Pub Date : 2026-02-11DOI: 10.1109/RITA.2026.3663552
Oscar Revelo Sánchez;Manuel Ernesto Bolaños
This study presents an empirical analysis of collaborative performance assessment in engineering learning scenarios. A validated instrument—derived from a previously developed questionnaire measuring seven operational dimensions of collaboration—was applied to evaluate group performance. The study involved 251 students from various engineering courses, organized into experimental groups based on personality traits and a control group formed according to student preference. Findings reveal that personality-based group formation influences collaborative performance, with outcomes varying by group configuration. Homogeneous and mixed groups emphasizing emotional stability (Neuroticism–N) demonstrated higher levels of leadership and collaboration, while heterogeneous groups underperformed compared to the control group. Across all formations, conflict management consistently emerged as the most challenging process, underscoring the importance of targeted strategies for managing interpersonal tensions in team-based learning. From a methodological standpoint, the assessment instrument exhibited high internal consistency (Cronbach’s $alpha gt 0.9$ ), affirming its reliability for evaluating collaborative dynamics in academic contexts. The study concludes that personality-informed group formation can optimize specific collaborative processes, though its effectiveness depends on the combination of personality traits within each team. These findings hold significant implications for the field of Human-Computer Interaction (HCI), particularly in informing the design of educational technologies that enable adaptive group formation and provide real-time feedback in collaborative learning environments.
{"title":"An Empirical Exploration of Collaborative Performance in Engineering Learning Contexts","authors":"Oscar Revelo Sánchez;Manuel Ernesto Bolaños","doi":"10.1109/RITA.2026.3663552","DOIUrl":"https://doi.org/10.1109/RITA.2026.3663552","url":null,"abstract":"This study presents an empirical analysis of collaborative performance assessment in engineering learning scenarios. A validated instrument—derived from a previously developed questionnaire measuring seven operational dimensions of collaboration—was applied to evaluate group performance. The study involved 251 students from various engineering courses, organized into experimental groups based on personality traits and a control group formed according to student preference. Findings reveal that personality-based group formation influences collaborative performance, with outcomes varying by group configuration. Homogeneous and mixed groups emphasizing emotional stability (Neuroticism–N) demonstrated higher levels of leadership and collaboration, while heterogeneous groups underperformed compared to the control group. Across all formations, conflict management consistently emerged as the most challenging process, underscoring the importance of targeted strategies for managing interpersonal tensions in team-based learning. From a methodological standpoint, the assessment instrument exhibited high internal consistency (Cronbach’s <inline-formula> <tex-math>$alpha gt 0.9$ </tex-math></inline-formula>), affirming its reliability for evaluating collaborative dynamics in academic contexts. The study concludes that personality-informed group formation can optimize specific collaborative processes, though its effectiveness depends on the combination of personality traits within each team. These findings hold significant implications for the field of Human-Computer Interaction (HCI), particularly in informing the design of educational technologies that enable adaptive group formation and provide real-time feedback in collaborative learning environments.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"54-63"},"PeriodicalIF":1.0,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147299731","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 : 2026-02-10DOI: 10.1109/RITA.2026.3663244
Adriana L. Iniguez-Carrillo;Laura S. Gaytán-Lugo
The rapid advancement of Automatic Speech Recognition and Artificial Intelligence has enabled the development of Intelligent Personal Assistants (IPA) that facilitate natural, voice-based interactions with computational systems. This work presents the creation and evaluation of “Smart Tutor,” an IPA designed to assist engineering students at Universidad de Guadalajara with academic and administrative inquiries. The Tutor aims to offer an intuitive, human-like interaction experience to streamline information acquisition. Usability was evaluated using the SOVO instrument, focusing on effectiveness, efficiency, and user satisfaction. Initial and refined iterations of the prototype demonstrated improvements in user understanding and response times. The findings highlight the potential benefits of voice-based assistants in educational contexts, particularly in reducing administrative burdens and enhancing the learning experience.
{"title":"Development of an Intelligent Personal Assistant for Academic Advising","authors":"Adriana L. Iniguez-Carrillo;Laura S. Gaytán-Lugo","doi":"10.1109/RITA.2026.3663244","DOIUrl":"https://doi.org/10.1109/RITA.2026.3663244","url":null,"abstract":"The rapid advancement of Automatic Speech Recognition and Artificial Intelligence has enabled the development of Intelligent Personal Assistants (IPA) that facilitate natural, voice-based interactions with computational systems. This work presents the creation and evaluation of “Smart Tutor,” an IPA designed to assist engineering students at Universidad de Guadalajara with academic and administrative inquiries. The Tutor aims to offer an intuitive, human-like interaction experience to streamline information acquisition. Usability was evaluated using the SOVO instrument, focusing on effectiveness, efficiency, and user satisfaction. Initial and refined iterations of the prototype demonstrated improvements in user understanding and response times. The findings highlight the potential benefits of voice-based assistants in educational contexts, particularly in reducing administrative burdens and enhancing the learning experience.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"64-72"},"PeriodicalIF":1.0,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147299732","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 : 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}
Universities continue to face significant challenges in delivering inclusive education, particularly in addressing accessibility barriers and the limited availability of adapted learning resources for students with disabilities. Despite progress in policy development, most institutions lack structured methodologies to identify and remove these barriers iteratively. This study proposes an Inclusive Agile Scrum Model that integrates inclusion criteria, Personal Learning Environment (PLE) principles, and Scrum’s adaptive structure to support systematic, user-centered resource design in higher education. The model was applied at the Autonomous University of Aguascalientes through a case involving the adaptation of educational materials for a student with hearing impairment. Scrum roles, events, and artifacts were reconfigured to incorporate accessibility-oriented tasks, continuous feedback loops, and transparent communication channels. A pre–post evaluation demonstrated measurable improvements in accessibility, interaction, task completion, and adaptation time. To contextualize institutional needs, a comparative analysis of Mexican universities was also conducted, revealing that although most institutions provide basic infrastructure, few have formal inclusion policies, and none employ agile methodologies to guide inclusion processes. Findings show that the proposed model effectively supports the detection, prioritization, and resolution of accessibility issues while enabling rapid, iterative adaptations aligned with students’ needs. This work advances existing knowledge by moving beyond isolated uses of agile methods in education and generic inclusion models toward a conceptually grounded, replicable, and empirically validated inclusive Scrum framework. The study positions agile methodologies as a promising pathway to strengthen accessibility practices and foster more equitable learning environments in higher education.
大学在提供全纳教育方面继续面临重大挑战，特别是在解决无障碍障碍和残疾学生适应学习资源有限的问题上。尽管在政策制定方面取得了进展，但大多数机构缺乏结构化的方法来反复识别和消除这些障碍。本研究提出了一个包容性敏捷Scrum模型，该模型集成了包容性标准、个人学习环境（PLE）原则和Scrum的自适应结构，以支持高等教育中系统的、以用户为中心的资源设计。该模型在阿瓜斯卡连特斯自治大学（Autonomous University of Aguascalientes）的一个案例中得到了应用，该案例涉及为一名听力障碍学生改编教材。Scrum角色、事件和工件被重新配置，以整合面向可访问性的任务、持续的反馈循环和透明的沟通渠道。前后评估显示了在可访问性、交互、任务完成和适应时间方面可测量的改进。为了将制度需求置于背景中，对墨西哥大学进行了比较分析，结果显示，尽管大多数大学提供了基本的基础设施，但很少有正式的包容政策，也没有一个采用敏捷方法来指导包容过程。研究结果表明，所提出的模型有效地支持可访问性问题的检测、优先排序和解决，同时使快速、迭代的适应符合学生的需求。这项工作通过超越敏捷方法在教育和通用包容模型中的孤立使用，向概念基础、可复制和经验验证的包容性Scrum框架迈进，从而推进了现有知识。该研究将敏捷方法定位为在高等教育中加强可访问性实践和促进更公平的学习环境的有希望的途径。
{"title":"Establishing the Criteria for an Agile Inclusive Learning Environment (AILE) in Higher Education","authors":"Itzel Berenice Guerrero Alfaro;Jaime Muñoz-Arteaga;Gabriela Citlalli López Torres;Carina Soledad González González","doi":"10.1109/RITA.2026.3654840","DOIUrl":"https://doi.org/10.1109/RITA.2026.3654840","url":null,"abstract":"Universities continue to face significant challenges in delivering inclusive education, particularly in addressing accessibility barriers and the limited availability of adapted learning resources for students with disabilities. Despite progress in policy development, most institutions lack structured methodologies to identify and remove these barriers iteratively. This study proposes an Inclusive Agile Scrum Model that integrates inclusion criteria, Personal Learning Environment (PLE) principles, and Scrum’s adaptive structure to support systematic, user-centered resource design in higher education. The model was applied at the Autonomous University of Aguascalientes through a case involving the adaptation of educational materials for a student with hearing impairment. Scrum roles, events, and artifacts were reconfigured to incorporate accessibility-oriented tasks, continuous feedback loops, and transparent communication channels. A pre–post evaluation demonstrated measurable improvements in accessibility, interaction, task completion, and adaptation time. To contextualize institutional needs, a comparative analysis of Mexican universities was also conducted, revealing that although most institutions provide basic infrastructure, few have formal inclusion policies, and none employ agile methodologies to guide inclusion processes. Findings show that the proposed model effectively supports the detection, prioritization, and resolution of accessibility issues while enabling rapid, iterative adaptations aligned with students’ needs. This work advances existing knowledge by moving beyond isolated uses of agile methods in education and generic inclusion models toward a conceptually grounded, replicable, and empirically validated inclusive Scrum framework. The study positions agile methodologies as a promising pathway to strengthen accessibility practices and foster more equitable learning environments in higher education.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"43-53"},"PeriodicalIF":1.0,"publicationDate":"2026-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146176028","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 : 2025-12-22DOI: 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}
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