Pub Date : 2026-01-27DOI: 10.1109/RITA.2026.3658260
{"title":"2025 Index IEEE Revista Iberoamericana de Tecnologias del Aprendizaje Vol. 20","authors":"","doi":"10.1109/RITA.2026.3658260","DOIUrl":"https://doi.org/10.1109/RITA.2026.3658260","url":null,"abstract":"","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"470-484"},"PeriodicalIF":1.0,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11365565","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146082254","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 : 2026-01-16DOI: 10.1109/RITA.2026.3654759
Adrián Suárez;Joaquín Pérez-Soler;Raimundo García-Olcina;Abraham Menéndez;Pedro A. Martínez;Roberto Herráiz;Andrea Amaro;Victor Solera;Luís M. Giraldo;Daniel Ibáñez;Jesús López;Daniel Esperante;Julio Martos;Jesús Soret;José Torres
This paper presents the implementation and continuous refinement of a questionnaire-based assessment approach for laboratory instruction in undergraduate engineering education. In this method, students complete individual questionnaires at the end of each lab session. It was introduced to address challenges associated with traditional evaluation methods such as group reports. Over multiple academic years, the approach was applied in core laboratory subjects within the Degree in Electronic Engineering for Telecommunications at the University of Valencia. Based on student feedback collected through structured surveys, the teaching team introduced key modifications—most notably, the reformulation of test items and the inclusion of performance checkpoints—to improve alignment between assessed outcomes and the learning process. Analysis of student responses before and after these changes indicates improved perceptions regarding fairness, relevance, and overall satisfaction with the assessment method. The results support the effectiveness of this approach in enhancing student engagement and instructional consistency, while highlighting areas for further pedagogical development.
{"title":"Multi-Year Evaluation and Enhancement of a Questionnaire-Based Assessment Approach in Engineering Laboratory Instruction","authors":"Adrián Suárez;Joaquín Pérez-Soler;Raimundo García-Olcina;Abraham Menéndez;Pedro A. Martínez;Roberto Herráiz;Andrea Amaro;Victor Solera;Luís M. Giraldo;Daniel Ibáñez;Jesús López;Daniel Esperante;Julio Martos;Jesús Soret;José Torres","doi":"10.1109/RITA.2026.3654759","DOIUrl":"https://doi.org/10.1109/RITA.2026.3654759","url":null,"abstract":"This paper presents the implementation and continuous refinement of a questionnaire-based assessment approach for laboratory instruction in undergraduate engineering education. In this method, students complete individual questionnaires at the end of each lab session. It was introduced to address challenges associated with traditional evaluation methods such as group reports. Over multiple academic years, the approach was applied in core laboratory subjects within the Degree in Electronic Engineering for Telecommunications at the University of Valencia. Based on student feedback collected through structured surveys, the teaching team introduced key modifications—most notably, the reformulation of test items and the inclusion of performance checkpoints—to improve alignment between assessed outcomes and the learning process. Analysis of student responses before and after these changes indicates improved perceptions regarding fairness, relevance, and overall satisfaction with the assessment method. The results support the effectiveness of this approach in enhancing student engagement and instructional consistency, while highlighting areas for further pedagogical development.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"37-42"},"PeriodicalIF":1.0,"publicationDate":"2026-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11355497","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146082285","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 : 2025-12-22DOI: 10.1109/RITA.2025.3643650
Carlos Alberto Peláez;Leonardo Saavedra Munar;Johann Alexis Ospina Galíndez;Andrés Solano
Artificial intelligence (AI), particularly Generative AI (GenAI), is reshaping higher education by transforming how students learn and engage with information. This study explores the role of GenAI assistants in fostering critical thinking, a core competency for navigating an era of rapid technological change. Conducted with students from the Multimedia Design course at the Universidad Autónoma de Occidente, Colombia, the research compared two versions of the GenAI assistant: a standard model and one configured with Hegelian dialectics to stimulate reflective dialogue. While quantitative results showed no statistically significant differences between groups, qualitative insights revealed that the dialectical assistant promoted deeper analytical and evaluative thinking. The study underscores the need for sustainable process models in teacher training to integrate GenAI responsibly, ensuring balanced skill development, ethical awareness, and long-term cognitive growth.
{"title":"Do Generative AI Assistants Enhance or Hinder Critical Thinking Skills in University Students?","authors":"Carlos Alberto Peláez;Leonardo Saavedra Munar;Johann Alexis Ospina Galíndez;Andrés Solano","doi":"10.1109/RITA.2025.3643650","DOIUrl":"https://doi.org/10.1109/RITA.2025.3643650","url":null,"abstract":"Artificial intelligence (AI), particularly Generative AI (GenAI), is reshaping higher education by transforming how students learn and engage with information. This study explores the role of GenAI assistants in fostering critical thinking, a core competency for navigating an era of rapid technological change. Conducted with students from the Multimedia Design course at the Universidad Autónoma de Occidente, Colombia, the research compared two versions of the GenAI assistant: a standard model and one configured with Hegelian dialectics to stimulate reflective dialogue. While quantitative results showed no statistically significant differences between groups, qualitative insights revealed that the dialectical assistant promoted deeper analytical and evaluative thinking. The study underscores the need for sustainable process models in teacher training to integrate GenAI responsibly, ensuring balanced skill development, ethical awareness, and long-term cognitive growth.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"19-26"},"PeriodicalIF":1.0,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145886672","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 : 2025-12-15DOI: 10.1109/RITA.2025.3644011
Manuel A. Perales-Esteve;Samuel Yanes Luis;Alfredo Pérez Vega-Leal
This paper describes an instructional experience in a core course of an Electronic, Robotic and Mechatronic Engineering degree, where students were encouraged to address socially relevant needs through their project work. While no formal collaboration with community partners was established, the initiative introduced elements inspired by Service-Learning within a Project-Based Learning framework. Results from four academic years, including student survey data, indicate that linking projects to familiar real-life contexts fosters modest improvements in motivation and perceived relevance of course content. The study discusses the potential of this socially oriented approach as a transitional step toward the future integration of authentic Service-Learning practices in engineering curricula.
{"title":"From Project-Based Learning to Service Learning: A Practical Approach","authors":"Manuel A. Perales-Esteve;Samuel Yanes Luis;Alfredo Pérez Vega-Leal","doi":"10.1109/RITA.2025.3644011","DOIUrl":"https://doi.org/10.1109/RITA.2025.3644011","url":null,"abstract":"This paper describes an instructional experience in a core course of an Electronic, Robotic and Mechatronic Engineering degree, where students were encouraged to address socially relevant needs through their project work. While no formal collaboration with community partners was established, the initiative introduced elements inspired by Service-Learning within a Project-Based Learning framework. Results from four academic years, including student survey data, indicate that linking projects to familiar real-life contexts fosters modest improvements in motivation and perceived relevance of course content. The study discusses the potential of this socially oriented approach as a transitional step toward the future integration of authentic Service-Learning practices in engineering curricula.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"1-8"},"PeriodicalIF":1.0,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145824306","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}
Previous studies on competency-based education (CBE) in Higher Education (HE) have primarily relied on small samples, short time frames, and self-perceived measures of competencies, leaving a gap in understanding how STEM students’ competencies evolve through direct evaluations. This study addresses the challenge of evaluating how students’ competencies evolve throughout CBE programs in HE. We conducted longitudinal analyses of competency evaluation data from a cohort of $4,044$ STEM students enrolled in CBE programs. The study examines the evolution of students’ observed competency ratios across six academic periods and analyzes variations according to four between-subject variables: sex, preparatory school background, geographic region, and knowledge area. Competency data were collected through institutional evaluation processes and transformed for longitudinal analysis. Statistical procedures, including repeated measures ANOVA, post-hoc tests, and linear mixed-effect models, were applied to identify significant changes in competency ratios across time and between groups. Results revealed statistically significant improvements in the observed competency ratios throughout the six academic periods, indicating consistent growth in students’ demonstrated competencies. However, differences across some demographic and institutional factors highlight points where competency development progresses unevenly. These findings provide empirical evidence of how CBE models influence STEM students’ competency acquisition over time. They offer valuable insights for educators, curriculum designers, and policymakers seeking to strengthen CBE implementation. In particular, the study emphasizes the importance of continuous monitoring and targeted instructional support during specific academic stages to ensure that all students achieve the intended competencies by graduation.
{"title":"Longitudinal Study on Higher Education Engineering Students: How Their Competency-Evaluations Evolve?","authors":"Danilo Valdes-Ramirez;Christian Samhir Grijalva Quiñonez;Genaro Zavala","doi":"10.1109/RITA.2025.3644605","DOIUrl":"https://doi.org/10.1109/RITA.2025.3644605","url":null,"abstract":"Previous studies on competency-based education (CBE) in Higher Education (HE) have primarily relied on small samples, short time frames, and self-perceived measures of competencies, leaving a gap in understanding how STEM students’ competencies evolve through direct evaluations. This study addresses the challenge of evaluating how students’ competencies evolve throughout CBE programs in HE. We conducted longitudinal analyses of competency evaluation data from a cohort of <inline-formula> <tex-math>$4,044$ </tex-math></inline-formula> STEM students enrolled in CBE programs. The study examines the evolution of students’ observed competency ratios across six academic periods and analyzes variations according to four between-subject variables: sex, preparatory school background, geographic region, and knowledge area. Competency data were collected through institutional evaluation processes and transformed for longitudinal analysis. Statistical procedures, including repeated measures ANOVA, post-hoc tests, and linear mixed-effect models, were applied to identify significant changes in competency ratios across time and between groups. Results revealed statistically significant improvements in the observed competency ratios throughout the six academic periods, indicating consistent growth in students’ demonstrated competencies. However, differences across some demographic and institutional factors highlight points where competency development progresses unevenly. These findings provide empirical evidence of how CBE models influence STEM students’ competency acquisition over time. They offer valuable insights for educators, curriculum designers, and policymakers seeking to strengthen CBE implementation. In particular, the study emphasizes the importance of continuous monitoring and targeted instructional support during specific academic stages to ensure that all students achieve the intended competencies by graduation.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"9-18"},"PeriodicalIF":1.0,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11300898","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145824307","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}
In recent years, there has been a paradigm shift in educational methodologies within higher education. Traditional lecture-based approaches have become less effective in engaging newer generations of students. As a consequence, there has been an increase in the exploration of innovative pedagogical strategies. Among these, active learning methodologies have gained prominence, positioning students at the center of the teaching and learning process and encouraging their active participation. One such approach is gamification, which integrates game design elements into educational contexts to enhance student motivation and engagement. This study focuses on the implementation of gamification in the “Database Design I” course, which is a mandatory first-year subject in the curricula of Computer Engineering, Telematics, Civil, Industrial, and Data & AI Engineering programs at the Faculty of Engineering of the University of Montevideo (FIUM), Uruguay. Addressing the observed lack of student motivation in the subject, a gamified application named FIUMLand was developed. This platform offers students an alternative and engaging way to review course content. An initial prototype was introduced to the 2024 cohort, featuring games designed to reinforce SQL knowledge covered in class. Students’ feedback is encouraging, indicating increased student motivation toward the subject. Students have reported that the gamified platform has been a valuable tool in consolidating the concepts learned during lectures.
{"title":"FIUMLand: A Gamification Approach for Engineering Higher Education","authors":"Analía Conde;Carmen Blanco;Nicolás Serrano;Enrique Reina","doi":"10.1109/RITA.2025.3639482","DOIUrl":"https://doi.org/10.1109/RITA.2025.3639482","url":null,"abstract":"In recent years, there has been a paradigm shift in educational methodologies within higher education. Traditional lecture-based approaches have become less effective in engaging newer generations of students. As a consequence, there has been an increase in the exploration of innovative pedagogical strategies. Among these, active learning methodologies have gained prominence, positioning students at the center of the teaching and learning process and encouraging their active participation. One such approach is gamification, which integrates game design elements into educational contexts to enhance student motivation and engagement. This study focuses on the implementation of gamification in the “Database Design I” course, which is a mandatory first-year subject in the curricula of Computer Engineering, Telematics, Civil, Industrial, and Data & AI Engineering programs at the Faculty of Engineering of the University of Montevideo (FIUM), Uruguay. Addressing the observed lack of student motivation in the subject, a gamified application named FIUMLand was developed. This platform offers students an alternative and engaging way to review course content. An initial prototype was introduced to the 2024 cohort, featuring games designed to reinforce SQL knowledge covered in class. Students’ feedback is encouraging, indicating increased student motivation toward the subject. Students have reported that the gamified platform has been a valuable tool in consolidating the concepts learned during lectures.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"452-460"},"PeriodicalIF":1.0,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145830913","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}
Current video game designs often include features that distract users, a problem exacerbated for individuals with Attention Deficit Hyperactivity Disorder (ADHD). To mitigate distractions for this population, specific design guidelines have been proposed. This study evaluates the benefits of applying such guidelines in the software development process of video games for users with ADHD. A controlled experiment was conducted with 16 subjects interacting with two versions of a video game: one designed according to the guidelines and another without them. Metrics analyzed include perceived effort and user satisfaction, measured through Perceived Ease of Use (PEOU), Perceived Usefulness (PU), and Intention to Use (ITU). Results indicate statistically significant differences in effort and satisfaction; users engaging with the guided design reported lower cognitive effort and higher satisfaction. These findings suggest that integrating ADHD-focused design guidelines enhances game accessibility and improves user experience for this demographic.
{"title":"Empirical Experiment to Validate Guidelines for Video Game Users With ADHD","authors":"Eduardo Díaz;Augusto Morante Castañeda;José Ignacio Panach","doi":"10.1109/RITA.2025.3639357","DOIUrl":"https://doi.org/10.1109/RITA.2025.3639357","url":null,"abstract":"Current video game designs often include features that distract users, a problem exacerbated for individuals with Attention Deficit Hyperactivity Disorder (ADHD). To mitigate distractions for this population, specific design guidelines have been proposed. This study evaluates the benefits of applying such guidelines in the software development process of video games for users with ADHD. A controlled experiment was conducted with 16 subjects interacting with two versions of a video game: one designed according to the guidelines and another without them. Metrics analyzed include perceived effort and user satisfaction, measured through Perceived Ease of Use (PEOU), Perceived Usefulness (PU), and Intention to Use (ITU). Results indicate statistically significant differences in effort and satisfaction; users engaging with the guided design reported lower cognitive effort and higher satisfaction. These findings suggest that integrating ADHD-focused design guidelines enhances game accessibility and improves user experience for this demographic.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"27-36"},"PeriodicalIF":1.0,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145886689","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 : 2025-11-25DOI: 10.1109/RITA.2025.3636607
Steven Van Vaerenbergh;Irene Polo-Blanco;Álvaro García Gómez
Mathematical applets have become essential tools in the teaching and learning of mathematics, offering interactive and dynamic representations of mathematical concepts. For students with autism spectrum disorder (ASD), however, these applets must be designed to address their specific cognitive and learning needs to be truly effective. Despite increased efforts to support students with ASD in digital learning environments, no validated set of guidelines exist for designing mathematical applets tailored to these students. This study fills this gap by developing and validating a set of guidelines, operationalized for dynamic mathematical environments such as GeoGebra. In particular, the study advances beyond prior work by following a rigorous three-phase validation methodology involving two rounds of expert review with quantitative agreement analysis, and by explicitly grounding each guideline in the cognitive traits characteristic of ASD and their documented impact on mathematical learning. The multi-phase process starts with a literature review that incorporates cognitive traits of ASD, their impact on mathematical learning, and interface design principles. The guidelines are then refined through two rounds of expert validation, first by specialists in ASD and mathematics education, then by experts in GeoGebra applet development. Expert feedback is systematically integrated, ensuring both theoretical soundness and practical feasibility. The final guidelines provide a structured approach for designing mathematical applets tailored to the needs of students with ASD, while also serving as a foundation for further research in this field.
{"title":"Design and Validation of Guidelines for Creating Mathematical Applets for Students With Autism","authors":"Steven Van Vaerenbergh;Irene Polo-Blanco;Álvaro García Gómez","doi":"10.1109/RITA.2025.3636607","DOIUrl":"https://doi.org/10.1109/RITA.2025.3636607","url":null,"abstract":"Mathematical applets have become essential tools in the teaching and learning of mathematics, offering interactive and dynamic representations of mathematical concepts. For students with autism spectrum disorder (ASD), however, these applets must be designed to address their specific cognitive and learning needs to be truly effective. Despite increased efforts to support students with ASD in digital learning environments, no validated set of guidelines exist for designing mathematical applets tailored to these students. This study fills this gap by developing and validating a set of guidelines, operationalized for dynamic mathematical environments such as GeoGebra. In particular, the study advances beyond prior work by following a rigorous three-phase validation methodology involving two rounds of expert review with quantitative agreement analysis, and by explicitly grounding each guideline in the cognitive traits characteristic of ASD and their documented impact on mathematical learning. The multi-phase process starts with a literature review that incorporates cognitive traits of ASD, their impact on mathematical learning, and interface design principles. The guidelines are then refined through two rounds of expert validation, first by specialists in ASD and mathematics education, then by experts in GeoGebra applet development. Expert feedback is systematically integrated, ensuring both theoretical soundness and practical feasibility. The final guidelines provide a structured approach for designing mathematical applets tailored to the needs of students with ASD, while also serving as a foundation for further research in this field.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"428-439"},"PeriodicalIF":1.0,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11268293","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145778365","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}
Artificial Intelligence (AI) has recently risen in the educational field. However, studies showing the use of AI by school counselors are scarce, despite the benefits these tools can offer, especially with vulnerable groups. This study aims to analyze the perception of school counselors regarding AI. For this purpose, we analyzed the applications of AI, the challenges, training needs, and changes in their role as school counselors. This research is framed within the qualitative methodology through content analysis. For the data collection, an open-ended questionnaire was used with a sample of 20 school counselors from secondary schools. As main results and conclusions, it should be noted that the participants emphasize the help of AI in streamlining bureaucratic tasks in the school context, the personalization in vocational guidance, and the creation of materials to address student diversity, for example, with vulnerable groups. They identify challenges associated with human disconnection, lack of data privacy, and the need for training, essentially from a technical perspective. However, school counselors are still unclear about the changes in their roles and responsibilities derived from AI use. Some of them consider that AI will not entail relevant changes, while others anticipate the need for data interpretation and technological supervision. The findings of this study emphasize the need for further research on the benefits and risks of AI in school counseling for secondary education.
{"title":"Using Artificial Intelligence in School Counseling: Professional Perspectives","authors":"María-Carmen Ricoy;Natalia Varela-García;Joseba Delgado-Parada","doi":"10.1109/RITA.2025.3636411","DOIUrl":"https://doi.org/10.1109/RITA.2025.3636411","url":null,"abstract":"Artificial Intelligence (AI) has recently risen in the educational field. However, studies showing the use of AI by school counselors are scarce, despite the benefits these tools can offer, especially with vulnerable groups. This study aims to analyze the perception of school counselors regarding AI. For this purpose, we analyzed the applications of AI, the challenges, training needs, and changes in their role as school counselors. This research is framed within the qualitative methodology through content analysis. For the data collection, an open-ended questionnaire was used with a sample of 20 school counselors from secondary schools. As main results and conclusions, it should be noted that the participants emphasize the help of AI in streamlining bureaucratic tasks in the school context, the personalization in vocational guidance, and the creation of materials to address student diversity, for example, with vulnerable groups. They identify challenges associated with human disconnection, lack of data privacy, and the need for training, essentially from a technical perspective. However, school counselors are still unclear about the changes in their roles and responsibilities derived from AI use. Some of them consider that AI will not entail relevant changes, while others anticipate the need for data interpretation and technological supervision. The findings of this study emphasize the need for further research on the benefits and risks of AI in school counseling for secondary education.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"412-421"},"PeriodicalIF":1.0,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11265775","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145674679","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 : 2025-11-19DOI: 10.1109/RITA.2025.3634990
Benjamín Maraza-Quispe;Juan Abdon Palo-Rosas
This study explores the pedagogical potential of integrating haptic glove technology within immersive virtual reality environments for medical training. A quasi-experimental design was conducted with 50 second-year medical students from a private university in Arequipa, randomly assigned to control and experimental groups. The experimental group participated in three 90-minute sessions over two weeks, using Hi5 Noitom 2.0 gloves and VR platforms (Hand Physics Lab and VR Surgery Simulator) to perform tasks such as suturing, forceps manipulation, and anatomical palpation. Three validated instruments were employed, a psychomotor rubric, a self-assessment questionnaire, and an observation checklist, all demonstrating strong reliability ($alpha =0.83$ –0.88). Statistical analyses (independent samples t-tests, ANCOVA, and repeated-measures ANOVA) revealed significant improvements (p <0.001)> $eta ~^{2}$ up to 0.86). Students also reported higher confidence and motivation, reflecting both objective and perceived benefits. Under controlled exploratory conditions, these findings suggest that haptic-feedback VR environments can foster realistic, safe, and engaging learning experiences that support the development of psychomotor competencies. The study highlights the pedagogical promise of immersive simulation as a complementary tool to traditional instruction and recommends future longitudinal and multi-site research to validate and generalize the results.
{"title":"Virtual Reality With Sensory Feedback Gloves: A Pedagogical Strategy for Medical Training","authors":"Benjamín Maraza-Quispe;Juan Abdon Palo-Rosas","doi":"10.1109/RITA.2025.3634990","DOIUrl":"https://doi.org/10.1109/RITA.2025.3634990","url":null,"abstract":"This study explores the pedagogical potential of integrating haptic glove technology within immersive virtual reality environments for medical training. A quasi-experimental design was conducted with 50 second-year medical students from a private university in Arequipa, randomly assigned to control and experimental groups. The experimental group participated in three 90-minute sessions over two weeks, using Hi5 Noitom 2.0 gloves and VR platforms (Hand Physics Lab and VR Surgery Simulator) to perform tasks such as suturing, forceps manipulation, and anatomical palpation. Three validated instruments were employed, a psychomotor rubric, a self-assessment questionnaire, and an observation checklist, all demonstrating strong reliability (<inline-formula> <tex-math>$alpha =0.83$ </tex-math></inline-formula>–0.88). Statistical analyses (independent samples t-tests, ANCOVA, and repeated-measures ANOVA) revealed significant improvements (p <0.001)> <tex-math>$eta ~^{2}$ </tex-math></inline-formula> up to 0.86). Students also reported higher confidence and motivation, reflecting both objective and perceived benefits. Under controlled exploratory conditions, these findings suggest that haptic-feedback VR environments can foster realistic, safe, and engaging learning experiences that support the development of psychomotor competencies. The study highlights the pedagogical promise of immersive simulation as a complementary tool to traditional instruction and recommends future longitudinal and multi-site research to validate and generalize the results.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"401-411"},"PeriodicalIF":1.0,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145674779","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}
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