Pub Date : 2024-02-22DOI: 10.1109/RITA.2024.3368609
María José Casany Guerrero;Marc Alier Forment
The significance of incorporating ethics education in engineering programs has grown considerably in recent times, especially within domains such as computer science, software engineering, data science, and artificial intelligence. In response to this demand, a pedagogical activity was developed and executed to facilitate students in applying ethical theories to occupational and societal challenges while enhancing their critical thinking abilities. This activity involves students participating in a debate where they are assigned a moral stance to uphold and must utilize one of the ethical theories explored in class to bolster their case. This paper offers an in-depth account of the conception and execution of this educational activity, as well as the encouraging results observed. Furthermore, the paper showcases the scenario utilized in the activity, which outlines a professional conundrum in the realm of Computer Engineering. The findings of this educational activity indicate its efficacy as a teaching instrument for ethics in engineering programs, with potential applicability to other engineering fields. By integrating such pedagogical activities into engineering programs, educators can empower students with essential ethical values and skills to tackle intricate ethical issues in their professional and social spheres while also fostering critical thinking and encouraging dialogue among students.
{"title":"Case Studies About Moral Dilemas to Apply Ethical Theories in Engineering Education","authors":"María José Casany Guerrero;Marc Alier Forment","doi":"10.1109/RITA.2024.3368609","DOIUrl":"https://doi.org/10.1109/RITA.2024.3368609","url":null,"abstract":"The significance of incorporating ethics education in engineering programs has grown considerably in recent times, especially within domains such as computer science, software engineering, data science, and artificial intelligence. In response to this demand, a pedagogical activity was developed and executed to facilitate students in applying ethical theories to occupational and societal challenges while enhancing their critical thinking abilities. This activity involves students participating in a debate where they are assigned a moral stance to uphold and must utilize one of the ethical theories explored in class to bolster their case. This paper offers an in-depth account of the conception and execution of this educational activity, as well as the encouraging results observed. Furthermore, the paper showcases the scenario utilized in the activity, which outlines a professional conundrum in the realm of Computer Engineering. The findings of this educational activity indicate its efficacy as a teaching instrument for ethics in engineering programs, with potential applicability to other engineering fields. By integrating such pedagogical activities into engineering programs, educators can empower students with essential ethical values and skills to tackle intricate ethical issues in their professional and social spheres while also fostering critical thinking and encouraging dialogue among students.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10443691","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140135231","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 : 2024-02-22DOI: 10.1109/RITA.2024.3368360
Benjamín Maraza-Quispe;Walter Choquehuanca-Quispe;Víctor Hugo Rosas-Imán;Lita Marianela Quispe-Flores;Manuel Alfredo Alcázar-Holguin;Giuliana Feliciano-Yucra;Atilio Cesar Martinez-Lopez
The objective of the research is to assess the impact of using the Classcraft gamification platform to promote collaborative work among students in Regular Basic Education. The selected population consisted of 200 third-grade high school students, with the experimental sample comprising 30 students selected through non-probabilistic convenience sampling, based on inclusion criteria such as technological skills and tool management. The activities developed detail learning sessions designed to develop various aspects of collaborative work using the Classcraft gamification platform. The data collection instrument includes a questionnaire divided into 5 dimensions: Positive interdependence, task interdependence, individual and group responsibility, interpersonal and small group skills, and internal team management. Each dimension contains items rated on a scale from 1 to 5. The pretest results showed that the majority of students had a regular level of collaborative work. However, in the posttest, a significant increase in the “Good” level was observed, indicating effective development of collaborative work following the intervention with the Classcraft platform. In conclusion, the study demonstrated that the use of the Classcraft gamification platform had a positive impact on the development of collaborative work in high school students. The results suggest that the implementation of this platform contributed to strengthening internal team management skills and collaborative learning, improving interdependence, and individual and group responsibility among students. These findings support the initial hypothesis and underscore the importance of gamification in the educational context for promoting effective collaboration among students.
{"title":"Impact of Gamification on Collaborative Learning Development: A Quantitative Experimental Approach","authors":"Benjamín Maraza-Quispe;Walter Choquehuanca-Quispe;Víctor Hugo Rosas-Imán;Lita Marianela Quispe-Flores;Manuel Alfredo Alcázar-Holguin;Giuliana Feliciano-Yucra;Atilio Cesar Martinez-Lopez","doi":"10.1109/RITA.2024.3368360","DOIUrl":"https://doi.org/10.1109/RITA.2024.3368360","url":null,"abstract":"The objective of the research is to assess the impact of using the Classcraft gamification platform to promote collaborative work among students in Regular Basic Education. The selected population consisted of 200 third-grade high school students, with the experimental sample comprising 30 students selected through non-probabilistic convenience sampling, based on inclusion criteria such as technological skills and tool management. The activities developed detail learning sessions designed to develop various aspects of collaborative work using the Classcraft gamification platform. The data collection instrument includes a questionnaire divided into 5 dimensions: Positive interdependence, task interdependence, individual and group responsibility, interpersonal and small group skills, and internal team management. Each dimension contains items rated on a scale from 1 to 5. The pretest results showed that the majority of students had a regular level of collaborative work. However, in the posttest, a significant increase in the “Good” level was observed, indicating effective development of collaborative work following the intervention with the Classcraft platform. In conclusion, the study demonstrated that the use of the Classcraft gamification platform had a positive impact on the development of collaborative work in high school students. The results suggest that the implementation of this platform contributed to strengthening internal team management skills and collaborative learning, improving interdependence, and individual and group responsibility among students. These findings support the initial hypothesis and underscore the importance of gamification in the educational context for promoting effective collaboration among students.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140550147","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 : 2024-02-20DOI: 10.1109/RITA.2024.3368328
Henry Santa-Cruz-Espinoza;Nancy Barazorda Puga;Jorge Antonio Crisostomo Olivares;Jeannina Del Alva Huaman Carhuatocto;Luis Enrique Arenas Rebaza;Gina Chávez-Ventura
Non-experimental instrumental study whose objective was to analyze digital competences in a sample of Peruvian teachers and to show evidence of validity of the self-report questionnaire used. The Digital Competence Questionnaire was administered to a non-probabilistic sample of 414 participants. The results confirmed the multidimensional structure with five correlated factors and the reliability of the instrument. The comparative analysis indicated that basic education teachers have the lowest digital competence. Post-hoc comparisons showed that teachers with higher academic degree and younger age presented higher digital competence in relation to their comparison group. The results suggest differences in teachers’ digital competence according to some personal aspects.
{"title":"Analysis and Validity Evidence of the Digital Competence Questionnaire for Peruvian Teachers","authors":"Henry Santa-Cruz-Espinoza;Nancy Barazorda Puga;Jorge Antonio Crisostomo Olivares;Jeannina Del Alva Huaman Carhuatocto;Luis Enrique Arenas Rebaza;Gina Chávez-Ventura","doi":"10.1109/RITA.2024.3368328","DOIUrl":"https://doi.org/10.1109/RITA.2024.3368328","url":null,"abstract":"Non-experimental instrumental study whose objective was to analyze digital competences in a sample of Peruvian teachers and to show evidence of validity of the self-report questionnaire used. The Digital Competence Questionnaire was administered to a non-probabilistic sample of 414 participants. The results confirmed the multidimensional structure with five correlated factors and the reliability of the instrument. The comparative analysis indicated that basic education teachers have the lowest digital competence. Post-hoc comparisons showed that teachers with higher academic degree and younger age presented higher digital competence in relation to their comparison group. The results suggest differences in teachers’ digital competence according to some personal aspects.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140310118","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 : 2024-02-20DOI: 10.1109/RITA.2024.3368293
Gunnar Wolf
For several years now, but with special force since the beginning of the COVID contingency, higher education professors have turned to telematic tools that help teachers manage the work with which their students practice and demonstrate their progress in class– Tasks, practices, projects, exhibitions and more. The systems that, over the last two decades, have been most used for this purpose are called Learning Management Systems (LMS); The best known is undoubtedly Moodle, but there are a large number of options for this. Based on the empirical observation of a rejection by students of the use of these systems, the authors made the decision to completely replace their use with that of a version control system widely used for software development, Git, specifically for teaching students of the Computer Engineering career, for the Operating Systems course. This article presents the justification for choosing this platform, and the evaluation of the experience after eight semesters using it.
{"title":"Using the Git Version Control System to Replace a Learning Management System","authors":"Gunnar Wolf","doi":"10.1109/RITA.2024.3368293","DOIUrl":"https://doi.org/10.1109/RITA.2024.3368293","url":null,"abstract":"For several years now, but with special force since the beginning of the COVID contingency, higher education professors have turned to telematic tools that help teachers manage the work with which their students practice and demonstrate their progress in class– Tasks, practices, projects, exhibitions and more. The systems that, over the last two decades, have been most used for this purpose are called Learning Management Systems (LMS); The best known is undoubtedly Moodle, but there are a large number of options for this. Based on the empirical observation of a rejection by students of the use of these systems, the authors made the decision to completely replace their use with that of a version control system widely used for software development, Git, specifically for teaching students of the Computer Engineering career, for the Operating Systems course. This article presents the justification for choosing this platform, and the evaluation of the experience after eight semesters using it.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140297080","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 : 2024-02-20DOI: 10.1109/RITA.2024.3368348
Carlos Lázaro Carrascosa;Irene Palomero Ylardia;Maximiliano Paredes-Velasco;María del Carmen Navarro García-Suelto
One of the fundamental aspects of history teaching is the chronology of important events and facts that have occurred. However, this involves an effort of memorization that produces rejection in students, affecting their learning outcomes. This article describes an experience with Primary and Secondary students using Augmented Reality with gamification in timeline activities to learn a course of History. The results show that there was improvement in learning in several aspects: chronologically situate several events in relation to BC and AD, relate different historical events to ages in History, and sort important historical milestones. In addition, it was found that students experienced positive emotions during the experience such as joy, curiosity, and interest.
{"title":"Game-Based Learning With Augmented Reality for History Education","authors":"Carlos Lázaro Carrascosa;Irene Palomero Ylardia;Maximiliano Paredes-Velasco;María del Carmen Navarro García-Suelto","doi":"10.1109/RITA.2024.3368348","DOIUrl":"https://doi.org/10.1109/RITA.2024.3368348","url":null,"abstract":"One of the fundamental aspects of history teaching is the chronology of important events and facts that have occurred. However, this involves an effort of memorization that produces rejection in students, affecting their learning outcomes. This article describes an experience with Primary and Secondary students using Augmented Reality with gamification in timeline activities to learn a course of History. The results show that there was improvement in learning in several aspects: chronologically situate several events in relation to BC and AD, relate different historical events to ages in History, and sort important historical milestones. In addition, it was found that students experienced positive emotions during the experience such as joy, curiosity, and interest.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140297136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.1109/RITA.2023.3324101
{"title":"IEEE Revista Iberoamericana De Tecnologias Del Aprendizaje Publication Information","authors":"","doi":"10.1109/RITA.2023.3324101","DOIUrl":"https://doi.org/10.1109/RITA.2023.3324101","url":null,"abstract":"","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10336661","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138468206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-02DOI: 10.1109/RITA.2023.3323784
Javier Alejandro Jiménez Toledo;César A. Collazos;Manuel Ortega;Deixy Ximena Ramos
This paper exhibits a systematic literature mapping of the considerations required to develop algorithmic thinking in a first course in computer programming (CS1) in university academic programs in computing. In the methodological process of this study, 5 stages were proposed: research questions, search, selection, quality assessment and synthesis extraction. In this way, 5 guiding questions were drawn, 136 articles generated by the search stage were analyzed and the synthesis of 55 documents that met the criteria of this research was concluded, thus compiling the different practices used for the development of algorithmic thinking. In addition, as a result of the systematic literature mapping, a definition of Algorithmic Thinking oriented Software Engineering and didactics is proposed.
{"title":"Algorithmic Thinking and Extension of its Definition for Trainee Software Developers: A Systematic Literature Mapping","authors":"Javier Alejandro Jiménez Toledo;César A. Collazos;Manuel Ortega;Deixy Ximena Ramos","doi":"10.1109/RITA.2023.3323784","DOIUrl":"10.1109/RITA.2023.3323784","url":null,"abstract":"This paper exhibits a systematic literature mapping of the considerations required to develop algorithmic thinking in a first course in computer programming (CS1) in university academic programs in computing. In the methodological process of this study, 5 stages were proposed: research questions, search, selection, quality assessment and synthesis extraction. In this way, 5 guiding questions were drawn, 136 articles generated by the search stage were analyzed and the synthesis of 55 documents that met the criteria of this research was concluded, thus compiling the different practices used for the development of algorithmic thinking. In addition, as a result of the systematic literature mapping, a definition of Algorithmic Thinking oriented Software Engineering and didactics is proposed.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134890824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.1109/RITA.2023.3327066
Benjamín Maraza-Quispe;Jorge Luis Torres-Loayza;Grunilda Telma Reymer-Morales;Ramiro Max Solórzano-Bernuy;Simon Angel Choquehuayta-Palomino;Fernando Miguel Pacori-Aviles
The objective of the research is to determine to what extent the SimCity video game allows the development of critical thinking in the teaching-learning processes of students. The methodology applied consisted of research with a quantitative approach of experimental type, working with a sample of 25 students selected through a simple random sampling of a population of 100 students, 10 sessions were developed using the SimCity video game, a pretest, and posttest of skills and abilities required to develop critical thinking of Watson Glaser were applied, whose dimensions measured were: Inferences, assumptions, deductive reasoning, logical interpretation and evaluation of arguments. The results show that with adequate stimulation through the use of the SimCity video game, critical thinking can have a moderate but effective development in the students, from the comparison of the data obtained in the pretest and posttest, significant progress in terms of scores is observed; Likewise, the effectiveness of the use of the SimCity video game is reflected a greater extent in inferences and evaluations of arguments, since during the posttest evaluations greater progress was observed in comparison to other skills; while the interpretation of information obtained less progress in comparison to the other skills, the use of skills such as deductive reasoning, inferences and evaluation of arguments were moderately developed. In conclusion, the use of the SimCity video game allows the development of skills and abilities to develop critical thinking according to various factors, such as how it is incorporated into the curriculum, the orientation and guidance of teachers, and how reflection and analysis is carried out after the game experience.
{"title":"Impact of the Use of the Video Game SimCity on the Development of Critical Thinking in Students: A Quantitative Experimental Approach","authors":"Benjamín Maraza-Quispe;Jorge Luis Torres-Loayza;Grunilda Telma Reymer-Morales;Ramiro Max Solórzano-Bernuy;Simon Angel Choquehuayta-Palomino;Fernando Miguel Pacori-Aviles","doi":"10.1109/RITA.2023.3327066","DOIUrl":"10.1109/RITA.2023.3327066","url":null,"abstract":"The objective of the research is to determine to what extent the SimCity video game allows the development of critical thinking in the teaching-learning processes of students. The methodology applied consisted of research with a quantitative approach of experimental type, working with a sample of 25 students selected through a simple random sampling of a population of 100 students, 10 sessions were developed using the SimCity video game, a pretest, and posttest of skills and abilities required to develop critical thinking of Watson Glaser were applied, whose dimensions measured were: Inferences, assumptions, deductive reasoning, logical interpretation and evaluation of arguments. The results show that with adequate stimulation through the use of the SimCity video game, critical thinking can have a moderate but effective development in the students, from the comparison of the data obtained in the pretest and posttest, significant progress in terms of scores is observed; Likewise, the effectiveness of the use of the SimCity video game is reflected a greater extent in inferences and evaluations of arguments, since during the posttest evaluations greater progress was observed in comparison to other skills; while the interpretation of information obtained less progress in comparison to the other skills, the use of skills such as deductive reasoning, inferences and evaluation of arguments were moderately developed. In conclusion, the use of the SimCity video game allows the development of skills and abilities to develop critical thinking according to various factors, such as how it is incorporated into the curriculum, the orientation and guidance of teachers, and how reflection and analysis is carried out after the game experience.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134980852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.1109/RITA.2023.3339270
{"title":"2023 Index IEEE Revista Iberoamericana de Tecnologias del Aprendizaje Vol. 18","authors":"","doi":"10.1109/RITA.2023.3339270","DOIUrl":"https://doi.org/10.1109/RITA.2023.3339270","url":null,"abstract":"","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10343529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138491064","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：