نبذة مختصرة : One of the social contributions of engineering is the development of tools for learning; from engineering, tools are artifacts that are integrated into artificial, natural, or mixed environments to solve various problems in education. The learning environments integrate the tools according to the cognitive needs of the students. Among the proposed models is the activity theory, which establishes a socio-cognitive relationship between subjects, objects of knowledge, and mediating artifacts. Thus, learning trajectories are influenced by the mediation possibilities of these tools and their cognitive and emotional effects on students during learning. Therefore, the mediation possibilities are related to the technologies used to develop the tools: mechanical, electronic, automatic, artificial intelligence, and emotional intelligence. The paper explores the interaction between students and tools from philosophy, cognitive science, and pedagogy. ; Uno de los aportes sociales de la ingeniería es el desarrollo de herramientas para el aprendizaje; desde la ingeniería; las herramientas son artefactos que se integran en entornos artificiales, naturales o mixtos para la solución de diversos problemas en educación. Los entornos o ambientes de aprendizaje integran las herramientas en función de necesidades cognitivas de los estudiantes. Dentro de los modelos propuestos está la teoría de la actividad, la cual establece una relación sociocognitiva entre sujetos, objetos de conocimiento y artefactos de mediación. Así, las trayectorias de aprendizaje están influenciadas por las posibilidades de mediación que tienen estas herramientas y sus efectos cognitivos y emocionales en los estudiantes durante el aprendizaje. Por lo anterior, las posibilidades de mediación están relacionadas con las tecnologías empleadas para el desarrollo de las herramientas, por ejemplo: mecánica, electrónica, automática, inteligencia artificial e inteligencia emocional. El documento presenta una exploración de la interacción entre estudiantes y ...
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