Pub Date : 2024-10-03DOI: 10.1109/RITA.2024.3458849
Ricardo Santos Lima;Jaime Ramirez;Angélica de Antônio;Luis A. B. Mascarenhas;Marcelle Minho
Taking into account the challenges of professional training for Industry 4.0 and the new student profile, we conceived an educational alternative adapted from design thinking that uses active learning methodologies and digital technologies like virtual reality, augmented reality, etc. This new alternative is called Situação Interativa de Aprendizagem - SIA, which translates to Interactive Learning Situation. We use technology acceptance models as a way to predict teachers’ willingness to adopt the proposed technologies. The results of this stage will guide the training program. We adopted a model based on the unified theory of acceptance and use of technology (UTAUT), extended with the constructivist teaching belief (CTB). We found that there is a positive perception of performance gains for teachers (performance expectancy) and the impact of external influences for intention of use (social influence). However, there are different opinions regarding the other factors, such as teacher receptivity and qualifications (effort expectancy), educational beliefs (CTB), ease of implementation (facilitating conditos), and the influence of age moderator.
考虑到面向工业 4.0 的专业培训所面临的挑战和新的学生特征，我们从设计思维中汲取灵感，构思出一种教育替代方案，使用主动学习方法和虚拟现实、增强现实等数字技术。这种新的替代方案被称为 Situação Interativa de Aprendizagem - SIA，即互动学习情境。我们利用技术接受度模型来预测教师采用拟议技术的意愿。这一阶段的结果将为培训计划提供指导。我们采用的模型以技术接受和使用统一理论（UTAUT）为基础，并以建构主义教学信念（CTB）为延伸。我们发现，教师对绩效收益（绩效预期）和外部影响对使用意向（社会影响）的影响都是积极的。然而，对于其他因素，如教师的接受能力和资质（努力预期）、教育信念（建构主义教学信念）、实施的难易程度（促进条件）以及年龄调节因素的影响，则存在不同意见。
{"title":"Factors Influencing the Acceptance of Digital Technologies by Teachers in Interactive Learning Situations","authors":"Ricardo Santos Lima;Jaime Ramirez;Angélica de Antônio;Luis A. B. Mascarenhas;Marcelle Minho","doi":"10.1109/RITA.2024.3458849","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458849","url":null,"abstract":"Taking into account the challenges of professional training for Industry 4.0 and the new student profile, we conceived an educational alternative adapted from design thinking that uses active learning methodologies and digital technologies like virtual reality, augmented reality, etc. This new alternative is called Situação Interativa de Aprendizagem - SIA, which translates to Interactive Learning Situation. We use technology acceptance models as a way to predict teachers’ willingness to adopt the proposed technologies. The results of this stage will guide the training program. We adopted a model based on the unified theory of acceptance and use of technology (UTAUT), extended with the constructivist teaching belief (CTB). We found that there is a positive perception of performance gains for teachers (performance expectancy) and the impact of external influences for intention of use (social influence). However, there are different opinions regarding the other factors, such as teacher receptivity and qualifications (effort expectancy), educational beliefs (CTB), ease of implementation (facilitating conditos), and the influence of age moderator.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"240-247"},"PeriodicalIF":1.0,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142447234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-02DOI: 10.1109/RITA.2024.3471980
Juan D. Guzmán;Diego E. Guzmán;Carlos F. Rengifo
Virtual reality (VR) has seen remarkable advancements, becoming more compact and feature-rich. Although VR has become immensely popular in the video game industry, its adoption in training, healthcare, and education has been relatively modest. The decreasing costs of VR technology make it increasingly accessible, making it an attractive alternative to expensive laboratory facilities, such as those required in engineering programs. This article describes the development of LABNICA, an immersive virtual reality application designed to enhance the teaching process in industrial instrumentation courses. Built with Unity3D and incorporating Meta Quest 2 technology, LABNICA allows users to interact with a virtual industrial environment that simulates the process of setting the parameters for the differential pressure transmitter, performing electrical connections, measuring voltages and currents, and manipulating tank valves. The students’ perception of the tool was evaluated through a usability survey, which considered reference frameworks: 96.5% found the laboratory guide instructions clear, while 94.1% were satisfied with the application mechanics, user interface, and aesthetic design; 80% indicated that there is a need for some prior knowledge in instrumentation. Additionally, 95.3% considered the application convenient for learning industrial instrumentation, highlighting the need to implement virtual reality laboratories in other subjects.
{"title":"Use of Virtual Reality in the Teaching of Industrial Instrumentation","authors":"Juan D. Guzmán;Diego E. Guzmán;Carlos F. Rengifo","doi":"10.1109/RITA.2024.3471980","DOIUrl":"https://doi.org/10.1109/RITA.2024.3471980","url":null,"abstract":"Virtual reality (VR) has seen remarkable advancements, becoming more compact and feature-rich. Although VR has become immensely popular in the video game industry, its adoption in training, healthcare, and education has been relatively modest. The decreasing costs of VR technology make it increasingly accessible, making it an attractive alternative to expensive laboratory facilities, such as those required in engineering programs. This article describes the development of LABNICA, an immersive virtual reality application designed to enhance the teaching process in industrial instrumentation courses. Built with Unity3D and incorporating Meta Quest 2 technology, LABNICA allows users to interact with a virtual industrial environment that simulates the process of setting the parameters for the differential pressure transmitter, performing electrical connections, measuring voltages and currents, and manipulating tank valves. The students’ perception of the tool was evaluated through a usability survey, which considered reference frameworks: 96.5% found the laboratory guide instructions clear, while 94.1% were satisfied with the application mechanics, user interface, and aesthetic design; 80% indicated that there is a need for some prior knowledge in instrumentation. Additionally, 95.3% considered the application convenient for learning industrial instrumentation, highlighting the need to implement virtual reality laboratories in other subjects.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"212-219"},"PeriodicalIF":1.0,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142438565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-30DOI: 10.1109/RITA.2024.3460588
Marco Antônio Vieira de Rezende;Giuliani Paulineli Garbi;José Henrique Fernandez;M. A. F. Santos
The world has undergone accelerated economic, political and social changes with the globalization of communications through artificial satellites. These changes reflected directly on the dynamism of education but, still, without encouraging the role of students in the learning process. Interest in Science and Technology, as well as space exploration, is often associated with subcultures that embrace specific entertainment media rather than actual scientific research as a vocational incentive. With few young people pursuing careers in mathematics and science, there is a shortage of qualified professionals for roles in Aerospace Science and Technology. However, there are already signs that this situation is reversible through innovative educational initiatives carried out by public or private entities that invest in young people and the creation of alternatives for a different world. Playful activities and the STEAM methodology - Science, Technology, Engineering, Arts and Mathematics emerge as an interesting tool to attract students to courses in Exact and Earth Sciences and integrate them into space activities. This work researched successful vocational initiatives, particularly in Australia, Brazil and the United States of America, analyzing the STEAM model with a multidisciplinary learning approach and classroom use of activities focused on hands-on practices. The result was the proposal of new actions that, in the short, medium and long term, can improve the model of the Brazilian initiative, such as the Augusto Severo Space Technological Vocational Center (Centro Vocacional Tecnológico Espacial Augusto Severo) in Rio Grande do Norte and attract students to careers related to space.
随着人造卫星通信的全球化，世界经历了经济、政治和社会的加速变革。这些变化直接反映在教育的活力上，但仍然没有鼓励学生在学习过程中发挥作用。对科学技术以及太空探索的兴趣往往与崇尚特定娱乐媒体的亚文化联系在一起，而不是将实际的科学研究作为一种职业激励。由于追求数学和科学职业的年轻人很少，航空航天科技领域缺乏合格的专业人才。不过，已经有迹象表明，通过公共或私营实体开展的创新教育活动，这种局面是可以扭转的，这些活动投资于年轻人，并为一个不同的世界创造其他选择。寓教于乐的活动和 STEAM 方法--科学、技术、工程、艺术和数学--成为吸引学生学习精密科学和地球科学课程并将其融入空间活动的有趣工具。这项工作研究了成功的职业倡议，特别是澳大利亚、巴西和美国的倡议，分析了 STEAM 模式与多学科学习方法和课堂使用的侧重于动手实践的活动。其结果是提出了一些新的行动建议，从短期、中期和长期来看，这些行动可以改进巴西倡议的模式，如北里奥格兰德的奥古斯托-塞韦罗空间技术职业中心（Centro Vocacional Tecnológico Espacial Augusto Severo），并吸引学生从事与空间有关的职业。
{"title":"Geopolitical Actions and Activities Aimed at Technical-Scientific Training in the Space Sector","authors":"Marco Antônio Vieira de Rezende;Giuliani Paulineli Garbi;José Henrique Fernandez;M. A. F. Santos","doi":"10.1109/RITA.2024.3460588","DOIUrl":"https://doi.org/10.1109/RITA.2024.3460588","url":null,"abstract":"The world has undergone accelerated economic, political and social changes with the globalization of communications through artificial satellites. These changes reflected directly on the dynamism of education but, still, without encouraging the role of students in the learning process. Interest in Science and Technology, as well as space exploration, is often associated with subcultures that embrace specific entertainment media rather than actual scientific research as a vocational incentive. With few young people pursuing careers in mathematics and science, there is a shortage of qualified professionals for roles in Aerospace Science and Technology. However, there are already signs that this situation is reversible through innovative educational initiatives carried out by public or private entities that invest in young people and the creation of alternatives for a different world. Playful activities and the STEAM methodology - Science, Technology, Engineering, Arts and Mathematics emerge as an interesting tool to attract students to courses in Exact and Earth Sciences and integrate them into space activities. This work researched successful vocational initiatives, particularly in Australia, Brazil and the United States of America, analyzing the STEAM model with a multidisciplinary learning approach and classroom use of activities focused on hands-on practices. The result was the proposal of new actions that, in the short, medium and long term, can improve the model of the Brazilian initiative, such as the Augusto Severo Space Technological Vocational Center (Centro Vocacional Tecnológico Espacial Augusto Severo) in Rio Grande do Norte and attract students to careers related to space.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"230-239"},"PeriodicalIF":1.0,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142443158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-23DOI: 10.1109/RITA.2024.3466171
Dimas H. Concepción Patiño;Lilia Muñoz;Vladimir Villarreal;César Pardo;Ivonne Núñez;Nila Navarro;Laura Villa Fernández-Arroyo;Cosmin C. Dobrescu;Marco Rodríguez
AutismAR Discovery focuses on the pre-development and validation of an augmented reality application aimed at supporting the education of children with autism spectrum disorder (ASD). This study utilized a prototype storyboard evaluation and the AttrakDiff survey with a sample of students studying special education at the university from a Panamanian university and experts in psychology, social work, and computer science. The study results demonstrate the importance of assistive technology in improving the quality of life for individuals with cognitive disabilities and promoting educational inclusion. The study found that immersive and proactive educational environments are significant for children with ASD, and that the use of augmented reality technology can enhance their learning experience. The findings of this study support the use of assistive technology to enhance the education of children with ASD. Therefore, future work is planned to conduct additional testing with a more diverse sample and to implement improvements based on the findings of this study to further enhance the application and its impact on the community.
{"title":"AutismAR Discovery: Evaluation of an Augmented Reality Application to Support the Learning of Children With Autism Spectrum Disorder in Panama","authors":"Dimas H. Concepción Patiño;Lilia Muñoz;Vladimir Villarreal;César Pardo;Ivonne Núñez;Nila Navarro;Laura Villa Fernández-Arroyo;Cosmin C. Dobrescu;Marco Rodríguez","doi":"10.1109/RITA.2024.3466171","DOIUrl":"https://doi.org/10.1109/RITA.2024.3466171","url":null,"abstract":"AutismAR Discovery focuses on the pre-development and validation of an augmented reality application aimed at supporting the education of children with autism spectrum disorder (ASD). This study utilized a prototype storyboard evaluation and the AttrakDiff survey with a sample of students studying special education at the university from a Panamanian university and experts in psychology, social work, and computer science. The study results demonstrate the importance of assistive technology in improving the quality of life for individuals with cognitive disabilities and promoting educational inclusion. The study found that immersive and proactive educational environments are significant for children with ASD, and that the use of augmented reality technology can enhance their learning experience. The findings of this study support the use of assistive technology to enhance the education of children with ASD. Therefore, future work is planned to conduct additional testing with a more diverse sample and to implement improvements based on the findings of this study to further enhance the application and its impact on the community.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"296-305"},"PeriodicalIF":1.0,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-20DOI: 10.1109/RITA.2024.3465021
Lady Cristina Traverso-Condori;Rocio Elena Reyes-Arco;Edwin Reyes-Villalba;Selene Belén Torres-Gonzales;Benjamín Maraza-Quispe;Santos Toribio Tinco-Túpac;Jorge Luis Torres-Loayza
The research aims to assess the impact of the online educational platform Khan Academy (KA) on the development of mathematical competencies in regular basic education students. A longitudinal methodology was employed to evaluate this impact on the students. An experimental group of 25 students was formed, who were selected through convenience sampling, considering specific inclusion and exclusion criteria. Pretest and posttest assessments were applied to measure various mathematical competencies. The study reveals that, before the use of Khan Academy, students had varying levels of mathematical skills. Following its implementation, a significant improvement was observed in competencies related to solving quantity, shape, movement, and location problems, although there was less progress in solving regularity, equivalence, and change problems. These findings suggest that Khan Academy may be effective in enhancing academic performance in mathematics, but it is emphasized the importance of being a complement to conventional education to address specific student needs. The competency related to the ability to communicate mathematical knowledge was strengthened, highlighting the versatility of the platform. In conclusion, the implementation of Khan Academy emerges as a valuable educational tool, positively impacting the achievement of key competencies and specific mathematical skills. Khan Academy proves to be an effective pedagogical strategy when carefully integrated under teacher guidance.
{"title":"Evaluation of the Impact of an Online Educational Platform on the Development of Mathematical Competencies in Elementary School Students","authors":"Lady Cristina Traverso-Condori;Rocio Elena Reyes-Arco;Edwin Reyes-Villalba;Selene Belén Torres-Gonzales;Benjamín Maraza-Quispe;Santos Toribio Tinco-Túpac;Jorge Luis Torres-Loayza","doi":"10.1109/RITA.2024.3465021","DOIUrl":"https://doi.org/10.1109/RITA.2024.3465021","url":null,"abstract":"The research aims to assess the impact of the online educational platform Khan Academy (KA) on the development of mathematical competencies in regular basic education students. A longitudinal methodology was employed to evaluate this impact on the students. An experimental group of 25 students was formed, who were selected through convenience sampling, considering specific inclusion and exclusion criteria. Pretest and posttest assessments were applied to measure various mathematical competencies. The study reveals that, before the use of Khan Academy, students had varying levels of mathematical skills. Following its implementation, a significant improvement was observed in competencies related to solving quantity, shape, movement, and location problems, although there was less progress in solving regularity, equivalence, and change problems. These findings suggest that Khan Academy may be effective in enhancing academic performance in mathematics, but it is emphasized the importance of being a complement to conventional education to address specific student needs. The competency related to the ability to communicate mathematical knowledge was strengthened, highlighting the versatility of the platform. In conclusion, the implementation of Khan Academy emerges as a valuable educational tool, positively impacting the achievement of key competencies and specific mathematical skills. Khan Academy proves to be an effective pedagogical strategy when carefully integrated under teacher guidance.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"397-406"},"PeriodicalIF":1.0,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142905880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-20DOI: 10.1109/RITA.2024.3465029
Fábio J. F. Gonçalves
Teaching-learning approaches in digital electronics education have a key role in technical education and in a further transition to technology related professions. Since there are few studies in literature in this area, this paper aims to contribute with an investigation about students’ progress in a mechatronics technical course at a public institution in Brazil. The main objective is to analyze whether the learning style is related to the performance of the students. Digital electronics has theory and practice, so an experiential framework is used to obtain the reference learning styles from classes in the years 2022 and 2023. In order to have feedback and gather more information, a survey about the course is also conducted. Basic normality test is applied to data and different metrics are compared by correlation analysis. Similarly to other studies in literature, only weak or very weak correlation is found. However, it was identified a simple metric with a strong correlation with the grades when compared with the reference learning styles. This perspective could improve the understanding about students’ characteristics in developing the contents. Specifically, this study contributes to the literature in a sense that the findings here reported suggested that the predilection for a specific learning style or stage is less important when compared to how pronounced the student is in any of them.
{"title":"Rethinking Learning Approaches in Digital Electronics Education: Analyzing the Experiential Learning in a Technical Course in Brazil","authors":"Fábio J. F. Gonçalves","doi":"10.1109/RITA.2024.3465029","DOIUrl":"https://doi.org/10.1109/RITA.2024.3465029","url":null,"abstract":"Teaching-learning approaches in digital electronics education have a key role in technical education and in a further transition to technology related professions. Since there are few studies in literature in this area, this paper aims to contribute with an investigation about students’ progress in a mechatronics technical course at a public institution in Brazil. The main objective is to analyze whether the learning style is related to the performance of the students. Digital electronics has theory and practice, so an experiential framework is used to obtain the reference learning styles from classes in the years 2022 and 2023. In order to have feedback and gather more information, a survey about the course is also conducted. Basic normality test is applied to data and different metrics are compared by correlation analysis. Similarly to other studies in literature, only weak or very weak correlation is found. However, it was identified a simple metric with a strong correlation with the grades when compared with the reference learning styles. This perspective could improve the understanding about students’ characteristics in developing the contents. Specifically, this study contributes to the literature in a sense that the findings here reported suggested that the predilection for a specific learning style or stage is less important when compared to how pronounced the student is in any of them.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"149-156"},"PeriodicalIF":1.0,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142359757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-20DOI: 10.1109/RITA.2024.3465020
Ruben Lijo;Eduardo Quevedo;José Juan Castro
The challenges associated with the education in Science, Technology, Engineering, and Mathematics (STEM) disciplines can be mitigated using didactic videos, but there are other challenges when considering such potential resources. Amautas is a new platform created to facilitate the search and pedagogical integration of good-quality didactic videos, by proposing a set of structured courses while reproducing a YouTube-alike communication style and, therefore, addressing both scopes: STEM education and dissemination. To evaluate Amautas’ video-courses use and value for education and dissemination, a quantitative methodology has been followed through a 5-point Likert scale questionnaire (Cronbach’s alpha =0.906) with 489 participants. Overall findings show that the platform’s proposal has achieved a dual use of their didactic videos for education and dissemination purposes (with respective 73% and 82.6% positive responses respectively), and users declare a high positive perception of key metrics and descriptors for adequate content, format, and communicative quality. In fact, 87.9% of participants agree that the contents help them understand topics of interest, and 88.5% agree that the presentation of contents is attractive and interesting. These results show a window of opportunity for further effort investment in the curricular alignment of STEM dissemination resources, fostering their incursion in real classroom scenarios.
{"title":"The Dual Use of Didactic Videos in STEM Education and Dissemination: A Survey-Based Analysis","authors":"Ruben Lijo;Eduardo Quevedo;José Juan Castro","doi":"10.1109/RITA.2024.3465020","DOIUrl":"https://doi.org/10.1109/RITA.2024.3465020","url":null,"abstract":"The challenges associated with the education in Science, Technology, Engineering, and Mathematics (STEM) disciplines can be mitigated using didactic videos, but there are other challenges when considering such potential resources. Amautas is a new platform created to facilitate the search and pedagogical integration of good-quality didactic videos, by proposing a set of structured courses while reproducing a YouTube-alike communication style and, therefore, addressing both scopes: STEM education and dissemination. To evaluate Amautas’ video-courses use and value for education and dissemination, a quantitative methodology has been followed through a 5-point Likert scale questionnaire (Cronbach’s alpha =0.906) with 489 participants. Overall findings show that the platform’s proposal has achieved a dual use of their didactic videos for education and dissemination purposes (with respective 73% and 82.6% positive responses respectively), and users declare a high positive perception of key metrics and descriptors for adequate content, format, and communicative quality. In fact, 87.9% of participants agree that the contents help them understand topics of interest, and 88.5% agree that the presentation of contents is attractive and interesting. These results show a window of opportunity for further effort investment in the curricular alignment of STEM dissemination resources, fostering their incursion in real classroom scenarios.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"157-168"},"PeriodicalIF":1.0,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10684813","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142377037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-20DOI: 10.1109/RITA.2024.3465044
Lady K. Gómez;Edwin S. Molina;César A. Collazos;Lara Guedes de Pinho
Serious Games have emerged as a valuable tool to facilitate education in stress management, also the serious game being collaborative is a way to have a greater effectiveness for users in their learning, on the other hand, Mindfulness techniques are also an effective tool to manage stress, but each has been used individually. This article aims to develop a serious game that involves collaboration to support teaching processes of stress management through Mindfulness techniques in university students and its evaluation in potential users of its use. The method used for its design is the SAVIE methodology which is user-centered and applies to the context of university students focused on the creation of games with pedagogical and ludic objectives. The development was done with Adobe Illustrator for its digital design and as digital engine Unity doing the programming with C#, where finally the deployment is done in Android operating system and 3 people can play collaboratively. The results of this study were obtained by conducting a validation of this serious game “RAIDER” with 11 potential users, who participated in sessions, where they were conducted two interviews with each participant, one before and one after playing the game, to assess their ability to cope with stress, making use of the perceived stress scale and mindfulness scale and finally making a T-test that tells us that the results are significant in learning Mindfulness techniques to cope with stress in college students.
{"title":"Technological System Based on Serious Games for Teaching Stress Management to University Students","authors":"Lady K. Gómez;Edwin S. Molina;César A. Collazos;Lara Guedes de Pinho","doi":"10.1109/RITA.2024.3465044","DOIUrl":"https://doi.org/10.1109/RITA.2024.3465044","url":null,"abstract":"Serious Games have emerged as a valuable tool to facilitate education in stress management, also the serious game being collaborative is a way to have a greater effectiveness for users in their learning, on the other hand, Mindfulness techniques are also an effective tool to manage stress, but each has been used individually. This article aims to develop a serious game that involves collaboration to support teaching processes of stress management through Mindfulness techniques in university students and its evaluation in potential users of its use. The method used for its design is the SAVIE methodology which is user-centered and applies to the context of university students focused on the creation of games with pedagogical and ludic objectives. The development was done with Adobe Illustrator for its digital design and as digital engine Unity doing the programming with C#, where finally the deployment is done in Android operating system and 3 people can play collaboratively. The results of this study were obtained by conducting a validation of this serious game “RAIDER” with 11 potential users, who participated in sessions, where they were conducted two interviews with each participant, one before and one after playing the game, to assess their ability to cope with stress, making use of the perceived stress scale and mindfulness scale and finally making a T-test that tells us that the results are significant in learning Mindfulness techniques to cope with stress in college students.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"248-257"},"PeriodicalIF":1.0,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142450932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-20DOI: 10.1109/RITA.2024.3465035
Adrián Pérez-Suay;Valero Laparra;Steven Van Vaerenbergh;Ana B. Pascual-Venteo
Learning Management Systems (LMS) serve as integral tools for executing and evaluating the educational journey. As students engage with the platform, LMS consistently collect valuable data on their learning progress. This study employs statistically-driven methodologies to gain insights into student performance, focusing exclusively on data derived from Moodle LMS, a widely adopted platform across educational institutions globally. In particular we take advantage of the Gaussian Process regression method in order to predict the marks of the students given their activity in Moodle, achieving up to 0.89 R. Besides the use of an advanced kernel, the Automatic Relevance Determination (ARD), allows us to analyse which variables are more relevant when predicting the continuous mark and which are relevant to predict the final mark. Analysing logged data spanning various subjects and degrees, our findings reveals the significance of the frequency of interactions with the LMS as a robust indicator of student performance. This observation suggests the potential utility of interaction metrics as effective measures for monitoring and assessing students’ ongoing learning trajectories. The implications of these results can extend to informing educational strategies and interventions to enhance student outcomes within the higher education field.
{"title":"Learning About Student Performance From Moodle Logs in a Higher Education Context With Gaussian Processes","authors":"Adrián Pérez-Suay;Valero Laparra;Steven Van Vaerenbergh;Ana B. Pascual-Venteo","doi":"10.1109/RITA.2024.3465035","DOIUrl":"https://doi.org/10.1109/RITA.2024.3465035","url":null,"abstract":"Learning Management Systems (LMS) serve as integral tools for executing and evaluating the educational journey. As students engage with the platform, LMS consistently collect valuable data on their learning progress. This study employs statistically-driven methodologies to gain insights into student performance, focusing exclusively on data derived from Moodle LMS, a widely adopted platform across educational institutions globally. In particular we take advantage of the Gaussian Process regression method in order to predict the marks of the students given their activity in Moodle, achieving up to 0.89 R. Besides the use of an advanced kernel, the Automatic Relevance Determination (ARD), allows us to analyse which variables are more relevant when predicting the continuous mark and which are relevant to predict the final mark. Analysing logged data spanning various subjects and degrees, our findings reveals the significance of the frequency of interactions with the LMS as a robust indicator of student performance. This observation suggests the potential utility of interaction metrics as effective measures for monitoring and assessing students’ ongoing learning trajectories. The implications of these results can extend to informing educational strategies and interventions to enhance student outcomes within the higher education field.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"169-175"},"PeriodicalIF":1.0,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10684789","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142397090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-20DOI: 10.1109/RITA.2024.3458856
Ana Luna;Mario Chong;Djordje Djurica
Internationalization in higher education brings several benefits, including improving desirable skills and competencies in future professionals. It also develops their cultural sensibility and awareness of unknowing behaviors and environments. This strategic process makes it possible and strengthens the production of knowledge. Besides, it is transversal to research, teaching, and extension in a global mindset context. This work presents the internationalization experiences in the Engineering Department of a Private University in Peru. Additionally, we contribute with the 5W+H application analysis method for the planning and scope of the internationalization process. The purpose is to share experiences and disseminate best practices, as well as the lines to follow in the future.
{"title":"Higher Education Internationalization: A BPMN Global Experience","authors":"Ana Luna;Mario Chong;Djordje Djurica","doi":"10.1109/RITA.2024.3458856","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458856","url":null,"abstract":"Internationalization in higher education brings several benefits, including improving desirable skills and competencies in future professionals. It also develops their cultural sensibility and awareness of unknowing behaviors and environments. This strategic process makes it possible and strengthens the production of knowledge. Besides, it is transversal to research, teaching, and extension in a global mindset context. This work presents the internationalization experiences in the Engineering Department of a Private University in Peru. Additionally, we contribute with the 5W+H application analysis method for the planning and scope of the internationalization process. The purpose is to share experiences and disseminate best practices, as well as the lines to follow in the future.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"278-284"},"PeriodicalIF":1.0,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142524099","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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