Appropriation of the Maker methodology to stimulate Invisible Learning in high school students in times of Covid-19

The current educational context is facing new educational challenges due to the worldwide proliferation of Covid-19. For this reason, it was necessary to generate a digital literacy oriented from a creative and innovative perspective, in this regard it was decided to apply the Maker methodological style, to high school students from the Arequipa region in Peru. Likewise, considering that education is being developed in homes under the E-learning modality, it was necessary to stimulate invisible learning, because its application offers many possibilities to develop skills, abilities, capacities, competencies that are not formally established in the curriculum and that are necessary for life; starting from learning by doing, promoting creativity and taking the context into consideration. The main objective of this study was to analyze the appropriation of the Maker methodology in the educational field to determine the impact it may have. The applied research methodology was mixed, and a survey was applied to 350 students, of both sexes, at the secondary level, whose ages are between 14 and 17 years old. This research study allowed to conclude that the Maker methodology, applied in times of pandemic, is effective to improve the learning and motivational level of students starting from learning by doing, experimenting, playing, creating, researching, and innovating, where the initiative and strengths of the students they are the driving forces for this development.