<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1012-2966</journal-id>
<journal-title><![CDATA[Gaceta Médica Boliviana]]></journal-title>
<abbrev-journal-title><![CDATA[Gac Med Bol]]></abbrev-journal-title>
<issn>1012-2966</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Medicina de la Universidad Mayor de San Simón]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1012-29662025000200041</article-id>
<article-id pub-id-type="doi">10.47993/gmb.v48i2.1041</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Neurodidáctica: Influencia de la plasticidad cerebral y las emociones en el aprendizaje significativo de estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Neurodidactics: Influence of brain plasticity and emotions on meaningful learning in university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guzmán Calcina]]></surname>
<given-names><![CDATA[Carmen Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zarate Castillo]]></surname>
<given-names><![CDATA[Henry Yoshin Yahuar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Restrepo Garizabal]]></surname>
<given-names><![CDATA[Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Ricardo Palma Facultad de Medicina Humana Instituto de Investigaciones en Ciencias Biomédicas-INICIB]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Federico Villarreal Facultad de Ciencias Naturales y Matemática Escuela profesional de Física]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat de Barcelona Centro de Posgrados ]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>48</volume>
<numero>2</numero>
<fpage>41</fpage>
<lpage>46</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S1012-29662025000200041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S1012-29662025000200041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S1012-29662025000200041&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivos:  analizar la influencia de la plasticidad cerebral y las emociones en el aprendizaje significativo de estudiantes universitarios.  Métodos:  se realizó una investigación observacional, transversal, prospectiva y analítica en diciembre de 2024 con una muestra de 128 estudiantes de la Facultad de Medicina Humana de una universidad privada de Lima, Perú. La recolección de datos se efectuó mediante un cuestionario validado aplicado de forma presencial, que evaluó variables como la plasticidad cerebral, las emociones, las neuronas espejo, el aprendizaje multisensorial, la neurodidáctica y el aprendizaje significativo. El análisis estadístico se procesó con el software SPSS v.27, utilizando estadística descriptiva y pruebas de chi-cuadrado para determinar asociaciones, estableciendo un nivel de significancia de p&lt;0,05.  Resultados:  los análisis revelaron asociaciones estadísticamente significativas (p=0,001) entre todas las variables estudiadas y el aprendizaje significativo. El mayor impacto se observó en la neurodidáctica y el aprendizaje multisensorial, donde el 65,7% de los estudiantes alcanzó un nivel alto de aprendizaje. Le siguieron la influencia de las neuronas espejo (62,1%), las emociones de alta intensidad (59,1%) y la plasticidad cerebral (48,6%).  Conclusiones:  los hallazgos confirman que los factores neurobiológicos y emocionales son determinantes en el logro de un aprendizaje significativo. Se concluye que es fundamental implementar estrategias pedagógicas basadas en principios de neurodidáctica, diseñadas para potenciar la plasticidad cerebral e integrar las emociones positivas en el entorno educativo universitario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective:  the Influence of Brain Plasticity and Emotions on Meaningful Learning in University Students.  Methods:  An observational, cross-sectional, prospective, and analytical study was conducted in December 2024. The sample consisted of 128 students from the School of Human Medicine at a private university in Lima, Peru. Data were collected using a validated questionnaire administered in person, which assessed variables including brain plasticity, emotions, mirror neurons, multisensory learning, neurodidactics, and meaningful learning. Statistical analyses were performed using SPSS software version 27, employing descriptive statistics and chi-square tests to determine associations, with a significance threshold set at p &lt; 0.05.  Results:  the analyses revealed statistically significant associations (p=0.001) between all the neurodidactic variables studied and meaningful learning. The most pronounced impact was observed for neurodidactics and multisensory learning, with 65.7% of students achieving a high level of meaningful learning. This was followed by the influence of mirror neurons (62.1%), high-intensity positive emotions (59.1%), and brain plasticity (48.6%).  Conclusions:  the findings confirm that neurobiological and emotional factors are determinants in the attainment of meaningful learning. This study concludes that it is essential to implement pedagogical strategies grounded in the principles of neurodidactics, specifically designed to enhance brain plasticity and integrate positive emotional experiences into the higher education learning environment.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje significativo]]></kwd>
<kwd lng="es"><![CDATA[emociones]]></kwd>
<kwd lng="es"><![CDATA[estrategias pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[formación universitaria]]></kwd>
<kwd lng="es"><![CDATA[neurodidáctica]]></kwd>
<kwd lng="es"><![CDATA[plasticidad cerebral]]></kwd>
<kwd lng="en"><![CDATA[meaningful learning]]></kwd>
<kwd lng="en"><![CDATA[emotions]]></kwd>
<kwd lng="en"><![CDATA[pedagogical strategies]]></kwd>
<kwd lng="en"><![CDATA[university education]]></kwd>
<kwd lng="en"><![CDATA[neurodidactics]]></kwd>
<kwd lng="en"><![CDATA[brain plasticity]]></kwd>
</kwd-group>
</article-meta>
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