Project-Based Learning in Virtual Environments and Cognitive Development in Architecture

Abstract

This article analyzes the impact of Project-Based Learning (PBL) in virtual environments on the development of higher cognitive processes in Architecture students at Columbia University of Paraguay during the 2025 academic year. Despite the integration of digital platforms in design and technical courses, deficiencies in techno-pedagogical mediation persist. The research adopted a concurrent mixed-methods design with a descriptive-correlational approach under a pragmatic paradigm. The population consisted of 165 students and 12 teachers. Through stratified probability sampling, a quantitative sample of 116 students was selected, while a census was applied to the teaching stratum. Data collection integrated a validated digital survey (α de Cronbach = 0.944) statistically processed with SPSS, semi-structured interviews qualitatively analyzed through coding in ATLAS.ti, and the deductive documentary analysis of operationalization matrices and teaching guides. The results demonstrated an incipient level of cognitive development (means of 1.87 to 2.51), revealing that over 50% of students perceive critical shortcomings in digital scaffolding. Triangulation highlighted a significant gap: excellent theoretical planning (4.7/5) versus deficient virtual execution (2.1/5). The implementation of the Cognitive Process Assessment Model in Virtual PBL (MEPC-ABP-V) is proposed, concluding that optimizing virtual environments requires transcending their use as mere repositories into authentic spaces for architectural ideation.