Pub Date : 2023-02-28DOI: 10.1109/RITA.2023.3250504
Carlos AndrésCaldas Quintero;Gary Alberto Cifuentes Álvarez
This paper aims to identify the relationship between Serious Games (SG) and the development of competencies related to computer programming. A mixed-methods sequential explanatory design was applied, based on a learning experience with Serious Games focused on computer programming languages. The principal finding was a parallel development between computer programming and other generic skills related to English, Math and Spanish. It is concluded that SG have a positive relationship with the development of competencies within the formal education environment, which indicate a great potential to support teaching and learning processes.
{"title":"Serious Games and Computer Programming Competencies Development in Educational Contexts","authors":"Carlos AndrésCaldas Quintero;Gary Alberto Cifuentes Álvarez","doi":"10.1109/RITA.2023.3250504","DOIUrl":"10.1109/RITA.2023.3250504","url":null,"abstract":"This paper aims to identify the relationship between Serious Games (SG) and the development of competencies related to computer programming. A mixed-methods sequential explanatory design was applied, based on a learning experience with Serious Games focused on computer programming languages. The principal finding was a parallel development between computer programming and other generic skills related to English, Math and Spanish. It is concluded that SG have a positive relationship with the development of competencies within the formal education environment, which indicate a great potential to support teaching and learning processes.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49434091","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 : 2023-02-28DOI: 10.1109/RITA.2023.3250425
Elena Ríos Barrientos;Miriam Lizzeth Turrubiates Corolla;Silvia Lizett Olivares Olivares
The COVID-19 pandemic put the regular and daily operation of the simulation centers on hold, thus reinventing the ways to ensure academic continuity. Faculty had to migrate from traditional face-to-face teaching to the remote digital online modality due to the emergency Covid-19 health confinement; this drastic change did not occur because of innovation. The instrument “Self-assessment on telesimulation for health sciences education” was designed and applied to 100 teachers from various Latin American countries. The dimensions of Active Learning, Interaction and communication, Multimedia, and Telesimulation were evaluated. The dimension with the highest average was Multimedia, and the one with the lowest average was Telesimulation. The telesimulation technique promotes the development of cognitive, kinesthetic, and psychomotor skills allowing training and feedback. There were identified gaps that impact professors’ use of telesimulation as a pedagogical strategy.
{"title":"Faculty Self-Assessment on Telesimulation for Health Sciences Education","authors":"Elena Ríos Barrientos;Miriam Lizzeth Turrubiates Corolla;Silvia Lizett Olivares Olivares","doi":"10.1109/RITA.2023.3250425","DOIUrl":"10.1109/RITA.2023.3250425","url":null,"abstract":"The COVID-19 pandemic put the regular and daily operation of the simulation centers on hold, thus reinventing the ways to ensure academic continuity. Faculty had to migrate from traditional face-to-face teaching to the remote digital online modality due to the emergency Covid-19 health confinement; this drastic change did not occur because of innovation. The instrument “Self-assessment on telesimulation for health sciences education” was designed and applied to 100 teachers from various Latin American countries. The dimensions of Active Learning, Interaction and communication, Multimedia, and Telesimulation were evaluated. The dimension with the highest average was Multimedia, and the one with the lowest average was Telesimulation. The telesimulation technique promotes the development of cognitive, kinesthetic, and psychomotor skills allowing training and feedback. There were identified gaps that impact professors’ use of telesimulation as a pedagogical strategy.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46205807","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 : 2023-02-28DOI: 10.1109/RITA.2023.3250549
Andrés Saúl de la Serna-Tuya;Evangelina Jasso-Romero
This research is motivated by the increasing use of information and communication technology (ICT) within the teaching-learning process in universities. This study uses the proposed work methodologies and instruments for identification and evaluation; an instrument proposed by the Institute for Prospective Technological Studies (IPTS) of the European Union was applied to evaluate the digital skills. The results made it possible to identify that there are major deficiencies in the digital skills of the participants, to the point of being placed at the initiation level, especially regarding the protection of personal data and digital identity, and protection of the environment.
{"title":"The Security of Digital Content at University Levels","authors":"Andrés Saúl de la Serna-Tuya;Evangelina Jasso-Romero","doi":"10.1109/RITA.2023.3250549","DOIUrl":"10.1109/RITA.2023.3250549","url":null,"abstract":"This research is motivated by the increasing use of information and communication technology (ICT) within the teaching-learning process in universities. This study uses the proposed work methodologies and instruments for identification and evaluation; an instrument proposed by the Institute for Prospective Technological Studies (IPTS) of the European Union was applied to evaluate the digital skills. The results made it possible to identify that there are major deficiencies in the digital skills of the participants, to the point of being placed at the initiation level, especially regarding the protection of personal data and digital identity, and protection of the environment.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47860577","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 : 2023-02-28DOI: 10.1109/RITA.2023.3250434
Adrián Pérez-Suay;Steven Van Vaerenbergh;Pascual D. Diago;Ana B. Pascual-Venteo;Francesc J. Ferri
This work addresses the problem of inferring student performance from information acquired in a Learning Management System (LMS). In particular, we explore the capabilities offered by Moodle, a widely used LMS. The study is performed on data acquired from four classes within the same subject, for whom we make inferences about student performance marks. The developed methodology describes the degree in which the acquired information allows to predict the student marks belonging to the continuous evaluation, while the prediction of the final students marks has a higher intrinsic complexity that would require a more in- depth study of the relevant variables. Then, we follow a fully data-driven process to discover similarities among classes. In particular, we propose the use of a dependence estimation measure, the normalized Hilbert-Schmidt Independence criterion. We show how this dependence measure is useful to determine relations among classes, based on their particular teaching methodology, by only using data acquired from the LMS. This opens the door to explore the capabilities of LMS in similarity search between offered courses along an educational platform. In order to help the community and serve as a common way of comparison, we provide the source code of the proposed methodology.
{"title":"Data-Driven Modeling Through the Moodle Learning Management System: An Empirical Study Based on a Mathematics Teaching Subject","authors":"Adrián Pérez-Suay;Steven Van Vaerenbergh;Pascual D. Diago;Ana B. Pascual-Venteo;Francesc J. Ferri","doi":"10.1109/RITA.2023.3250434","DOIUrl":"10.1109/RITA.2023.3250434","url":null,"abstract":"This work addresses the problem of inferring student performance from information acquired in a Learning Management System (LMS). In particular, we explore the capabilities offered by Moodle, a widely used LMS. The study is performed on data acquired from four classes within the same subject, for whom we make inferences about student performance marks. The developed methodology describes the degree in which the acquired information allows to predict the student marks belonging to the continuous evaluation, while the prediction of the final students marks has a higher intrinsic complexity that would require a more in- depth study of the relevant variables. Then, we follow a fully data-driven process to discover similarities among classes. In particular, we propose the use of a dependence estimation measure, the normalized Hilbert-Schmidt Independence criterion. We show how this dependence measure is useful to determine relations among classes, based on their particular teaching methodology, by only using data acquired from the LMS. This opens the door to explore the capabilities of LMS in similarity search between offered courses along an educational platform. In order to help the community and serve as a common way of comparison, we provide the source code of the proposed methodology.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48098963","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 : 2023-02-28DOI: 10.1109/RITA.2023.3250555
Sara Roman Navarro;Marcos Sánchez-Élez Martín
This study focuses on the numerical gap in CS from different angles, whether it presents a similar behavior in all countries or not, and how it evolves over time. We have analyzed OECD statistics from 1998 to 2016 in twenty-nine countries and present results that show that this is a global problem. The average of women who graduated in CS is lower in 2016 than it was in 1998 and the tendency is to continue to diminish, although the situation is very different from some groups of countries to others. We have made statistical analysis that has allowed to present a country classification. This analysis has shown that there is a wide difference between countries such as Mexico, Italy and Belgium for example. We have also carried out statistical analysis of possible relations between economic and social variables for the countries studied along the almost 19 years’ span and have found no statistically significant correlation in global terms, which shows that the problem is complex and that the solutions adopted are only partial.
{"title":"Women in Computer Science Degrees: A Cross-National and Longitudinal Study","authors":"Sara Roman Navarro;Marcos Sánchez-Élez Martín","doi":"10.1109/RITA.2023.3250555","DOIUrl":"https://doi.org/10.1109/RITA.2023.3250555","url":null,"abstract":"This study focuses on the numerical gap in CS from different angles, whether it presents a similar behavior in all countries or not, and how it evolves over time. We have analyzed OECD statistics from 1998 to 2016 in twenty-nine countries and present results that show that this is a global problem. The average of women who graduated in CS is lower in 2016 than it was in 1998 and the tendency is to continue to diminish, although the situation is very different from some groups of countries to others. We have made statistical analysis that has allowed to present a country classification. This analysis has shown that there is a wide difference between countries such as Mexico, Italy and Belgium for example. We have also carried out statistical analysis of possible relations between economic and social variables for the countries studied along the almost 19 years’ span and have found no statistically significant correlation in global terms, which shows that the problem is complex and that the solutions adopted are only partial.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49943050","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 : 2023-02-28DOI: 10.1109/RITA.2023.3250585
Alicia Cañellas-Mayor;Laura Aymerich-Franch
This article presents the results of exploratory research to examine the accessibility limitations that eXtended Reality (XR) presents for people with reduced mobility. The research used in-depth interviews with experts and the application of the Delphi method. In particular, we explored potential solutions to provide a more accessible and usable XR, and looked at positive applied uses of this technology in terms of improving the well-being of people with reduced mobility. The results will be used to develop a cultural and educational XR prototype.
{"title":"Accessibility and Positive Applied Uses of Extended Reality for Users With Reduced Mobility","authors":"Alicia Cañellas-Mayor;Laura Aymerich-Franch","doi":"10.1109/RITA.2023.3250585","DOIUrl":"10.1109/RITA.2023.3250585","url":null,"abstract":"This article presents the results of exploratory research to examine the accessibility limitations that eXtended Reality (XR) presents for people with reduced mobility. The research used in-depth interviews with experts and the application of the Delphi method. In particular, we explored potential solutions to provide a more accessible and usable XR, and looked at positive applied uses of this technology in terms of improving the well-being of people with reduced mobility. The results will be used to develop a cultural and educational XR prototype.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46349238","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 : 2023-02-28DOI: 10.1109/RITA.2023.3250580
Carlos Argelio Arévalo-Mercado;Estela Lizbeth Muñoz-Andrade;Héctor Cardona-Reyes;Martín Gabriel Romero-Juárez
Learning data structures is a hard task for computer science students, given the mental effort required to simultaneously understand abstract diagrams and the dynamic manipulation of nodes and pointers using programming languages. In literature, proposed solutions to the problem focus on visualization-based artifacts, pedagogical methods, or a combination of both. The present study is framed within the cognitive learning paradigm and describes the design and testing of a linked list visualization software tool, based on the Split Attention effect of Cognitive Load Theory. The study was carried out at the Autonomous University of Aguascalientes (UAA), Mexico. In the learning effectiveness test, significant results (p = 0.000) are reported for the participants of the experimental group (n = 35), using the nonparametric Wilcoxon test, with a quasi-experimental pre-post test design. It is discussed that the spatial and temporal integration of linked list node diagrams and the corresponding worked example code for the implementation of its basic operations can benefit students with learning gaps in previous introductory programming courses. It is also reported that the control group (n = 36) had gains through traditional learning (p = 0.022), although this group started from a higher prior academic performance. We propose to extend the Split Attention Tool to include a wider range of data structures and to replicate the study with randomized experimental designs.
{"title":"Applying Cognitive Load Theory and the Split Attention Effect to Learning Data Structures","authors":"Carlos Argelio Arévalo-Mercado;Estela Lizbeth Muñoz-Andrade;Héctor Cardona-Reyes;Martín Gabriel Romero-Juárez","doi":"10.1109/RITA.2023.3250580","DOIUrl":"10.1109/RITA.2023.3250580","url":null,"abstract":"Learning data structures is a hard task for computer science students, given the mental effort required to simultaneously understand abstract diagrams and the dynamic manipulation of nodes and pointers using programming languages. In literature, proposed solutions to the problem focus on visualization-based artifacts, pedagogical methods, or a combination of both. The present study is framed within the cognitive learning paradigm and describes the design and testing of a linked list visualization software tool, based on the Split Attention effect of Cognitive Load Theory. The study was carried out at the Autonomous University of Aguascalientes (UAA), Mexico. In the learning effectiveness test, significant results (p = 0.000) are reported for the participants of the experimental group (n = 35), using the nonparametric Wilcoxon test, with a quasi-experimental pre-post test design. It is discussed that the spatial and temporal integration of linked list node diagrams and the corresponding worked example code for the implementation of its basic operations can benefit students with learning gaps in previous introductory programming courses. It is also reported that the control group (n = 36) had gains through traditional learning (p = 0.022), although this group started from a higher prior academic performance. We propose to extend the Split Attention Tool to include a wider range of data structures and to replicate the study with randomized experimental designs.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46024365","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 : 2023-02-28DOI: 10.1109/RITA.2023.3250559
J. Hoyos-Gutiérrez;J. Cardona-Aristizabal;P. Muñoz-Gutiérrez;D. Ramirez-Jimenez
In this paper, a systematic literature review of rapid control prototyping, which facilitates education in the modelling and control of dynamic systems because it reduces programming effort, is presented. Six questions were proposed that were used in the analyses of one hundred references from conference and journal papers. The questions used are, for example, the dates and geographic regions of the publication, software and hardware platforms, differences, similarities, and application areas. Several applications were reviewed in electrical systems, transport vehicles, nonlinear systems, power electronics, process control, industrial automation, and robotics. The review concludes with which geographic regions are more prolific, the advantages and problems of the use of RCP, and what differences exist between the commercial and free software design.
{"title":"A Systematic Literature Review on Rapid Control Prototyping Applications","authors":"J. Hoyos-Gutiérrez;J. Cardona-Aristizabal;P. Muñoz-Gutiérrez;D. Ramirez-Jimenez","doi":"10.1109/RITA.2023.3250559","DOIUrl":"10.1109/RITA.2023.3250559","url":null,"abstract":"In this paper, a systematic literature review of rapid control prototyping, which facilitates education in the modelling and control of dynamic systems because it reduces programming effort, is presented. Six questions were proposed that were used in the analyses of one hundred references from conference and journal papers. The questions used are, for example, the dates and geographic regions of the publication, software and hardware platforms, differences, similarities, and application areas. Several applications were reviewed in electrical systems, transport vehicles, nonlinear systems, power electronics, process control, industrial automation, and robotics. The review concludes with which geographic regions are more prolific, the advantages and problems of the use of RCP, and what differences exist between the commercial and free software design.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46075379","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 : 2023-02-28DOI: 10.1109/RITA.2023.3250557
Laura Calatayud Calatayud Requena;Mireia Guardeño Juan;Laura Monsalve Lorente
In recent days, Information and Communication Technologies (ICT) have been incorporated into the teaching-learning process. The study aims to achieve greater student engagement, and satisfaction using Instagram and Twitch platforms as methodological tools in teaching. The sample collects 50 students from the degree of a primary school teacher at the University of Valencia. The evaluation instrument has been based on direct observation and the use of the survey Barrado et al. (1999), evaluating the practical program, and the degree of satisfaction of the students. The results show the benefits of accessing learning at any time. Active participation in the platforms has made possible the involvement of students, receiving immediate feedback, and allowing them to build continuous learning.
{"title":"ICT in the University Environment: Twitch and Instagram as Learning Tools","authors":"Laura Calatayud Calatayud Requena;Mireia Guardeño Juan;Laura Monsalve Lorente","doi":"10.1109/RITA.2023.3250557","DOIUrl":"https://doi.org/10.1109/RITA.2023.3250557","url":null,"abstract":"In recent days, Information and Communication Technologies (ICT) have been incorporated into the teaching-learning process. The study aims to achieve greater student engagement, and satisfaction using Instagram and Twitch platforms as methodological tools in teaching. The sample collects 50 students from the degree of a primary school teacher at the University of Valencia. The evaluation instrument has been based on direct observation and the use of the survey Barrado et al. (1999), evaluating the practical program, and the degree of satisfaction of the students. The results show the benefits of accessing learning at any time. Active participation in the platforms has made possible the involvement of students, receiving immediate feedback, and allowing them to build continuous learning.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49943052","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}
Quality assessment inside learning object repositories is normally performed by the community of users that share interest and rate the same resources. At the same time, this strategy is largely disseminated in the most known repositories. In addition, the final presentation of the overall quality of the resources is normally restricted to the average rating given by the community, thus, hiding the internal distribution of the ratings and the characteristics of the users involved in the evaluation process. The present paper analyzes to which extent different raters tend to agree about the quality of the resources inside the Merlot repository. For that, data were collected from the repository and calculated the Intra-Class Correlation coefficient for 102 pairs of evaluators, as well as the Spearman correlation among the average ratings of a given resource by evaluators coming from the same categories of disciplines. Results point out a high concentration of poor agreement between raters (75% to 85% of the pairs of raters tended to disagree), and no correlation among the average ratings of the resources from the different disciplines. Based on these findings, the authors suggest improvements to the repository interface better presenting the overall quality of the resources.
{"title":"Quantitative Analysis of Users’ Agreement on Open Educational Resources Quality Inside Repositories","authors":"Mayara Sousa Stein;Cristian Cechinel;Vinicius Faria Culmant Ramos","doi":"10.1109/RITA.2023.3250446","DOIUrl":"10.1109/RITA.2023.3250446","url":null,"abstract":"Quality assessment inside learning object repositories is normally performed by the community of users that share interest and rate the same resources. At the same time, this strategy is largely disseminated in the most known repositories. In addition, the final presentation of the overall quality of the resources is normally restricted to the average rating given by the community, thus, hiding the internal distribution of the ratings and the characteristics of the users involved in the evaluation process. The present paper analyzes to which extent different raters tend to agree about the quality of the resources inside the Merlot repository. For that, data were collected from the repository and calculated the Intra-Class Correlation coefficient for 102 pairs of evaluators, as well as the Spearman correlation among the average ratings of a given resource by evaluators coming from the same categories of disciplines. Results point out a high concentration of poor agreement between raters (75% to 85% of the pairs of raters tended to disagree), and no correlation among the average ratings of the resources from the different disciplines. Based on these findings, the authors suggest improvements to the repository interface better presenting the overall quality of the resources.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47191833","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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