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}
Pub Date : 2025-11-19DOI: 10.1109/RITA.2025.3634558
Bing Yu;Jing Gong;Yumei Shan
In this paper, the E-learning ability (learners’ ability to efficiently utilize digital tools and resources) and academic performance of university students were investigated by means of a questionnaire survey. The E-learning ability was considered from five aspects, including conscious ability. A total of 689 questionnaires were distributed, and 646 questionnaires were recycled. The rationality of the questionnaire was verified by project analysis. According to the collected data, the differences in different aspects of E-learning ability and academic performance in terms of gender, age, and major were analyzed. The results showed that both the overall E-learning ability and academic performance of university students need to be improved. In terms of gender, only the technical ability had a significant difference (t = 3.947, p = 0.000). In terms of grade, there were significant differences in management ability, evaluation ability, and academic performance (p <0.01). In terms of major, the E-learning ability and academic performance had significant differences (p <0.01). The influence of E-learning ability on students’ academic performance was analyzed by regression analysis, and it was found that conscious, technical, and management abilities had positive predictive effects on academic performance. The results verify that E-learning ability has a positive impact on students’ academic performance, and university students should pay attention to improving E-learning ability.
本文采用问卷调查的方法，对大学生的E-learning能力（学习者有效利用数字工具和资源的能力）和学习成绩进行了调查。E-learning能力从五个方面考虑，包括意识能力。共发放问卷689份，回收问卷646份。通过项目分析验证了问卷的合理性。根据收集到的数据，分析不同性别、年龄、专业的学生在E-learning能力和学习成绩的不同方面的差异。结果表明，大学生的整体网络学习能力和学习成绩都有待提高。在性别方面，只有技术能力有显著差异（t = 3.947, p = 0.000）。在年级上，管理能力、评价能力、学业成绩差异有统计学意义（p <0.01）。在专业方面，E-learning能力和学业成绩有显著差异（p <0.01）。通过回归分析分析网络学习能力对学生学业成绩的影响，发现意识能力、技术能力和管理能力对学业成绩有正向预测作用。研究结果验证了E-learning能力对学生学业成绩有积极影响，大学生应重视提高E-learning能力。
{"title":"The Impact of E-Learning Ability on Students’ Academic Performance: Using Regression Analysis","authors":"Bing Yu;Jing Gong;Yumei Shan","doi":"10.1109/RITA.2025.3634558","DOIUrl":"https://doi.org/10.1109/RITA.2025.3634558","url":null,"abstract":"In this paper, the E-learning ability (learners’ ability to efficiently utilize digital tools and resources) and academic performance of university students were investigated by means of a questionnaire survey. The E-learning ability was considered from five aspects, including conscious ability. A total of 689 questionnaires were distributed, and 646 questionnaires were recycled. The rationality of the questionnaire was verified by project analysis. According to the collected data, the differences in different aspects of E-learning ability and academic performance in terms of gender, age, and major were analyzed. The results showed that both the overall E-learning ability and academic performance of university students need to be improved. In terms of gender, only the technical ability had a significant difference (t = 3.947, p = 0.000). In terms of grade, there were significant differences in management ability, evaluation ability, and academic performance (p <0.01). In terms of major, the E-learning ability and academic performance had significant differences (p <0.01). The influence of E-learning ability on students’ academic performance was analyzed by regression analysis, and it was found that conscious, technical, and management abilities had positive predictive effects on academic performance. The results verify that E-learning ability has a positive impact on students’ academic performance, and university students should pay attention to improving E-learning ability.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"422-427"},"PeriodicalIF":1.0,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145674777","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 : 2025-11-17DOI: 10.1109/RITA.2025.3633807
Siria Yahaira Valenzuela-Arvizu;Hugo Alexander Rozo-García;María Soledad Ramírez-Montoya
In the current landscape of higher education, fostering high-level cognitive skills such as Complex Thinking (CT) requires digital platforms that not only enable meaningful learning but also meet key criteria of usability, accessibility, and inclusion. Evaluating these dimensions becomes particularly relevant when platforms incorporate emerging technologies, including Artificial Intelligence (AI), as complementary tools to support and enrich the user experience. This study presents the results of the piloting of a Likert-type instrument designed to assess the technical and pedagogical usability, accessibility/inclusiveness, and the effectiveness of AI as a support tool in an educational platform focused on CT development. A non-experimental quantitative design of descriptive transactional type was applied to 218 users of a platform with AI integration. The findings indicate that: a) the restructuring of the instrument improved its reliability, validity, and coherence, consolidating a relevant model for evaluating educational platforms; b) the validation process highlights the need to assess platforms through technical and pedagogical lenses to ensure usability, accessibility, and inclusion; c) the inclusion of the AI dimension responds to the imperative of addressing emerging technologies from evaluative and pedagogical perspectives, making the instrument timely and context-aware; d) the instrument demonstrates cross-cutting potential and adaptability to various platforms, reinforcing its utility for advancing equitable digital education aligned with the Sustainable Development Goals (SDGs). This study contributes to the comprehensive evaluation of usability in educational platforms with AI integration, expanding the notion of usability to include pedagogical, inclusive, and accessible design principles, and offering a robust tool to assess user experience in technologically mediated learning environments.
{"title":"Instrument SmartUsability—Complexity, Usability, and AI-Driven Educational Platform: Validation With Pilot Study","authors":"Siria Yahaira Valenzuela-Arvizu;Hugo Alexander Rozo-García;María Soledad Ramírez-Montoya","doi":"10.1109/RITA.2025.3633807","DOIUrl":"https://doi.org/10.1109/RITA.2025.3633807","url":null,"abstract":"In the current landscape of higher education, fostering high-level cognitive skills such as Complex Thinking (CT) requires digital platforms that not only enable meaningful learning but also meet key criteria of usability, accessibility, and inclusion. Evaluating these dimensions becomes particularly relevant when platforms incorporate emerging technologies, including Artificial Intelligence (AI), as complementary tools to support and enrich the user experience. This study presents the results of the piloting of a Likert-type instrument designed to assess the technical and pedagogical usability, accessibility/inclusiveness, and the effectiveness of AI as a support tool in an educational platform focused on CT development. A non-experimental quantitative design of descriptive transactional type was applied to 218 users of a platform with AI integration. The findings indicate that: a) the restructuring of the instrument improved its reliability, validity, and coherence, consolidating a relevant model for evaluating educational platforms; b) the validation process highlights the need to assess platforms through technical and pedagogical lenses to ensure usability, accessibility, and inclusion; c) the inclusion of the AI dimension responds to the imperative of addressing emerging technologies from evaluative and pedagogical perspectives, making the instrument timely and context-aware; d) the instrument demonstrates cross-cutting potential and adaptability to various platforms, reinforcing its utility for advancing equitable digital education aligned with the Sustainable Development Goals (SDGs). This study contributes to the comprehensive evaluation of usability in educational platforms with AI integration, expanding the notion of usability to include pedagogical, inclusive, and accessible design principles, and offering a robust tool to assess user experience in technologically mediated learning environments.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"461-469"},"PeriodicalIF":1.0,"publicationDate":"2025-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145830808","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：