<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582026000100001</article-id>
<article-id pub-id-type="doi">10.15359/ree.30-1.20132</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[High school students&#8217; perceptions of flexible classrooms: an analysis of attention, motivation, interaction, and comprehension]]></article-title>
<article-title xml:lang="es"><![CDATA[Percepciones de estudiantes de preparatoria sobre las aulas flexibles: un análisis de la atención, motivación, interacción y comprensión]]></article-title>
<article-title xml:lang="pt"><![CDATA[Percepções de estudantes do ensino médio sobre salas de aula flexíveis: uma análise da atenção, motivação, interação e compreensão]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meraz]]></surname>
<given-names><![CDATA[Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Holguín]]></surname>
<given-names><![CDATA[Bárbara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Elizondo-Garcia]]></surname>
<given-names><![CDATA[Josemaria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Monterrey  ]]></institution>
<addr-line><![CDATA[Monterrey ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Monterrey  ]]></institution>
<addr-line><![CDATA[Monterrey ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Tecnológico de Monterrey  ]]></institution>
<addr-line><![CDATA[Monterrey ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>30</volume>
<numero>1</numero>
<fpage>1</fpage>
<lpage>16</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582026000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582026000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582026000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  Flexible classroom spaces, characterized by movable tables and chairs that can be easily rearranged into different layouts, facilitate the effective implementation of active learning. However, there is a scarcity of studies examining the impact of flexible classrooms, particularly within high school settings and the Latin American context.  Objective.  This study aimed to examine high school students&#8217; perceptions of the influence of flexible classrooms on their attention, interaction, motivation, and comprehension.  Method.  A survey was conducted with 98 students from a high school in the metropolitan area of Monterrey who attended courses in flexible classrooms.  Results.  The results indicate that students have more positive perceptions of interaction and motivation as learning components influenced by flexible classrooms, compared to their perceptions of attention and comprehension. Additionally, it was found that students in more advanced semesters expressed less positive perceptions of how flexible classrooms enhance their comprehension.  Conclusion.  High school students perceive flexible classrooms as fostering peer interaction, which in turn contributes to an increase in their learning motivation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  Los espacios de las aulas flexibles, caracterizados por mesas y sillas móviles que se pueden reorganizar fácilmente en diferentes diseños, facilitan la implementación efectiva del aprendizaje activo. Sin embargo, hay escasez de estudios de impacto sobre las aulas flexibles, particularmente en entornos de secundaria y en el contexto latinoamericano.  Objetivo.  Este estudio tuvo como objetivo explorar las percepciones de la población de estudiantes de secundaria sobre la influencia de las aulas flexibles en su atención, interacción, motivación y comprensión.  Método.  Se aplicó una encuesta a 98 estudiantes de una escuela secundaria del área metropolitana de Monterrey que asistieron a cursos en aulas flexibles.  Resultados.  Los resultados indican que las personas estudiantes tienen una percepción más positiva de la interacción y la motivación como elementos de aprendizaje influenciados por las aulas flexibles, en comparación con su atención y comprensión. Además, se encontró que el grupo de estudiantes de semestres más avanzados tenían una percepción menos positiva de cómo las aulas flexibles promueven su comprensión.  Conclusión.  Las personas estudiantes de preparatoria perciben que las aulas flexibles fomentan la interacción entre sí, lo que a su vez les proporciona motivación en su aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  Os espaços de salas de aula flexíveis, caracterizados por mesas e cadeiras móveis que podem ser facilmente reorganizadas em múltiplas disposições, facilitam a implementação eficaz da aprendizagem ativa. No entanto, há escassez de estudos de impacto sobre salas de aula flexíveis, especialmente no ensino médio e no contexto latino-americano.  Objetivo.  Este estudo teve como objetivo analisar as percepções de estudantes do ensino médio sobre a influência de salas de aula flexíveis em sua atenção, interação, motivação e compreensão.  Método.  Aplicou-se um questionário a 98 estudantes de uma escola de ensino médio da região metropolitana de Monterrey que frequentavam cursos em salas de aula flexíveis.  Resultados.  Os resultados indicam que os estudantes têm uma percepção mais positiva da interação e da motivação como elementos de aprendizagem influenciados pelas salas de aula flexíveis, em comparação com a sua atenção e compreensão. Além disso, descobriu-se que os estudantes dos semestres mais avançados têm uma percepção menos positiva de como as salas de aula flexíveis promovem a sua compreensão.  Conclusão.  Os estudantes do ensino médio percebem que salas de aula flexíveis estimulam a interação entre os alunos, o que por sua vez lhes proporciona motivação no aprendizado.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Learning space]]></kwd>
<kwd lng="en"><![CDATA[classroom furniture]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[attention]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[interaction]]></kwd>
<kwd lng="en"><![CDATA[comprehension]]></kwd>
<kwd lng="en"><![CDATA[SDG 4]]></kwd>
<kwd lng="en"><![CDATA[quality education]]></kwd>
<kwd lng="en"><![CDATA[learning environments]]></kwd>
<kwd lng="es"><![CDATA[Espacio de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[mobiliario del aula]]></kwd>
<kwd lng="es"><![CDATA[preparatoria]]></kwd>
<kwd lng="es"><![CDATA[atención]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[interacción]]></kwd>
<kwd lng="es"><![CDATA[comprensión]]></kwd>
<kwd lng="es"><![CDATA[ODS 4]]></kwd>
<kwd lng="es"><![CDATA[educación de calidad]]></kwd>
<kwd lng="es"><![CDATA[entornos de aprendizaje]]></kwd>
<kwd lng="pt"><![CDATA[Espaço de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[mobiliário de sala de aula]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[atenção]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="pt"><![CDATA[interação]]></kwd>
<kwd lng="pt"><![CDATA[compreensão]]></kwd>
<kwd lng="pt"><![CDATA[ODS 4]]></kwd>
<kwd lng="pt"><![CDATA[educação de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[ambientes de aprendizagem]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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