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Learning Styles of Centennial Students in a Social Laboratory

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Title: Learning Styles of Centennial Students in a Social Laboratory
Language: English
Authors: Sialia Karina Mellink-Méndez (ORCID 0000-0002-0629-0227), Josué Aarón López-Leyva (ORCID 0000-0002-3004-5686), Gloria Janeth Murillo-Aviña (ORCID 0000-0003-3488-6420), José Esteban Chapela-Cerecero (ORCID 0009-0005-9498-4075)
Source: Journal of Education and Learning (EduLearn). 2026 20(1):339-348.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
High Schools
Secondary Education
Descriptors: Cognitive Style, Stakeholders, Young Adults, College Students, High School Students, Sex, Grade Level Differences, Student Participation, Social Problems
ISSN: 2089-9823
2302-9277
Abstract: The stakeholder's participation is crucial to analyzing wicked problems. To explore the connection with Centennial stakeholders, this research presents an exploratory, cross-sectional, and quantitative analysis of learning styles (LS) according to Kolb's theory for Centennial stakeholders in a transition design approach. In general, 5 research hypotheses were proposed to determine findings that allow improving the design and development of a social laboratory within the framework of educational institutions as part of a process innovation where students become more involved with wicked problems. The results show that there is some predominant LS, accommodation (LS1) related to feeling and doing, and diverging (LS3) related to feeling and watching. To conclude, according to our survey, Centennial stakeholders have a balance concerning LS that must be considered as part of the design of the approach to wicked problems.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495472
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Learning Styles of Centennial Students in a Social Laboratory
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  Data: <searchLink fieldCode="AR" term="%22Sialia+Karina+Mellink-Méndez%22">Sialia Karina Mellink-Méndez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0629-0227">0000-0002-0629-0227</externalLink>)<br /><searchLink fieldCode="AR" term="%22Josué+Aarón+López-Leyva%22">Josué Aarón López-Leyva</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3004-5686">0000-0002-3004-5686</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gloria+Janeth+Murillo-Aviña%22">Gloria Janeth Murillo-Aviña</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3488-6420">0000-0003-3488-6420</externalLink>)<br /><searchLink fieldCode="AR" term="%22José+Esteban+Chapela-Cerecero%22">José Esteban Chapela-Cerecero</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-9498-4075">0009-0005-9498-4075</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2026 20(1):339-348.
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: 10
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  Data: <searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Adults%22">Young Adults</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Level+Differences%22">Grade Level Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Problems%22">Social Problems</searchLink>
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  Data: 2089-9823<br />2302-9277
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  Label: Abstract
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  Data: The stakeholder's participation is crucial to analyzing wicked problems. To explore the connection with Centennial stakeholders, this research presents an exploratory, cross-sectional, and quantitative analysis of learning styles (LS) according to Kolb's theory for Centennial stakeholders in a transition design approach. In general, 5 research hypotheses were proposed to determine findings that allow improving the design and development of a social laboratory within the framework of educational institutions as part of a process innovation where students become more involved with wicked problems. The results show that there is some predominant LS, accommodation (LS1) related to feeling and doing, and diverging (LS3) related to feeling and watching. To conclude, according to our survey, Centennial stakeholders have a balance concerning LS that must be considered as part of the design of the approach to wicked problems.
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  Data: 2026
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  Data: EJ1495472
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 339
    Subjects:
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Stakeholders
        Type: general
      – SubjectFull: Young Adults
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: High School Students
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      – SubjectFull: Sex
        Type: general
      – SubjectFull: Grade Level Differences
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      – SubjectFull: Student Participation
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      – SubjectFull: Social Problems
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      – TitleFull: Learning Styles of Centennial Students in a Social Laboratory
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            NameFull: Gloria Janeth Murillo-Aviña
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            NameFull: José Esteban Chapela-Cerecero
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              Y: 2026
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