This descriptive study focuses on the student’s lack of attention during their learning process, whereby the key point is the student’s lack of motivation in the classroom. The five phases of the Design Thinking methodology and qualitative techniques such as interviewing and observation were applied. These tools were applied to students and teachers from two professional careers in two higher education institutes, with the aim of adapting our methodology towards new ways of classroom motivation, for them to build, from their own experience of the cooperative work of the students, their own knowledge with new forms of creative learning: the first, based on the visual stimulus that summarizes a lesson theme; the second, combining two stimuli: visual and auditory, illustrating the operational process of a learning theme. It is concluded that both proposals generate an interest to learn ...

 This descriptive research, worked under the four phases of the design of an action research, uses the qualitative technique of direct observation and as an instrument the checklist. It contributes to improve classroom learning practice in the creation of the concept, in the face of confusion of ideas due to lack of understanding of the objective and diversity. The population intervened are the first cycle students of a section of the Creativity course of an institute. Cooperative learning and the visual organizer tool were used together with the visual and auditory learning style. The unintervened population; another section of the same course worked cooperatively with a concept generation technique. It concludes; In the section that used the co-instructional tool, he facilitated the understanding of the objective and the creation of the concept, culminating his academic work satis...

This descriptive study focuses on the student’s lack of attention during their learning process, whereby the key point is the student’s lack of motivation in the classroom. The five phases of the Design Thinking methodology and qualitative techniques such as interviewing and observation were applied. These tools were applied to students and teachers from two professional careers in two higher education institutes, with the aim of adapting our methodology towards new ways of classroom motivation, for them to build, from their own experience of the cooperative work of the students, their own knowledge with new forms of creative learning: the first, based on the visual stimulus that summarizes a lesson theme; the second, combining two stimuli: visual and auditory, illustrating the operational process of a learning theme. It is concluded that both proposals generate an interest to learn ...

 This descriptive research, worked under the four phases of the design of an action research, uses the qualitative technique of direct observation and as an instrument the checklist. It contributes to improve classroom learning practice in the creation of the concept, in the face of confusion of ideas due to lack of understanding of the objective and diversity. The population intervened are the first cycle students of a section of the Creativity course of an institute. Cooperative learning and the visual organizer tool were used together with the visual and auditory learning style. The unintervened population; another section of the same course worked cooperatively with a concept generation technique. It concludes; In the section that used the co-instructional tool, he facilitated the understanding of the objective and the creation of the concept, culminating his academic work satis...