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The training in research is fundamental in the quality of higher education and within this context, the technological mediation becomes pivotal to reach the student-centered learning objectives in any moment and at any time. The findings of a study, whose purpose has been to evaluate the results of the formative research of two groups of students that have interacted in learning environments (E-learning y U-learning), are presented. The research follows a quasi-experimental study with a design of chronological series and multiple treatment, framed in three stages that were defined as referencing, systematization, and analysis. The sample has been constituted by 189 students of 4th year degree in Childhood Education, at Universidad El Bosque in Bogotá, Colombia. The results reveal that U-learning environments strengthen and consolidate the formative research as a permanent process to learn educational research through the personalization, adaptation, and the situational learning, marking meaningful differences with respect to E-learning environments during the systematization stage. The intervention with U-learning environments has brought challenges and needs in the academic curriculum such as strengthening the link between evaluation and educational research in the field of professional practice, as well as the inclusion of technology to the end of making it something natural, adaptable, and interoperable, in a way that students would use it without even thinking about it.

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One of the fundamental requirements of engineering education is laboratory work and practical teaching. The main purpose of the laboratory is to provide a space for students to carry out practices that allow them to check the theory learned in the classroom, validate hypotheses, propose solutions and recommendations, develop critical thinking skills and develop soft skills. The provision of laboratory work to engineering students helps them familiarize themselves with similar situations as they will find real life as they practice their profession. Primarily, this laboratory work is based on actual hardware and a laboratory where the students can work at a specified time, perform experiments under the guidance of a lab technician and leave with data that they can analyze later using the knowledge they learned in class. These laboratories and the hardware equipment in them are expensive to acquire and maintain. Also, they are an expensive upgrade, yet upgrading is inevitable with the rapid change in technology we are all experiencing. Various institutions have been forced to use outdated laboratory hardware or do with minimal hardware for performing engineering experiments. However, the rapid increase in technology that is contributing to the problem can be used to solve it by having a suitable front-end design in computers that can be used to simulate experiments.

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