Pub Date : 2024-09-20DOI: 10.1109/RITA.2024.3458862
María Teresa Abad-Soriano;Núria Castell-Ariño;Joan Antoni Pastor-Collado
This paper analyses internationalisation policies, strategies, and actions and their relationship with the educational activity of a university centre. Lessons learned from this analysis are formulated. The study focuses on the micro-level and is centred on the Facultat d’Informàtica de Barcelona (FIB), examining the curriculum as a central element of university education. To gain a better understanding of the relationship between the curricula and its internationalisation activity, we analysed the social, geographical, and institutional context, as well as the different management teams that have led the centre. Additionally, we collected various academic and mobility indicators, student responses to surveys, and internationalisation activities deployed during the first 45 years of the history of FIB. We have developed a novel classification system to organise all internationalisation actions. The analysis of the collected information resulted in a set of grids that highlight the interrelationship between educational and internationalisation activities. Thanks to the institution’s global vision along the mentioned two dimensions, we have identified those elements that can serve as useful lessons for any higher education institution. We conclude by presenting a guide to factors that should be considered when designing an internationalisation plan, as a possible application of the lessons learned.
{"title":"Higher Education and Internationalization: Lessons Learned From the Study of a University Centre in Computing Science","authors":"María Teresa Abad-Soriano;Núria Castell-Ariño;Joan Antoni Pastor-Collado","doi":"10.1109/RITA.2024.3458862","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458862","url":null,"abstract":"This paper analyses internationalisation policies, strategies, and actions and their relationship with the educational activity of a university centre. Lessons learned from this analysis are formulated. The study focuses on the micro-level and is centred on the Facultat d’Informàtica de Barcelona (FIB), examining the curriculum as a central element of university education. To gain a better understanding of the relationship between the curricula and its internationalisation activity, we analysed the social, geographical, and institutional context, as well as the different management teams that have led the centre. Additionally, we collected various academic and mobility indicators, student responses to surveys, and internationalisation activities deployed during the first 45 years of the history of FIB. We have developed a novel classification system to organise all internationalisation actions. The analysis of the collected information resulted in a set of grids that highlight the interrelationship between educational and internationalisation activities. Thanks to the institution’s global vision along the mentioned two dimensions, we have identified those elements that can serve as useful lessons for any higher education institution. We conclude by presenting a guide to factors that should be considered when designing an internationalisation plan, as a possible application of the lessons learned.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"285-295"},"PeriodicalIF":1.0,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142524176","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 : 2024-09-16DOI: 10.1109/RITA.2024.3458851
Agatha Clarice Da Silva-Ovando;Oscar Saúl Olivares Quintana;David Ernesto Salinas-Navarro;Mario Chong
As student profiles and industry expectations modify, universities must advance learning methodologies to deliver more suitable graduates to the labor market. The Universidad Privada Boliviana (UPB) has developed experiential learning practices by implementing challenge-based learning (CBL) to enrich undergraduate curricula. One example of the CBL experiences was developed by the Taquiña Brewery, one of the five breweries of the Cervecería Boliviana Nacional (CBN), for the Industrial and Systems Engineering Department of the UPB between 2018 and 2019. As a result, students widely accepted the methodology, and academics from all disciplines in the university were trained to replicate CBL experiences in their classrooms. Moreover, the CBN found the opportunity to hire new talent, receive a fresh perspective on recurrent operational issues, and find new ideas based on theoretical concepts. This work exemplifies innovative approaches to enhance teaching and learning in supply chain management and logistics education.
随着学生素质和行业期望的改变，大学必须改进学习方法，为劳动力市场输送更多合适的毕业生。玻利维亚私立大学（UPB）通过实施基于挑战的学习（CBL）开发了体验式学习实践，以丰富本科课程。CBL经验的一个例子是Taquiña啤酒厂（Cervecería Boliviana Nacional （CBN）的五家啤酒厂之一）在2018年至2019年间为UPB的工业和系统工程系开发的。结果，学生们广泛接受了这种方法，大学所有学科的学者都接受了培训，在他们的课堂上复制CBL的经验。此外，CBN找到了聘用新人才的机会，获得了对经常性运营问题的新视角，并在理论概念的基础上找到了新的想法。这项工作是加强供应链管理和物流教育教学的创新方法的典范。
{"title":"Implementation of a Challenge-Based Learning Model for Higher Education Under a Modular Education System: A Case Study","authors":"Agatha Clarice Da Silva-Ovando;Oscar Saúl Olivares Quintana;David Ernesto Salinas-Navarro;Mario Chong","doi":"10.1109/RITA.2024.3458851","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458851","url":null,"abstract":"As student profiles and industry expectations modify, universities must advance learning methodologies to deliver more suitable graduates to the labor market. The Universidad Privada Boliviana (UPB) has developed experiential learning practices by implementing challenge-based learning (CBL) to enrich undergraduate curricula. One example of the CBL experiences was developed by the Taquiña Brewery, one of the five breweries of the Cervecería Boliviana Nacional (CBN), for the Industrial and Systems Engineering Department of the UPB between 2018 and 2019. As a result, students widely accepted the methodology, and academics from all disciplines in the university were trained to replicate CBL experiences in their classrooms. Moreover, the CBN found the opportunity to hire new talent, receive a fresh perspective on recurrent operational issues, and find new ideas based on theoretical concepts. This work exemplifies innovative approaches to enhance teaching and learning in supply chain management and logistics education.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"389-396"},"PeriodicalIF":1.0,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142905933","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 : 2024-09-16DOI: 10.1109/RITA.2024.3460591
Alejandro Valencia-Arias;Orfa Nidia Patiño-Toro;Karla Juvicza Neyra-Alemán;Gerardo Arturo Altuna-Tocto;Juan Carlos Ureta-Medrano;Pablo Isaac Azabache Gutiérrez
Technological progress has become a transforming agent and key support in the development of activities in different spheres of society, specifically the advancement, dissemination, and adoption of mobile devices to support educational dynamics at a global level. These technologies have become important instruments to advance in complex circumstances such as the confinement due to the COVID 19 pandemic that has caused the closure of educational institutions and student desertion. Considering the importance of these resources, this research aims to identify the factors that influence the use of M-Learning tools among higher education students in developing countries. This study with a quantitative approach is carried out by applying 6530 surveys to students from different programs in different regions of Peru. Among the main findings is that Subjective Norms, Perceived Behavioral Control, and Attitudes condition the intentionality of using Mobile Learning. Finally, it is concluded that teacher preparation, perceived usefulness of use, and self-management of learning are critical factors that determine the adoption of M-Learning resources among higher education students in developing countries, where infrastructure, access to connectivity, and equipment must be improved to encourage interactive educational processes and better learning experiences.
{"title":"Factors Affecting the Use of Mobile Learning Among Higher Education Students in Developing Countries in a Post-Pandemic Context","authors":"Alejandro Valencia-Arias;Orfa Nidia Patiño-Toro;Karla Juvicza Neyra-Alemán;Gerardo Arturo Altuna-Tocto;Juan Carlos Ureta-Medrano;Pablo Isaac Azabache Gutiérrez","doi":"10.1109/RITA.2024.3460591","DOIUrl":"https://doi.org/10.1109/RITA.2024.3460591","url":null,"abstract":"Technological progress has become a transforming agent and key support in the development of activities in different spheres of society, specifically the advancement, dissemination, and adoption of mobile devices to support educational dynamics at a global level. These technologies have become important instruments to advance in complex circumstances such as the confinement due to the COVID 19 pandemic that has caused the closure of educational institutions and student desertion. Considering the importance of these resources, this research aims to identify the factors that influence the use of M-Learning tools among higher education students in developing countries. This study with a quantitative approach is carried out by applying 6530 surveys to students from different programs in different regions of Peru. Among the main findings is that Subjective Norms, Perceived Behavioral Control, and Attitudes condition the intentionality of using Mobile Learning. Finally, it is concluded that teacher preparation, perceived usefulness of use, and self-management of learning are critical factors that determine the adoption of M-Learning resources among higher education students in developing countries, where infrastructure, access to connectivity, and equipment must be improved to encourage interactive educational processes and better learning experiences.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"267-277"},"PeriodicalIF":1.0,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142524149","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 : 2024-09-11DOI: 10.1109/RITA.2024.3458866
Julio Urbano;Jose Ramirez-Scarpetta;Esteban Rosero
Laboratory equipment for practicing activities enable technical skills development in engineering education. In control systems, affordable, portable, and easy to use equipment which allows practicing for the entire set of activities is required. This paper presents the development and validation of physical portable practicing equipment for control systems education in engineering. These resources aim to support the development of practicing activities comprising modeling, analysis, design, and implementation of commonly used and advanced controllers. The resources are a pendulum-based prototype and a thermic system-based prototype which allow to obtain a second order system and a first order system with time delay respectively. The prototypes are built using easy to use and easy to acquire elements. These resources were functionally validated according to defined requirements concerning modeling where temporal response of the prototypes were successfully used to find an input-output and state space representation, analysis where frequency response was identified and compared with analytical results, design and implementation of commonly used and advanced control algorithms including a Proportional-Integral-Derivative (PID), and a state feedback where the prototypes were easily configured to deploy these algorithms. The prototypes were used in the development of projects activities of the control systems courses of the Electronics Engineering program at Universidad del Valle in the last and first academic periods of 2022 and 2023, respectively. Opinions from students were collected to address usability and pertinence of these resources evidencing suitability for engineering control systems education.
{"title":"Laboratory Equipment for Modeling, Analysis, Design, and Implementation of Control Systems in Engineering","authors":"Julio Urbano;Jose Ramirez-Scarpetta;Esteban Rosero","doi":"10.1109/RITA.2024.3458866","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458866","url":null,"abstract":"Laboratory equipment for practicing activities enable technical skills development in engineering education. In control systems, affordable, portable, and easy to use equipment which allows practicing for the entire set of activities is required. This paper presents the development and validation of physical portable practicing equipment for control systems education in engineering. These resources aim to support the development of practicing activities comprising modeling, analysis, design, and implementation of commonly used and advanced controllers. The resources are a pendulum-based prototype and a thermic system-based prototype which allow to obtain a second order system and a first order system with time delay respectively. The prototypes are built using easy to use and easy to acquire elements. These resources were functionally validated according to defined requirements concerning modeling where temporal response of the prototypes were successfully used to find an input-output and state space representation, analysis where frequency response was identified and compared with analytical results, design and implementation of commonly used and advanced control algorithms including a Proportional-Integral-Derivative (PID), and a state feedback where the prototypes were easily configured to deploy these algorithms. The prototypes were used in the development of projects activities of the control systems courses of the Electronics Engineering program at Universidad del Valle in the last and first academic periods of 2022 and 2023, respectively. Opinions from students were collected to address usability and pertinence of these resources evidencing suitability for engineering control systems education.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"129-139"},"PeriodicalIF":1.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142320507","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 : 2024-09-11DOI: 10.1109/RITA.2024.3458848
Maicon Bernardino;Rodrigo Cargnelutti;Renato de Souza Garcia;Williamson Silva
Software Engineering students enrolled in the Problem Solving I (PSI) course experience a Requirements Engineering (RE) approach to education. As part of one of the PSI assessments, students must develop a manuscript on RE. Following submission and presentation, we conducted an exploratory study to assess students’ perception of using ChatGPT to support improving and reviewing their scientific paper writing. Based on the results obtained from the participants (n = 40), we highlight the different ways to use ChatGPT to support the learning process. We conclude that ChatGPT and other AI tools can and should be explored by students and professors in the academic setting. However, evaluating the generated responses with caution and discernment is essential. Moreover, to enhance the overall experience, it is crucial to pose precise questions that yield accurate responses; this, in essence, constitutes the primary challenge.
{"title":"The Use of ChatGPT in Improving and Reviewing Scientific Paper Writing: An Exploratory Study","authors":"Maicon Bernardino;Rodrigo Cargnelutti;Renato de Souza Garcia;Williamson Silva","doi":"10.1109/RITA.2024.3458848","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458848","url":null,"abstract":"Software Engineering students enrolled in the Problem Solving I (PSI) course experience a Requirements Engineering (RE) approach to education. As part of one of the PSI assessments, students must develop a manuscript on RE. Following submission and presentation, we conducted an exploratory study to assess students’ perception of using ChatGPT to support improving and reviewing their scientific paper writing. Based on the results obtained from the participants (n = 40), we highlight the different ways to use ChatGPT to support the learning process. We conclude that ChatGPT and other AI tools can and should be explored by students and professors in the academic setting. However, evaluating the generated responses with caution and discernment is essential. Moreover, to enhance the overall experience, it is crucial to pose precise questions that yield accurate responses; this, in essence, constitutes the primary challenge.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"120-128"},"PeriodicalIF":1.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313122","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 : 2024-09-11DOI: 10.1109/RITA.2024.3458850
Gabriel B. Sá Alves;João N. Carlos Bittencourt;Anfranserai Dias
In the rapidly evolving domain of technology education, the integration of digital systems and computer architecture into a unified academic curriculum has become increasingly important. This integration reflects the dynamic nature of the technological landscape and aligns with the growing demands and expectations of students pursuing competencies in both disciplines. Within this context, there is an urgent need for innovative and disruptive pedagogical tools that are in line with current educational trends and effectively address the different learning styles of students. Consequently, the adoption of Field Programmable Gate Array (FPGA) co-design approaches, which integrate hardware and software aspects of systems, represents a significant step forward in meeting the contemporary demands of computer architecture education, offering a practical, engaging and scalable solution. This paper introduces CoLenda, a novel learning tool, through the implementation of an educational FPGA platform based on a 2D graphics processor. The aim of CoLenda is to provide a comprehensive understanding of its architecture, enabling students to experience practical, hands-on learning through the development of graphics-based games. The introduction of this processor enhances the learning process by allowing students to engage in digital design and computer architecture curricula while fostering creativity and practical problem-solving skills. Additionally, making the project open-source for community contributions could significantly expand the potential and scope of this educational tool.
{"title":"An FPGA Integrated 2D Graphic Processor for Enhanced Digital Design and Computer Architecture Education","authors":"Gabriel B. Sá Alves;João N. Carlos Bittencourt;Anfranserai Dias","doi":"10.1109/RITA.2024.3458850","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458850","url":null,"abstract":"In the rapidly evolving domain of technology education, the integration of digital systems and computer architecture into a unified academic curriculum has become increasingly important. This integration reflects the dynamic nature of the technological landscape and aligns with the growing demands and expectations of students pursuing competencies in both disciplines. Within this context, there is an urgent need for innovative and disruptive pedagogical tools that are in line with current educational trends and effectively address the different learning styles of students. Consequently, the adoption of Field Programmable Gate Array (FPGA) co-design approaches, which integrate hardware and software aspects of systems, represents a significant step forward in meeting the contemporary demands of computer architecture education, offering a practical, engaging and scalable solution. This paper introduces CoLenda, a novel learning tool, through the implementation of an educational FPGA platform based on a 2D graphics processor. The aim of CoLenda is to provide a comprehensive understanding of its architecture, enabling students to experience practical, hands-on learning through the development of graphics-based games. The introduction of this processor enhances the learning process by allowing students to engage in digital design and computer architecture curricula while fostering creativity and practical problem-solving skills. Additionally, making the project open-source for community contributions could significantly expand the potential and scope of this educational tool.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"176-185"},"PeriodicalIF":1.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142397091","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 : 2024-09-11DOI: 10.1109/RITA.2024.3458865
Óscar Cánovas Reverte;Pilar González Férez;Félix J. García Clemente;Federico Pardo García
This article presents findings derived from the implementation of different modes of using an interactive response system in a Computer Engineering Degree course. The research focuses on the use of the Wooclap platform, which allows posing questions to students for real-time responses using their mobile devices. The designed experience addresses two modalities of platform use: one without competition and another with competition based on points. The methodology involves two distinct groups of students responding to the same questions, led by the same teacher in separate tests, using different platform modes. This quasi-experimental approach is based on data collection regarding student performance (correct responses to questions) and the overall level of classroom interaction during the tests. Furthermore, an audio recording analysis system supported by artificial intelligence is utilized to characterize the participation of the various actors involved.To further the analysis, transcriptions of the teacher’s oral interventions are examined, investigating the typology of these interventions and evaluating if the quantity and distribution of these types vary between the competition mode and the non-competition mode. The results reveal distinctive patterns in the level of student interaction during the tests, depending on the mode used, as well as in the type of interventions made by the teacher. Despite these variations, the results indicate that the mode of use does not have a significant influence on the performance achieved by the students.
{"title":"Analyzing Wooclap’s Competition Mode With AI Through Classroom Recordings","authors":"Óscar Cánovas Reverte;Pilar González Férez;Félix J. García Clemente;Federico Pardo García","doi":"10.1109/RITA.2024.3458865","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458865","url":null,"abstract":"This article presents findings derived from the implementation of different modes of using an interactive response system in a Computer Engineering Degree course. The research focuses on the use of the Wooclap platform, which allows posing questions to students for real-time responses using their mobile devices. The designed experience addresses two modalities of platform use: one without competition and another with competition based on points. The methodology involves two distinct groups of students responding to the same questions, led by the same teacher in separate tests, using different platform modes. This quasi-experimental approach is based on data collection regarding student performance (correct responses to questions) and the overall level of classroom interaction during the tests. Furthermore, an audio recording analysis system supported by artificial intelligence is utilized to characterize the participation of the various actors involved.To further the analysis, transcriptions of the teacher’s oral interventions are examined, investigating the typology of these interventions and evaluating if the quantity and distribution of these types vary between the competition mode and the non-competition mode. The results reveal distinctive patterns in the level of student interaction during the tests, depending on the mode used, as well as in the type of interventions made by the teacher. Despite these variations, the results indicate that the mode of use does not have a significant influence on the performance achieved by the students.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"220-229"},"PeriodicalIF":1.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142443145","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 : 2024-09-11DOI: 10.1109/RITA.2024.3458852
Benjamín Maraza-Quispe;Victor Hugo Rosas-Iman;Maribel Ovalle-Quispe;Simona Luz Sajama-Castro;Guina Victoria Mamani-Flores;Carola Natalia Romero-Vera;Jorge Luis Torres-Loayza
The aim of the research is to determine the impact of video games on the development of meaningful learning in the field of mathematics among students in Regular Basic Education. The research was carried out through a quasi-experimental process and a systematic review of sources. A structured design was used in a pretest and posttest with a one-month application interval, during which three educational video games were used: Strategy, Adventure, and Simulation. The population consisted of 40 students divided into four groups: Three experimental groups and one control group, each composed of ten students. The results showed a significant influence of video games on the development of meaningful learning in the field of mathematics; it was observed that video games function as an educational complement and not as an absolute pedagogical means. The lack of reliability is highlighted due to the inability to control the learning pace of each student, and the possible ethical impacts inherent in education are pointed out. The conclusions show that, although video games can contribute to the development of meaningful learning in the field of mathematics, their use should be considered as part of a comprehensive pedagogical approach and not as the sole teaching and learning tool.
{"title":"Impact of Educational Video Games on the Development of Meaningful Learning in the Field of Mathematics: A Quasi-Experimental Approach","authors":"Benjamín Maraza-Quispe;Victor Hugo Rosas-Iman;Maribel Ovalle-Quispe;Simona Luz Sajama-Castro;Guina Victoria Mamani-Flores;Carola Natalia Romero-Vera;Jorge Luis Torres-Loayza","doi":"10.1109/RITA.2024.3458852","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458852","url":null,"abstract":"The aim of the research is to determine the impact of video games on the development of meaningful learning in the field of mathematics among students in Regular Basic Education. The research was carried out through a quasi-experimental process and a systematic review of sources. A structured design was used in a pretest and posttest with a one-month application interval, during which three educational video games were used: Strategy, Adventure, and Simulation. The population consisted of 40 students divided into four groups: Three experimental groups and one control group, each composed of ten students. The results showed a significant influence of video games on the development of meaningful learning in the field of mathematics; it was observed that video games function as an educational complement and not as an absolute pedagogical means. The lack of reliability is highlighted due to the inability to control the learning pace of each student, and the possible ethical impacts inherent in education are pointed out. The conclusions show that, although video games can contribute to the development of meaningful learning in the field of mathematics, their use should be considered as part of a comprehensive pedagogical approach and not as the sole teaching and learning tool.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"407-417"},"PeriodicalIF":1.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142918296","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}
The objective of the research was to build a support platform for chemistry laboratory activities based on the Internet of Things (IoT). The platform provides an economical alternative for conducting chemistry laboratory activities. The research had a mixed approach, where surveys were applied to teachers, students, and administrative staff of the University of Cartagena, and a V-model was used for the development of the application. The main stages of the model included benchmarking to determine the components to be used, the construction of the data acquisition hardware, the development of the laboratory data acquisition software, and the application of component integration, reliability, and technological acceptance tests. As a result, a web application was created, and TDS and temperature sensors were installed and connected by Wi-Fi. In addition, a technological acceptance test was conducted in the Chemistry program. The acceptance test was based on Davis’ technology acceptance model (1989), which considers the user’s ease of use and usefulness perceived, which resulted in a high degree of acceptance. In addition, the platform built has compatibility with multiple sensors, including those outside chemistry, allowing its use in laboratories of other disciplines.
这项研究的目的是建立一个基于物联网（IoT）的化学实验活动支持平台。该平台为开展化学实验活动提供了一种经济的选择。研究采用了混合方法，对卡塔赫纳大学的教师、学生和行政人员进行了调查，并使用 V 模型开发应用程序。该模型的主要阶段包括：确定要使用的组件的基准测试、数据采集硬件的构建、实验室数据采集软件的开发，以及组件集成、可靠性和技术验收测试的应用。最终，创建了一个网络应用程序，安装了 TDS 和温度传感器，并通过 Wi-Fi 进行了连接。此外，还在化学项目中进行了技术验收测试。验收测试以 Davis 的技术验收模型（1989 年）为基础，该模型考虑了用户的易用性和实用性，因此验收结果很高。此外，所建立的平台与多种传感器（包括化学以外的传感器）兼容，可用于其他学科的实验室。
{"title":"Support Platform for IoT-Based Chemistry Laboratory Activities","authors":"Jeimy Vélez-Ramos;Luis Tovar-Garrido;Francisco Scholborgh","doi":"10.1109/RITA.2024.3458853","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458853","url":null,"abstract":"The objective of the research was to build a support platform for chemistry laboratory activities based on the Internet of Things (IoT). The platform provides an economical alternative for conducting chemistry laboratory activities. The research had a mixed approach, where surveys were applied to teachers, students, and administrative staff of the University of Cartagena, and a V-model was used for the development of the application. The main stages of the model included benchmarking to determine the components to be used, the construction of the data acquisition hardware, the development of the laboratory data acquisition software, and the application of component integration, reliability, and technological acceptance tests. As a result, a web application was created, and TDS and temperature sensors were installed and connected by Wi-Fi. In addition, a technological acceptance test was conducted in the Chemistry program. The acceptance test was based on Davis’ technology acceptance model (1989), which considers the user’s ease of use and usefulness perceived, which resulted in a high degree of acceptance. In addition, the platform built has compatibility with multiple sensors, including those outside chemistry, allowing its use in laboratories of other disciplines.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"205-211"},"PeriodicalIF":1.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142438564","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 : 2024-09-11DOI: 10.1109/RITA.2024.3458859
Valéria Farinazzo Martins;André Andriotti;Carlos de Oliveira;Rafael J. Pezeiro;Claudionor Domingues;Leonardo Veríssimo;Natália Becker
Autism Spectrum Disorder (ASD) is characterized by problems with social interactions and communication, and restricted or repetitive behaviors. Upon reaching adolescence, individuals with ASD are often faced with a broader environment and more complex relationships. It is important, therefore, to find ways to develop and improve the social cognition skills of these individuals. Here we describe the development process of a digital game, called TEACOG, for training social cognition in adolescents with ASD. This project was undertaken by an interdisciplinary team of seven people from the areas of computer science and psychology, as well as undergraduate and graduate students, researchers, and a person with autism.
{"title":"Developing a Digital Game to Enhance Social Cognition Skills in Adolescents With ASD in a Multidisciplinary Context","authors":"Valéria Farinazzo Martins;André Andriotti;Carlos de Oliveira;Rafael J. Pezeiro;Claudionor Domingues;Leonardo Veríssimo;Natália Becker","doi":"10.1109/RITA.2024.3458859","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458859","url":null,"abstract":"Autism Spectrum Disorder (ASD) is characterized by problems with social interactions and communication, and restricted or repetitive behaviors. Upon reaching adolescence, individuals with ASD are often faced with a broader environment and more complex relationships. It is important, therefore, to find ways to develop and improve the social cognition skills of these individuals. Here we describe the development process of a digital game, called TEACOG, for training social cognition in adolescents with ASD. This project was undertaken by an interdisciplinary team of seven people from the areas of computer science and psychology, as well as undergraduate and graduate students, researchers, and a person with autism.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"186-194"},"PeriodicalIF":1.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142434569","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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