Relación entre la formación académica de los estudiantes universitarios y el éxito de sus proyectos en el Nasa Space Apps Challenge, Guayaquil (2019–2023)

Roberto Augusto  Poveda Páez; John Kevin  Tigre Méndez; Josué Jandry  Aranea Álava

doi:10.47606/ACVEN/PH0371

Authors

Roberto Augusto Poveda Páez Universidad Estatal De Milagro (UNEMI) / Instituto Superior Tecnológico Vicente Rocafuerte https://orcid.org/0000-0001-9503-4534
John Kevin Tigre Méndez Universidad Estatal de Milagro (UNEMI)- Ecuador / Instituto Superior Tecnológico Vicente Rocafuerte https://orcid.org/0000-0002-0293-7484
Josué Jandry Aranea Álava Universidad Estatal de Milagro (UNEMI)- Ecuador https://orcid.org/0009-0004-9993-0589

DOI:

https://doi.org/10.47606/ACVEN/PH0371

Keywords:

project-based learning, NASA Space Apps Challenge, academic achievement

Abstract

University hackathons foster collaboration and innovation, although evidence on the relationship between teams’ academic training and project success remains limited. This study examined the link between academic background—considering field of study, STEM versus non-STEM, monodisciplinary versus interdisciplinary composition, and dominance of Computing and Engineering—and the outcomes achieved by participating teams in the NASA Space Apps Challenge Guayaquil during the 2019–2023 period. The research followed a quantitative, non-experimental, cross-sectional, and correlational approach, with team-year as the unit of analysis. The dependent variable was project success, defined as Global Winner versus Global Nominee. Predictors included the proportion of STEM participants, Blau’s index of disciplinary diversity, interdisciplinarity (two or more macro-areas), and dominance of Computing and Engineering. Process covariates considered were the proportion of mentorship received, prior experience, female participation, and gender diversity. Local performance was assessed using a standardized annual score (SCLz), derived from five rubric-based criteria with high internal consistency. The analyses comprised descriptive statistics, Pearson and Spearman correlations, Fisher’s exact tests for binary associations, and sensitivity checks with alternative thresholds. Findings indicate no strong linear associations between STEM proportion or disciplinary diversity and local performance. Prior experience showed a moderate positive relationship with performance (p < 0.05), whereas mentorship and gender composition did not exhibit consistent associations. Overall, results suggest that team success does not depend on a single academic profile, but rather on team practices and structured mentorship. Expanding the sample, applying methods suited to rare events, and incorporating continuous or ordinal outcomes derived from rubric-based assessments are recommended for future research.

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