Pub Date : 2023-02-28DOI: 10.1109/RITA.2023.3250557
Laura Calatayud Calatayud Requena;Mireia Guardeño Juan;Laura Monsalve Lorente
In recent days, Information and Communication Technologies (ICT) have been incorporated into the teaching-learning process. The study aims to achieve greater student engagement, and satisfaction using Instagram and Twitch platforms as methodological tools in teaching. The sample collects 50 students from the degree of a primary school teacher at the University of Valencia. The evaluation instrument has been based on direct observation and the use of the survey Barrado et al. (1999), evaluating the practical program, and the degree of satisfaction of the students. The results show the benefits of accessing learning at any time. Active participation in the platforms has made possible the involvement of students, receiving immediate feedback, and allowing them to build continuous learning.
{"title":"ICT in the University Environment: Twitch and Instagram as Learning Tools","authors":"Laura Calatayud Calatayud Requena;Mireia Guardeño Juan;Laura Monsalve Lorente","doi":"10.1109/RITA.2023.3250557","DOIUrl":"https://doi.org/10.1109/RITA.2023.3250557","url":null,"abstract":"In recent days, Information and Communication Technologies (ICT) have been incorporated into the teaching-learning process. The study aims to achieve greater student engagement, and satisfaction using Instagram and Twitch platforms as methodological tools in teaching. The sample collects 50 students from the degree of a primary school teacher at the University of Valencia. The evaluation instrument has been based on direct observation and the use of the survey Barrado et al. (1999), evaluating the practical program, and the degree of satisfaction of the students. The results show the benefits of accessing learning at any time. Active participation in the platforms has made possible the involvement of students, receiving immediate feedback, and allowing them to build continuous learning.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 1","pages":"70-75"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49943052","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 : 2023-02-28DOI: 10.1109/RITA.2023.3250551
Eduardo Filgueiras Damasceno;Larissa Fernandes;Armando Paulo da Silva;José Barbosa Días
Educators are increasingly recognizing the advantages and benefits of Virtual Reality to broaden their teaching experiences in biology. Besides giving them another way to visualize learning objects, transforming their students from spectators to actors in the learning process. However, little has been discussed about the use of these low-cost immersive environments. Thus, the reviewed publications were retrieved by extracting keywords from documents indexed in four digital scientific libraries, which were then systematically filtered using exclusion, inclusion, semi-automated methods. This paper addresses three key points: which technologies are used in microbiology teaching, which of these are in the Virtual Reality technology domain, and which are implemented with low-cost resources. The mapping was performed between application domains and learning content and between design elements and learning content. We noted that most of the reviewed works have an evaluation of the usability of the applications, not focusing on the educational feasibility or the learning outcomes that can be obtained by them. We observed that the publications show gaps in the actual use and our review indicates unexplored areas, both at the level of the application project centered on the user and in the requirements of educational viability, thus being able to motivate future work in the field.
{"title":"A Systematic Mapping Study on Low-Cost Immersive Virtual Reality for Microbiology","authors":"Eduardo Filgueiras Damasceno;Larissa Fernandes;Armando Paulo da Silva;José Barbosa Días","doi":"10.1109/RITA.2023.3250551","DOIUrl":"10.1109/RITA.2023.3250551","url":null,"abstract":"Educators are increasingly recognizing the advantages and benefits of Virtual Reality to broaden their teaching experiences in biology. Besides giving them another way to visualize learning objects, transforming their students from spectators to actors in the learning process. However, little has been discussed about the use of these low-cost immersive environments. Thus, the reviewed publications were retrieved by extracting keywords from documents indexed in four digital scientific libraries, which were then systematically filtered using exclusion, inclusion, semi-automated methods. This paper addresses three key points: which technologies are used in microbiology teaching, which of these are in the Virtual Reality technology domain, and which are implemented with low-cost resources. The mapping was performed between application domains and learning content and between design elements and learning content. We noted that most of the reviewed works have an evaluation of the usability of the applications, not focusing on the educational feasibility or the learning outcomes that can be obtained by them. We observed that the publications show gaps in the actual use and our review indicates unexplored areas, both at the level of the application project centered on the user and in the requirements of educational viability, thus being able to motivate future work in the field.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 1","pages":"62-69"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47421748","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 : 2023-02-27DOI: 10.1109/RITA.2023.3249560
José M. Benjumea;David Cotes Prieto;Laureen Carvajal Oyaga;Laura Niño Sepúlveda;Samantha Moreno Pulido
The theoretical and experimental components in the mechanics of solids course at the Civil Engineering School at Universidad Industrial de Santander in Colombia are not integrated. This hinders the students’ understanding of the relationships between the loads applied to structural elements and the effects. An experimental and theoretical learning experience for pure torsion in elastic beams is proposed to address this issue. The experiment was also intended to contribute to the students’ team skills and the capacity to conduct experiments and draw conclusions based on the results. A total of 81 students organized in 23 teams used a low-cost torsiometer designed by the authors and applied the digital image correlation technique to measure deformations on specimens. The results from a virtual survey applied to the students after the tests showed the effectiveness of the proposed learning experience to enhance the comprehension of the physical phenomena studied and a positive impact on the students’ learning.
{"title":"Development of Experimental and Collaborative Work Skills in the Students of Mechanics of Solids by Implementing a Low-Cost Torsiometer and Digital Image Correlation","authors":"José M. Benjumea;David Cotes Prieto;Laureen Carvajal Oyaga;Laura Niño Sepúlveda;Samantha Moreno Pulido","doi":"10.1109/RITA.2023.3249560","DOIUrl":"10.1109/RITA.2023.3249560","url":null,"abstract":"The theoretical and experimental components in the mechanics of solids course at the Civil Engineering School at Universidad Industrial de Santander in Colombia are not integrated. This hinders the students’ understanding of the relationships between the loads applied to structural elements and the effects. An experimental and theoretical learning experience for pure torsion in elastic beams is proposed to address this issue. The experiment was also intended to contribute to the students’ team skills and the capacity to conduct experiments and draw conclusions based on the results. A total of 81 students organized in 23 teams used a low-cost torsiometer designed by the authors and applied the digital image correlation technique to measure deformations on specimens. The results from a virtual survey applied to the students after the tests showed the effectiveness of the proposed learning experience to enhance the comprehension of the physical phenomena studied and a positive impact on the students’ learning.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 1","pages":"10-18"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48846133","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 : 2023-02-01DOI: 10.1109/RITA.2023.3242515
{"title":"IEEE Revista Iberoamericana De Tecnologias Del Aprendizaje Publication Information","authors":"","doi":"10.1109/RITA.2023.3242515","DOIUrl":"10.1109/RITA.2023.3242515","url":null,"abstract":"","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 1","pages":"C2-C2"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/6245520/10105500/10105501.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43083431","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 : 2023-02-01DOI: 10.1109/RITA.2023.3250511
Angélica Aguilar López;Luis Felipe Herrera Padilla;Belinda Carrión;Elsa Aniela Méndez Reguera
The learning process is continuous and active, influenced by extrinsic and intrinsic factors, such as motivation. This study aimed to identify the perception of 32 students about strategies that helped them learn and engage in the classroom. The results showed that repetitive activities in the learning spaces and note-taking were perceived as the most preferred when learning, while the most motivating factors were discussion, participation, and technology platforms. The design and implementation of strategies in the classroom should occur in active environments that motivate students to learn.
{"title":"Student Learning and Motivation: What, How, and Why?","authors":"Angélica Aguilar López;Luis Felipe Herrera Padilla;Belinda Carrión;Elsa Aniela Méndez Reguera","doi":"10.1109/RITA.2023.3250511","DOIUrl":"10.1109/RITA.2023.3250511","url":null,"abstract":"The learning process is continuous and active, influenced by extrinsic and intrinsic factors, such as motivation. This study aimed to identify the perception of 32 students about strategies that helped them learn and engage in the classroom. The results showed that repetitive activities in the learning spaces and note-taking were perceived as the most preferred when learning, while the most motivating factors were discussion, participation, and technology platforms. The design and implementation of strategies in the classroom should occur in active environments that motivate students to learn.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 1","pages":"41-47"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42411595","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 : 2023-02-01DOI: 10.1109/RITA.2023.3250506
Andrea Romo García;Daniel Suarez;Belinda Carrion;E. Aniela Méndez Reguera
Receiving or delivering bad news is inevitable, especially when taking care of patients. The extent of how they affect us depends on their severity but also on the abilities of the informer. Successfully handling sensitive topics are some of the difficult scenarios that health professionals may encounter. We aimed to foster the development of key abilities in the health students such as communication and empathy using a peer-role-play simulation. Our results show the utility of these dynamics in providing students with a perspective from all involved parties, highlight the importance of multidisciplinary work in healthcare education and practice on how to effectively establish a healthy doctor-patient relationship.
{"title":"As Early as Possible: Training Medical Students to Deliver Bad News","authors":"Andrea Romo García;Daniel Suarez;Belinda Carrion;E. Aniela Méndez Reguera","doi":"10.1109/RITA.2023.3250506","DOIUrl":"10.1109/RITA.2023.3250506","url":null,"abstract":"Receiving or delivering bad news is inevitable, especially when taking care of patients. The extent of how they affect us depends on their severity but also on the abilities of the informer. Successfully handling sensitive topics are some of the difficult scenarios that health professionals may encounter. We aimed to foster the development of key abilities in the health students such as communication and empathy using a peer-role-play simulation. Our results show the utility of these dynamics in providing students with a perspective from all involved parties, highlight the importance of multidisciplinary work in healthcare education and practice on how to effectively establish a healthy doctor-patient relationship.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 1","pages":"33-40"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41542385","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 : 2023-02-01DOI: 10.1109/RITA.2023.3251182
Ana Luna;Cruz Izu
The free access to online materials has changed the role of traditional lectures from being a vehicle to deliver course content to providing face-to-face guidance to clarify and expand on difficult concepts. This means students instead of listening and taking notes, participate in interactive activities that revise the lecture’s content. Active learning strategies are seen as positive steps towards increasing students’ engagement and learning during class time. In particular, posting multiple-choice questions (MCQ) is a popular technique to both capture student attention and fix possible misconceptions. Quizzes using IF-AT cards differ from other in-class MCQ approaches such as clickers in that students work in groups, and that they must continue to discuss a question until they find the correct answer. This paper reports on two different experiences of using IF-AT cards to revise course content for (a) a second- year Computer Systems course at the University of Adelaide and (b) a first-year Physics course at Universidad del Pacifico. The dynamics of team collaboration and its impact on test results is analysed for each course. Both case studies indicate that IF-AT cards succeed in engaging students to discuss and consolidate their knowledge. Additionally, collaborative discussion supports soft skills development such as technical communication skills.
{"title":"Using IF-AT Cards to Engage Students in Deeper Learning of Course Content","authors":"Ana Luna;Cruz Izu","doi":"10.1109/RITA.2023.3251182","DOIUrl":"10.1109/RITA.2023.3251182","url":null,"abstract":"The free access to online materials has changed the role of traditional lectures from being a vehicle to deliver course content to providing face-to-face guidance to clarify and expand on difficult concepts. This means students instead of listening and taking notes, participate in interactive activities that revise the lecture’s content. Active learning strategies are seen as positive steps towards increasing students’ engagement and learning during class time. In particular, posting multiple-choice questions (MCQ) is a popular technique to both capture student attention and fix possible misconceptions. Quizzes using IF-AT cards differ from other in-class MCQ approaches such as clickers in that students work in groups, and that they must continue to discuss a question until they find the correct answer. This paper reports on two different experiences of using IF-AT cards to revise course content for (a) a second- year Computer Systems course at the University of Adelaide and (b) a first-year Physics course at Universidad del Pacifico. The dynamics of team collaboration and its impact on test results is analysed for each course. Both case studies indicate that IF-AT cards succeed in engaging students to discuss and consolidate their knowledge. Additionally, collaborative discussion supports soft skills development such as technical communication skills.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 1","pages":"136-145"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47129385","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 : 2023-02-01DOI: 10.1109/RITA.2023.3250583
Sara B. Ibarra-Vargas;Gabriel Awad;Juan D. Velásquez
The objective of this document is to analyze the evolution of the scientific literature on blended learning in the university context over the past 10 years by using bibliometric analysis and cluster analysis. Different descriptive statistical techniques commonly used in bibliometric analysis and science mapping were used to analyze the bibliographic dataset; in addition, we use co- word analysis and network analysis to examine author keywords and search for thematic clusters. Thus, six thematic groups were identified. Most of these groups focus on qualitative analysis of the experiences of hybrid courses. Other clusters focus on the technological adaptations of the courses and on evaluating the results of these adaptations from the perspective of the students. Few documents contain reports related to the design, development, implementation, and evaluation of a BL course in higher education with a teaching approach.
{"title":"A Bibliometric and Cluster Analysis of Blended Learning Literature","authors":"Sara B. Ibarra-Vargas;Gabriel Awad;Juan D. Velásquez","doi":"10.1109/RITA.2023.3250583","DOIUrl":"10.1109/RITA.2023.3250583","url":null,"abstract":"The objective of this document is to analyze the evolution of the scientific literature on blended learning in the university context over the past 10 years by using bibliometric analysis and cluster analysis. Different descriptive statistical techniques commonly used in bibliometric analysis and science mapping were used to analyze the bibliographic dataset; in addition, we use co- word analysis and network analysis to examine author keywords and search for thematic clusters. Thus, six thematic groups were identified. Most of these groups focus on qualitative analysis of the experiences of hybrid courses. Other clusters focus on the technological adaptations of the courses and on evaluating the results of these adaptations from the perspective of the students. Few documents contain reports related to the design, development, implementation, and evaluation of a BL course in higher education with a teaching approach.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 1","pages":"86-99"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48244307","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 : 2023-02-01DOI: 10.1109/RITA.2023.3250586
Daniel Cardona Valencia, Fray Alonso Betancur Duque
This work shows an analysis of the perception and intention to use serious games as teaching-learning strategies in academic processes in higher education. For the analysis, the adaptation of a TAM model is used, analyzing aspects such as ease of use, usefulness, attitude, confidence, and intention of use. As a result, it is evident that there is a low real use of the tools categorized as innovative and that the attitude towards the use of the serious game is mainly explained by the perceived confidence and the ease of use, being the attitude, in turn, the most important antecedent of the intention to adopt these strategies.
{"title":"Technology Acceptance Model (TAM): A Study of Teachers’ Perception of the Use of Serious Games in the Higher Education","authors":"Daniel Cardona Valencia, Fray Alonso Betancur Duque","doi":"10.1109/RITA.2023.3250586","DOIUrl":"https://doi.org/10.1109/RITA.2023.3250586","url":null,"abstract":"This work shows an analysis of the perception and intention to use serious games as teaching-learning strategies in academic processes in higher education. For the analysis, the adaptation of a TAM model is used, analyzing aspects such as ease of use, usefulness, attitude, confidence, and intention of use. As a result, it is evident that there is a low real use of the tools categorized as innovative and that the attitude towards the use of the serious game is mainly explained by the perceived confidence and the ease of use, being the attitude, in turn, the most important antecedent of the intention to adopt these strategies.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 1","pages":"123-129"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62524345","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 : 2023-02-01DOI: 10.1109/RITA.2023.3251185
María Teresa Peschard-Bustamante;Irma Elisa Erana-Rojas;César Adrián Gómez-Valdivia;Minerva Cardona-Huerta;Mildred Lopez
The university can provide a safe space for students to explore various facets of their professional identity, such as teaching. The objective of this study was to understand the motivations for teaching students in an interprofessional mentoring program. A quantitative, descriptive, cross-sectional study was conducted. The population considered was 168 undergraduate students. The results indicate the outstanding motivators are intrinsic motivation activated by stimulus (6.33) and intrinsic motivation oriented to learning (6.22). Through their participation, students have found satisfaction in the moments in which they share their learning with others and have embarked on a quest for excellence in their training.
{"title":"Students Teaching Students: A Look at Their Teaching Motivators","authors":"María Teresa Peschard-Bustamante;Irma Elisa Erana-Rojas;César Adrián Gómez-Valdivia;Minerva Cardona-Huerta;Mildred Lopez","doi":"10.1109/RITA.2023.3251185","DOIUrl":"10.1109/RITA.2023.3251185","url":null,"abstract":"The university can provide a safe space for students to explore various facets of their professional identity, such as teaching. The objective of this study was to understand the motivations for teaching students in an interprofessional mentoring program. A quantitative, descriptive, cross-sectional study was conducted. The population considered was 168 undergraduate students. The results indicate the outstanding motivators are intrinsic motivation activated by stimulus (6.33) and intrinsic motivation oriented to learning (6.22). Through their participation, students have found satisfaction in the moments in which they share their learning with others and have embarked on a quest for excellence in their training.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 1","pages":"130-135"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46585265","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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