learning challenge provides promising results for the satisfactory development of student competences and the AA of their learning outcomes. However, limitations do exist concerning difficulties in the design and implementation process, which require further work. ©The authors ©Emerald.
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Introduction to Active Learning and Authentic Assessment: Concepts and Applications
(Emerald Publishing Limited, 2025)
Vilalta-Perdomo, Eliseo
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Scroccaro, Alessandra
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Salinas-Navarro, David Ernesto
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Michel-Villarreal, Rosario
This chapter describes the intentions and content of this handbook. This chapter also introduces the two main concepts addressed in this handbook: “Active learning” and “authentic assessment.” Concerning the latter concept, this chapter suggests a spectrum of authentic assessment, linked to different active learning approaches, from approaches highly immersive with real-world tasks to approaches with more simulated or contrived environments. This spectrum may help module designers identify which kind of active learning approach for authentic assessment would work better, considering the constraints, under which the module will operate, and the resources available. ©The authors ©Emerald.
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The Emerald Handbook of Active Learning For Authentic Assessment
(Emerald Publishing Limited, 2025)
Vilalta-Perdomo, Eliseo
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Scroccaro, Alessandra
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Salinas-Navarro, David Ernesto
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Michel-Villarreal, Rosario
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Eliseo Vilalta-Perdomo
Written by teachers for educators and researchers, The Emerald Handbook of Active Learning For Authentic Assessment presents a series of insights that teachers may use to conceive, design, execute, and develop active learning experiences for authentic assessment that will enrich students’ learning experiences. ©The authors ©Emerald.

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