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}
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.
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