Pub Date : 2024-12-09DOI: 10.1109/RITA.2024.3513702
Jesús Manuel Soriano-Alcantara;Francisco D. Guillén-Gámez;Julio Ruiz-Palmero
The purpose of this study was to have a more general and holistic view of the basic digital competencies self-perceived by the main agents of the educational community (teachers, students and parents) of all educational stages (Early Childhood Education, Primary Education, Secondary Education and Higher education). Specifically, the incidence of sociodemographic settings (urban-rural) and gender (female-male) in the Dominican Republic was analyzed and compared, for each educational stage. To achieve these purposes, an ex post facto design was used, and with a non-probabilistic sampling of 1149 participants. Among the main findings, the digital competencies of teachers are satisfactory and high in all educational stages and sociodemographic settings environments, while the group of students and parents shows lower scores, especially in the early educational stages. Regarding gender, no significant differences were found in the group of students for any educational stage, while in the group of teachers and parents, differences were found in some educational stages, in favor of the male gender. These findings suggest the need to design specific interventions to improve students and parents’ digital competencies, especially in Primary Education and rural areas, where minimum levels are observed. In addition, the importance of considering gender differences in the digital competencies of teachers and parents is highlighted to promote equity and equal access to digital education.
{"title":"Digital Transformation in the Educational Community of the Dominican Republic: Exploring the Role of Sociodemographic Environments and Gender in Digital Competence","authors":"Jesús Manuel Soriano-Alcantara;Francisco D. Guillén-Gámez;Julio Ruiz-Palmero","doi":"10.1109/RITA.2024.3513702","DOIUrl":"https://doi.org/10.1109/RITA.2024.3513702","url":null,"abstract":"The purpose of this study was to have a more general and holistic view of the basic digital competencies self-perceived by the main agents of the educational community (teachers, students and parents) of all educational stages (Early Childhood Education, Primary Education, Secondary Education and Higher education). Specifically, the incidence of sociodemographic settings (urban-rural) and gender (female-male) in the Dominican Republic was analyzed and compared, for each educational stage. To achieve these purposes, an ex post facto design was used, and with a non-probabilistic sampling of 1149 participants. Among the main findings, the digital competencies of teachers are satisfactory and high in all educational stages and sociodemographic settings environments, while the group of students and parents shows lower scores, especially in the early educational stages. Regarding gender, no significant differences were found in the group of students for any educational stage, while in the group of teachers and parents, differences were found in some educational stages, in favor of the male gender. These findings suggest the need to design specific interventions to improve students and parents’ digital competencies, especially in Primary Education and rural areas, where minimum levels are observed. In addition, the importance of considering gender differences in the digital competencies of teachers and parents is highlighted to promote equity and equal access to digital education.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"379-388"},"PeriodicalIF":1.0,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142858895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study develops a bibliometric analysis of research on models of technology acceptance in education, identifying possible changes in the orientation of this research because of the Covid-19 pandemic. Using the Scopus database, 2,000 documents worldwide and 233 publications for Ibero-America were compared. The Bibliometrix package of the R-Studio software made it possible to analyse productivity through publication, visibility and impact metrics for both groups. The results support Lotka and Bradford’s Law, both globally and in Ibero-America. From the scientific mapping and the conceptual structure, structural equation models (SEM) are identified as the most frequently repeated estimation methodology, while TAM and TAM3 models reflect the highest number of repetitions, and in second place UTAUT and UTAUT2. The social structure shows the main collaborative networks in terms of authors and countries. In the case of the Ibero-American countries, Spain stands out with a high proportion of publications and citations.
{"title":"Models of Technology Acceptance in Education: A Bibliometric Analysis","authors":"Patricia Hernández-Medina;Diego Pinilla-Rodríguez;Gabriel Ramírez-Torres;María Paublini-Hernández","doi":"10.1109/RITA.2024.3486999","DOIUrl":"https://doi.org/10.1109/RITA.2024.3486999","url":null,"abstract":"This study develops a bibliometric analysis of research on models of technology acceptance in education, identifying possible changes in the orientation of this research because of the Covid-19 pandemic. Using the Scopus database, 2,000 documents worldwide and 233 publications for Ibero-America were compared. The Bibliometrix package of the R-Studio software made it possible to analyse productivity through publication, visibility and impact metrics for both groups. The results support Lotka and Bradford’s Law, both globally and in Ibero-America. From the scientific mapping and the conceptual structure, structural equation models (SEM) are identified as the most frequently repeated estimation methodology, while TAM and TAM3 models reflect the highest number of repetitions, and in second place UTAUT and UTAUT2. The social structure shows the main collaborative networks in terms of authors and countries. In the case of the Ibero-American countries, Spain stands out with a high proportion of publications and citations.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"342-352"},"PeriodicalIF":1.0,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142821294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-26DOI: 10.1109/RITA.2024.3506868
Noelia Gerbaudo-González;Susana Feijoó-Quintas;Manuel Gandoy-Crego;María del C. Gutiérrez-Moar;María J. Diz-López;Samuel Furtado;Gil Gonçalves;David Facal
Entrepreneurship Education (EE) plays a pivotal role in stimulating entrepreneurial performance and nurturing innovative ideas. Recognizing the essential role of doctoral programs within the education system, it becomes crucial for Higher Education Institutions (HEIs) to integrate EE into these programs. This study presents the development of the Training for Innovation Driven Research program, specifically designed for Ph.D. students in the early stages of their research trajectories. The methodologies used to train participants include design thinking and lean start-up, and draw on the EntreComp network. To assess the training program’s effectiveness, a comprehensive set of tools has been designed, The training program consists of 32 hours of courses and 18 hours of autonomous work, designed to assist researchers in transferring the results of their projects or Ph.D. thesis to society and to promote innovation and entrepreneurship among Ph.D. students and researchers. Evaluation tools include observation checklists for ongoing evaluation, rubrics for evaluating tangible products against basic criteria, and surveys with structured questionnaires to assess the impact of the programme on the target population. The proposed training model offers a framework for fostering innovation, adaptability, and creativity among doctoral students, underscoring the importance of learning-by-doing approaches in realizing the objectives of EE within the academic setting. The program is intended to provide researchers with the competencies needed to navigate and lead in complex, innovation-driven environments, and to strengthen the role of HEIs in the global knowledge society.
{"title":"Promoting Entrepreneurial Education in Doctoral Programs: INVENTHEI’s Training for Innovation-Driven Research (2024)","authors":"Noelia Gerbaudo-González;Susana Feijoó-Quintas;Manuel Gandoy-Crego;María del C. Gutiérrez-Moar;María J. Diz-López;Samuel Furtado;Gil Gonçalves;David Facal","doi":"10.1109/RITA.2024.3506868","DOIUrl":"https://doi.org/10.1109/RITA.2024.3506868","url":null,"abstract":"Entrepreneurship Education (EE) plays a pivotal role in stimulating entrepreneurial performance and nurturing innovative ideas. Recognizing the essential role of doctoral programs within the education system, it becomes crucial for Higher Education Institutions (HEIs) to integrate EE into these programs. This study presents the development of the Training for Innovation Driven Research program, specifically designed for Ph.D. students in the early stages of their research trajectories. The methodologies used to train participants include design thinking and lean start-up, and draw on the EntreComp network. To assess the training program’s effectiveness, a comprehensive set of tools has been designed, The training program consists of 32 hours of courses and 18 hours of autonomous work, designed to assist researchers in transferring the results of their projects or Ph.D. thesis to society and to promote innovation and entrepreneurship among Ph.D. students and researchers. Evaluation tools include observation checklists for ongoing evaluation, rubrics for evaluating tangible products against basic criteria, and surveys with structured questionnaires to assess the impact of the programme on the target population. The proposed training model offers a framework for fostering innovation, adaptability, and creativity among doctoral students, underscoring the importance of learning-by-doing approaches in realizing the objectives of EE within the academic setting. The program is intended to provide researchers with the competencies needed to navigate and lead in complex, innovation-driven environments, and to strengthen the role of HEIs in the global knowledge society.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"353-360"},"PeriodicalIF":1.0,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142825925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-18DOI: 10.1109/RITA.2024.3501933
Miguel Ángel Sánchez Vidales;Paula Lamo
Collaboration between universities and companies has become vital in training future professionals. However, on many occasions, this collaboration could be more agile and efficient to avoid a disconnect between the supply of trained professionals and the demand of the labor market. This situation is aggravated in the case of online training, where students are geographically delocalized and need the opportunity to interact directly with companies. To address this issue and ensure up-to-date and relevant student training, an innovative program that promotes collaboration between the university and various organizations in the Master in Industry 4.0 is presented. The proposal offers a new subject that uses learning based on challenges proposed and directed by leading companies in the sector. This allows students to apply their knowledge and gain insight into the industry in which they will work. Four calls have been carried out, and there are 14 challenges available, covering various industrial sectors and applications related to Industry 4.0/5.0. This paper presents the results of this program. Companies have obtained innovative and valuable solutions for their specific needs. In contrast, students have been able to apply their knowledge in real situations and gain valuable experience in the business world. Many students come from different geographical environments, especially from LATAM, and they value the subject and teaching staff positively. Due to the success of the program in Master in Industry 4.0, the same approach has been implemented in the university’s master’s program in the Internet of Things, with equally satisfactory results.
{"title":"Bridge the Gap: Using Challenge-Based Learning to Connect University and Industry","authors":"Miguel Ángel Sánchez Vidales;Paula Lamo","doi":"10.1109/RITA.2024.3501933","DOIUrl":"https://doi.org/10.1109/RITA.2024.3501933","url":null,"abstract":"Collaboration between universities and companies has become vital in training future professionals. However, on many occasions, this collaboration could be more agile and efficient to avoid a disconnect between the supply of trained professionals and the demand of the labor market. This situation is aggravated in the case of online training, where students are geographically delocalized and need the opportunity to interact directly with companies. To address this issue and ensure up-to-date and relevant student training, an innovative program that promotes collaboration between the university and various organizations in the Master in Industry 4.0 is presented. The proposal offers a new subject that uses learning based on challenges proposed and directed by leading companies in the sector. This allows students to apply their knowledge and gain insight into the industry in which they will work. Four calls have been carried out, and there are 14 challenges available, covering various industrial sectors and applications related to Industry 4.0/5.0. This paper presents the results of this program. Companies have obtained innovative and valuable solutions for their specific needs. In contrast, students have been able to apply their knowledge in real situations and gain valuable experience in the business world. Many students come from different geographical environments, especially from LATAM, and they value the subject and teaching staff positively. Due to the success of the program in Master in Industry 4.0, the same approach has been implemented in the university’s master’s program in the Internet of Things, with equally satisfactory results.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"371-378"},"PeriodicalIF":1.0,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142858894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-18DOI: 10.1109/RITA.2024.3501218
Heylin Diaz;Peter Poór
Developing Communication protocols has played a crucial role in the industry’s success. The featured article deals with the main communication protocols used in industrial automation. Materials and methods section summarizes different technologies in primary communication protocols used between devices, represented by the automation pyramid that occurs at different levels or layers. The main contribution of the article is presented in results section as a practical study on using industry protocols with EdMES software to automate production processes. This is maintained by using different communication technologies in an automated process. The article’s conclusion specifies the communication technologies identified and how they allow the interaction between other process actors, which are a part of the earlier presented automation pyramid.
{"title":"Enhancing Industrial Automation: A Practical Study on Communication Protocols and EdMES Software Integration","authors":"Heylin Diaz;Peter Poór","doi":"10.1109/RITA.2024.3501218","DOIUrl":"https://doi.org/10.1109/RITA.2024.3501218","url":null,"abstract":"Developing Communication protocols has played a crucial role in the industry’s success. The featured article deals with the main communication protocols used in industrial automation. Materials and methods section summarizes different technologies in primary communication protocols used between devices, represented by the automation pyramid that occurs at different levels or layers. The main contribution of the article is presented in results section as a practical study on using industry protocols with EdMES software to automate production processes. This is maintained by using different communication technologies in an automated process. The article’s conclusion specifies the communication technologies identified and how they allow the interaction between other process actors, which are a part of the earlier presented automation pyramid.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"361-370"},"PeriodicalIF":1.0,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142858893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-15DOI: 10.1109/RITA.2024.3499337
Mariana Hernández-Pérez;Pedro Manuel Hernández-Castellano;José Alexis Alonso-Sánchez;Eduardo Gregorio Quevedo-Gutiérrez
The persistence of gender inequality in STEM careers among high school students represents a significant and ongoing concern. A decline in interest in science and technology, particularly among female students, is a notable finding in the research. From an early age, this disparity intensifies, prompting a comprehensive examination of the factors that perpetuate it. This study examined strategies to enhance female involvement in STEM, with a particular focus on hands-on workshops where women assume a pivotal role. These workshops aim to inspire and motivate students by showcasing examples of successful women in STEM, while also fostering their confidence and empowerment. The methodology encompassed surveys of middle and high school students, which revealed that nearly half of the students lacked familial or pedagogical encouragement to pursue STEM careers, underscoring the pivotal role of close role models in academic decisions. Furthermore, a comparative analysis was conducted to examine the discrepancies between students from private/subsidised and public educational institutions. The findings emphasise the necessity of initiating vocational guidance at an early stage of development, thereby counteracting the biases that are often established during adolescence, such as the impostor syndrome. Following their participation in the workshops, a notable proportion of students indicated an enhanced interest in pursuing university studies in STEM, with female students reporting heightened motivation and empowerment to explore these career pathways. This approach aims not only to equip young women with the requisite tools for success in STEM, but also to inspire a new generation of women leaders in science and technology.
{"title":"The Challenge of the Gender Gap and the Lack of STEM Vocations in ESO and Baccalaureate","authors":"Mariana Hernández-Pérez;Pedro Manuel Hernández-Castellano;José Alexis Alonso-Sánchez;Eduardo Gregorio Quevedo-Gutiérrez","doi":"10.1109/RITA.2024.3499337","DOIUrl":"https://doi.org/10.1109/RITA.2024.3499337","url":null,"abstract":"The persistence of gender inequality in STEM careers among high school students represents a significant and ongoing concern. A decline in interest in science and technology, particularly among female students, is a notable finding in the research. From an early age, this disparity intensifies, prompting a comprehensive examination of the factors that perpetuate it. This study examined strategies to enhance female involvement in STEM, with a particular focus on hands-on workshops where women assume a pivotal role. These workshops aim to inspire and motivate students by showcasing examples of successful women in STEM, while also fostering their confidence and empowerment. The methodology encompassed surveys of middle and high school students, which revealed that nearly half of the students lacked familial or pedagogical encouragement to pursue STEM careers, underscoring the pivotal role of close role models in academic decisions. Furthermore, a comparative analysis was conducted to examine the discrepancies between students from private/subsidised and public educational institutions. The findings emphasise the necessity of initiating vocational guidance at an early stage of development, thereby counteracting the biases that are often established during adolescence, such as the impostor syndrome. Following their participation in the workshops, a notable proportion of students indicated an enhanced interest in pursuing university studies in STEM, with female students reporting heightened motivation and empowerment to explore these career pathways. This approach aims not only to equip young women with the requisite tools for success in STEM, but also to inspire a new generation of women leaders in science and technology.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"331-341"},"PeriodicalIF":1.0,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10754637","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142810384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-29DOI: 10.1109/RITA.2024.3487922
M. A. Castro;F. J. Verdu;P. A. García;A. Sirvent;A. Escapa;J. A. Martínez;F. Rodríguez
This work presents an educational experience developed during the 2022-2023 academic year as part of a project of the “Programa de Redes de investigación en docencia universitaria” (Research Networks Program in University Teaching) of the Institute of Education Sciences (ICE) of the University of Alicante (UA), Spain. It is a continuation of the one developed in the previous academic year, whose goal was to incorporate and evaluate the use of the STACK system as a self-learning and automatic assessment tool for Mathematics contents in Engineering. This work details the actions corresponding to a first-year Mathematics course of the Degree in Biomedical Engineering at the UA, where STACK activities have been fully integrated within the development of the curriculum, both as voluntary learning activities and in the form of activities included in the assessment of the subject. A wide set of tests with STACK questions has been created for all the contents of the course, and tests and exams have been carried out based on STACK, either exclusively or as a complementary tool. The analysis of the degree of use of the system and its relationship with the results obtained in partial tests and exams, as well as the opinions of the students in a survey, show the good reception by the students of having available the type of activities that the STACK system allows, and the positive relationship of having carried out these activities with student’s achievements.
{"title":"Integration of Self-Learning and Assessment Activities Using STACK in a Course of Mathematics in Engineering","authors":"M. A. Castro;F. J. Verdu;P. A. García;A. Sirvent;A. Escapa;J. A. Martínez;F. Rodríguez","doi":"10.1109/RITA.2024.3487922","DOIUrl":"https://doi.org/10.1109/RITA.2024.3487922","url":null,"abstract":"This work presents an educational experience developed during the 2022-2023 academic year as part of a project of the “Programa de Redes de investigación en docencia universitaria” (Research Networks Program in University Teaching) of the Institute of Education Sciences (ICE) of the University of Alicante (UA), Spain. It is a continuation of the one developed in the previous academic year, whose goal was to incorporate and evaluate the use of the STACK system as a self-learning and automatic assessment tool for Mathematics contents in Engineering. This work details the actions corresponding to a first-year Mathematics course of the Degree in Biomedical Engineering at the UA, where STACK activities have been fully integrated within the development of the curriculum, both as voluntary learning activities and in the form of activities included in the assessment of the subject. A wide set of tests with STACK questions has been created for all the contents of the course, and tests and exams have been carried out based on STACK, either exclusively or as a complementary tool. The analysis of the degree of use of the system and its relationship with the results obtained in partial tests and exams, as well as the opinions of the students in a survey, show the good reception by the students of having available the type of activities that the STACK system allows, and the positive relationship of having carried out these activities with student’s achievements.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"315-320"},"PeriodicalIF":1.0,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10737416","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142645393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-28DOI: 10.1109/RITA.2024.3487475
Cristian Gómez-Macías;Juan Manuel Vara;Francisco Javier Pérez-Blanco;David Granada
Smart contracts, underpinned by blockchain technology, are crucial for data modification and querying in decentralized systems. Despite their potential, mainstream adoption has been limited by the complexity of programming and lack of beginner-friendly tools. To address this, we developed SmaCly, a block-based web environment that simplifies smart contract creation through visual programming and automatic Solidity code generation. This paper discusses the initial application of SmaCly in a postgraduate course, highlighting its positive impact on learning outcomes. Findings show that SmaCly’s intuitive interface and structural templates reduce coding errors and enhance understanding of Solidity. Qualitative feedback confirms that the tool aids novice developers in mastering complex concepts and provides valuable insights for future improvements, demonstrating the effectiveness of visual programming environments in education.
{"title":"A Block-Based Web IDE to Ease the Smart Contract Programming Learning Curve","authors":"Cristian Gómez-Macías;Juan Manuel Vara;Francisco Javier Pérez-Blanco;David Granada","doi":"10.1109/RITA.2024.3487475","DOIUrl":"https://doi.org/10.1109/RITA.2024.3487475","url":null,"abstract":"Smart contracts, underpinned by blockchain technology, are crucial for data modification and querying in decentralized systems. Despite their potential, mainstream adoption has been limited by the complexity of programming and lack of beginner-friendly tools. To address this, we developed SmaCly, a block-based web environment that simplifies smart contract creation through visual programming and automatic Solidity code generation. This paper discusses the initial application of SmaCly in a postgraduate course, highlighting its positive impact on learning outcomes. Findings show that SmaCly’s intuitive interface and structural templates reduce coding errors and enhance understanding of Solidity. Qualitative feedback confirms that the tool aids novice developers in mastering complex concepts and provides valuable insights for future improvements, demonstrating the effectiveness of visual programming environments in education.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"321-330"},"PeriodicalIF":1.0,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142777523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-08DOI: 10.1109/RITA.2024.3476154
Pilar Hidalgo-León;Ana Luna;Lornel Rivas
The main objective of this research is to contribute with a methodology based on data science techniques that allows the identification of undergraduate Latin American Systems Engineering theses that have social and scientific relevance. The Sustainable Development Goals promulgated by the UN with a view to 2030 research guidelines capable of influencing society. Hence, the importance of having a tool that allows obtaining indicators related to the research’s scientific and social relevance. We might wonder if it is possible to identify, through a systematic methodology, Systems Engineering undergraduate Latin American theses whose approach has scientific and social relevance. To answer this question free access repositories from 21 Latin American countries were used, and the search for System Engineering undergraduate theses published between 2015 and 2022 was restricted. We used scrapping and crawling techniques to demonstrate the social and scientific relevance, considering the title, the abstract, and the keywords of the analyzed theses as sources. After applying these techniques, the collected data were stored in a dataset. To enhance our search methodology, we implemented language-based filters, and we narrowed down the results by including only titles with keywords mentioned in the selection criteria. We then utilized the Google Scholar search engine and the SERP API to gather version and citation metrics. This approach in order to search for undergraduate theses with social and scientific relevance proved effective. However, we observed significant heterogeneity in the research areas pursued across various Latin American countries, reflecting diverse regional priorities. At the same time, this diversity presents opportunities to direct research efforts toward achieving social impact. Our findings provide a foundational understanding to guide the development of theses aligned with priorities of social development and sustainability.
这项研究的主要目的是利用一种基于数据科学技术的方法，找出具有社会和科学意义的拉丁美洲系统工程本科生论文。联合国颁布的可持续发展目标旨在为 2030 年制定能够影响社会的研究指导方针。因此，拥有一个能够获得与研究的科学和社会意义相关的指标的工具非常重要。我们不禁要问，是否有可能通过一种系统的方法，找出拉丁美洲系统工程本科生论文中具有科学和社会意义的研究方法。为了回答这个问题，我们使用了 21 个拉美国家的免费访问资料库，并限制搜索 2015 年至 2022 年间发表的系统工程本科生论文。我们将所分析论文的标题、摘要和关键词作为资料来源，使用刮擦和抓取技术来证明其社会和科学相关性。应用这些技术后，收集到的数据被存储在一个数据集中。为了改进搜索方法，我们使用了基于语言的过滤器，并缩小了搜索结果的范围，只包含选择标准中提到的关键词的标题。然后，我们利用 Google Scholar 搜索引擎和 SERP API 收集版本和引用指标。这种搜索与社会和科学相关的本科生论文的方法被证明是有效的。然而，我们发现拉丁美洲各国的研究领域存在很大差异，这反映了不同地区的优先事项。同时，这种多样性也为引导研究工作产生社会影响提供了机会。我们的研究结果提供了一个基础性的认识，可用于指导论文的撰写，使其与社会发展和可持续性的优先事项保持一致。
{"title":"Social and Scientific Relevance of Systems Engineering Undergraduate Theses in Latin America","authors":"Pilar Hidalgo-León;Ana Luna;Lornel Rivas","doi":"10.1109/RITA.2024.3476154","DOIUrl":"https://doi.org/10.1109/RITA.2024.3476154","url":null,"abstract":"The main objective of this research is to contribute with a methodology based on data science techniques that allows the identification of undergraduate Latin American Systems Engineering theses that have social and scientific relevance. The Sustainable Development Goals promulgated by the UN with a view to 2030 research guidelines capable of influencing society. Hence, the importance of having a tool that allows obtaining indicators related to the research’s scientific and social relevance. We might wonder if it is possible to identify, through a systematic methodology, Systems Engineering undergraduate Latin American theses whose approach has scientific and social relevance. To answer this question free access repositories from 21 Latin American countries were used, and the search for System Engineering undergraduate theses published between 2015 and 2022 was restricted. We used scrapping and crawling techniques to demonstrate the social and scientific relevance, considering the title, the abstract, and the keywords of the analyzed theses as sources. After applying these techniques, the collected data were stored in a dataset. To enhance our search methodology, we implemented language-based filters, and we narrowed down the results by including only titles with keywords mentioned in the selection criteria. We then utilized the Google Scholar search engine and the SERP API to gather version and citation metrics. This approach in order to search for undergraduate theses with social and scientific relevance proved effective. However, we observed significant heterogeneity in the research areas pursued across various Latin American countries, reflecting diverse regional priorities. At the same time, this diversity presents opportunities to direct research efforts toward achieving social impact. Our findings provide a foundational understanding to guide the development of theses aligned with priorities of social development and sustainability.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"306-314"},"PeriodicalIF":1.0,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-07DOI: 10.1109/RITA.2024.3475883
Jalberth F. Araújo;Vítor M. Ramos;Célio A. Silva;Henrique D. Silva
In this paper is presented the main stages for the development of the Quadro Simulador de Defeitos Virtual, a virtual environment created with the aim of assisting in the identification and analysis of defects in industrial control panels. The software Construct 2 was adopted for the development of the Quadro Simulador de Defeitos Virtual. Based on the defect simulator panel of the Brazilian manufacturer WEG, available in the Electrical Installations Laboratory course of the Electrical Engineering Undergraduate Program at the Federal University of Campina Grande, the developed environment can simulate all 24 defects that the real equipment randomly simulates. By using the Quadro Simulador de Defeitos Virtual, the user can test their knowledge in defect analysis and identification and evaluate their performance considering the number of errors made. The developed virtual environment is an instructional and learning facilitator tool designed for the academic setting. Thus, the Quadro Simulador de Defeitos Virtuais has the functionality to simulate all the defects of a real control panel in the most accurate way possible. As a result, it has the potential to help students and teachers to improve their performance and enhance the quality of teaching and learning in the academic environment, addressing the issue of limited access to laboratories for students.
本文介绍了开发 Quadro Simulador de Defeitos Virtual 的主要阶段，这是一个虚拟环境，旨在协助识别和分析工业控制面板中的缺陷。Quadro Simulador de Defeitos Virtual 的开发采用了软件 Construct 2。基于巴西制造商 WEG 的缺陷模拟器面板（可在坎皮纳格兰德联邦大学电气工程本科课程的电气装置实验室课程中使用），所开发的环境可以模拟真实设备随机模拟的全部 24 种缺陷。通过使用 Quadro Simulador de Defeitos Virtual，用户可以测试自己在缺陷分析和识别方面的知识，并根据所犯错误的数量评估自己的表现。所开发的虚拟环境是专为学术环境设计的教学和学习促进工具。因此，Quadro Simulador de Defeitos Virtuais 具有以尽可能准确的方式模拟真实控制面板所有缺陷的功能。因此，它有可能帮助学生和教师提高学习成绩，提高学术环境中的教学质量，解决学生使用实验室受限的问题。
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