Pub Date : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10104873
Nayiv Assaf, L. Morán-Mirabal
Educational Technology (EdTech) lacks a foundational, formal, scientific, epistemic theory. Therefore, it lacks native constructs/variables and an epistemological object of study for scientifically deploying its work. This study determines the existence (ontology) of the theorized constructs Instructional Usability (UsI) and Learner-User eXperience (LUX) and defines their characterization (epistemology). Both constructs were modeled and instrumented. Furthermore, a Tech-Instructionality Model (TIM) was theorized and developed in this paper, both analytically and empirically. The model integrates UsI and LUX as two pairs of constructs linked with two EdTech epistemological objects of study, the instructional interface and the instructional interaction in two assessment modalities, testing mode (user-learner view) and inspection mode (expert/designer view). Two instruments were developed and validated in this study for testing mode, the Instructional Usability Scale (SUsI) and the Learner-User eXperience Questionnaire (QLUX). Both instruments were tested in a non-immersive virtual reality educational milieu during the academic lockdown of the Covid19 pandemic. The results show that both SUsI and QLUX consistently measured UsI and LUX, thus, providing a valid assessment for tech-instructionality and a foundation for constructing a scientific theory of EdTech.
{"title":"Instructional Usability and Learner-User eXperience Assessment in a Virtual Reality Educational Milieu: A Deductive Tech-Instructionality Model from EdTech","authors":"Nayiv Assaf, L. Morán-Mirabal","doi":"10.1109/IEEECONF56852.2023.10104873","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104873","url":null,"abstract":"Educational Technology (EdTech) lacks a foundational, formal, scientific, epistemic theory. Therefore, it lacks native constructs/variables and an epistemological object of study for scientifically deploying its work. This study determines the existence (ontology) of the theorized constructs Instructional Usability (UsI) and Learner-User eXperience (LUX) and defines their characterization (epistemology). Both constructs were modeled and instrumented. Furthermore, a Tech-Instructionality Model (TIM) was theorized and developed in this paper, both analytically and empirically. The model integrates UsI and LUX as two pairs of constructs linked with two EdTech epistemological objects of study, the instructional interface and the instructional interaction in two assessment modalities, testing mode (user-learner view) and inspection mode (expert/designer view). Two instruments were developed and validated in this study for testing mode, the Instructional Usability Scale (SUsI) and the Learner-User eXperience Questionnaire (QLUX). Both instruments were tested in a non-immersive virtual reality educational milieu during the academic lockdown of the Covid19 pandemic. The results show that both SUsI and QLUX consistently measured UsI and LUX, thus, providing a valid assessment for tech-instructionality and a foundation for constructing a scientific theory of EdTech.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116954239","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 : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10105097
Gaurav Meena, K. Mohbey, Mehul Mahrishi
Sentiment analysis is a circular process that helps to understand the evaluation of a text. People are interested in sharing what they know about an event and reading what others say about it in reviews posted to online media outlets. Sentiment analysis (SA) can be used for this sorting purpose. From all the reviews provided by different people, SA pulls out the structured-less text reviews relating to an item survey, an event, and so on and then classifies them as either positive, negative, or neutral. Polarity categorization is another term for this. This research examines and contrasts several machine-learning approaches to SA on the Twitter dataset. Using the NEP2020 Twitter dataset, the results are compared. Results are evaluated using several criteria: accuracy, precision, and recall. Results show that logistic regression outperforms competing machine learning methods.
{"title":"A Machine Learning-Based Approach to Analyze Public Sentiment on Indian New Education Policy 2020","authors":"Gaurav Meena, K. Mohbey, Mehul Mahrishi","doi":"10.1109/IEEECONF56852.2023.10105097","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10105097","url":null,"abstract":"Sentiment analysis is a circular process that helps to understand the evaluation of a text. People are interested in sharing what they know about an event and reading what others say about it in reviews posted to online media outlets. Sentiment analysis (SA) can be used for this sorting purpose. From all the reviews provided by different people, SA pulls out the structured-less text reviews relating to an item survey, an event, and so on and then classifies them as either positive, negative, or neutral. Polarity categorization is another term for this. This research examines and contrasts several machine-learning approaches to SA on the Twitter dataset. Using the NEP2020 Twitter dataset, the results are compared. Results are evaluated using several criteria: accuracy, precision, and recall. Results show that logistic regression outperforms competing machine learning methods.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130464131","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 : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10104817
Mehul Mahrishi, Praveen Kr. Jain, S. Hosseini
Outcome-Based Education (OBE) has been practised for over a century, as educationalists have highlighted the need to understand learners’ characteristics during the learning process. This educational framework aims to ensure that learners possess the necessary attributes to become successful not only in their education but in their lives as well. Graduate attributes are pre-defined high-level skills students should acquire due to their learning and experiences while pursuing a degree. These attributes are indicators of a graduate’s future capabilities and have a many-to-many relationship between the courses. The measure of these attributes is called attainment. Concrete assessment methods lay the groundwork for precise attainment to acquire one or more graduate attributes. This paper aims to provide a mathematical assessment formulation for attaining engineering graduate attributes based on course outcomes. The research also highlights the understanding of the outcome-based education concept in higher education institutions in India.
{"title":"Towards assessment and attainment of Engineering Graduate Attributes in Outcome Based Education (OBE","authors":"Mehul Mahrishi, Praveen Kr. Jain, S. Hosseini","doi":"10.1109/IEEECONF56852.2023.10104817","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104817","url":null,"abstract":"Outcome-Based Education (OBE) has been practised for over a century, as educationalists have highlighted the need to understand learners’ characteristics during the learning process. This educational framework aims to ensure that learners possess the necessary attributes to become successful not only in their education but in their lives as well. Graduate attributes are pre-defined high-level skills students should acquire due to their learning and experiences while pursuing a degree. These attributes are indicators of a graduate’s future capabilities and have a many-to-many relationship between the courses. The measure of these attributes is called attainment. Concrete assessment methods lay the groundwork for precise attainment to acquire one or more graduate attributes. This paper aims to provide a mathematical assessment formulation for attaining engineering graduate attributes based on course outcomes. The research also highlights the understanding of the outcome-based education concept in higher education institutions in India.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131830745","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 : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10104837
Luis Montesinos, A. Santos-Díaz, D. Salinas-Navarro, Leopoldo Cendejas-Zaragoza
Biomedical engineering undergraduate students often underestimate the relevance of their courses as they hardly perceive their practical application in future professional development, resulting in a lack of interest, motivation, and engagement. This issue may be addressed by implementing practical or “hands-on” learning experiences that allow students to construct their knowledge and apply skills in real-world scenarios. This work proposes to create learning experiences supported by blended learning spaces, including traditional classrooms for direct instruction, daily-life scenarios for experiential learning enabled by wearable devices, and cloudbased programming environments for online collaborative work. The learning experience presented was implemented in a biomedical signals and systems course. Students used health wearables to record their physiological and behavioral signals in everyday scenarios and Google Collaboratory notebooks to analyze the collected data. The survey results applied to students suggest that technology-enabled blended learning spaces positively impact students’ perception of their learning experience. However, other potential benefits in learning derived from the use of technologies, such as increased student engagement and motivation and improved learning outcomes, require further investigation. This is particularly relevant given the monetary investment that scaling up this pedagogical approach would need.
{"title":"Expanding the Concept of Learning Space in Biomedical Engineering Education using Wearable Devices and Cloud-based Collaborative Programming Environments","authors":"Luis Montesinos, A. Santos-Díaz, D. Salinas-Navarro, Leopoldo Cendejas-Zaragoza","doi":"10.1109/IEEECONF56852.2023.10104837","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104837","url":null,"abstract":"Biomedical engineering undergraduate students often underestimate the relevance of their courses as they hardly perceive their practical application in future professional development, resulting in a lack of interest, motivation, and engagement. This issue may be addressed by implementing practical or “hands-on” learning experiences that allow students to construct their knowledge and apply skills in real-world scenarios. This work proposes to create learning experiences supported by blended learning spaces, including traditional classrooms for direct instruction, daily-life scenarios for experiential learning enabled by wearable devices, and cloudbased programming environments for online collaborative work. The learning experience presented was implemented in a biomedical signals and systems course. Students used health wearables to record their physiological and behavioral signals in everyday scenarios and Google Collaboratory notebooks to analyze the collected data. The survey results applied to students suggest that technology-enabled blended learning spaces positively impact students’ perception of their learning experience. However, other potential benefits in learning derived from the use of technologies, such as increased student engagement and motivation and improved learning outcomes, require further investigation. This is particularly relevant given the monetary investment that scaling up this pedagogical approach would need.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129264143","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 : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10104745
Josefina Castillo Reyna, C. Barriga, Gerardo A. Silveyra Sáenz
During the first months of 2020, the world was surprised by the emergence of the COVID-19 pandemic. Educational institutions were partially or fully closed. Social distancing and restrictive movement policies significantly disturbed traditional educational practices. In Mexico, Tecnologico de Monterrey faced one of the most sudden changes in its history, teaching all its courses 100% digitally. Its teachers had to search for alternative tools that would allow students to take practical classes, for example, laboratory, preserving the experience of being in a specialized laboratory even from home. This research evaluated two innovative tools designed and implemented for the Microbiology Laboratory subject. The first one is the Virtual BioLabs (VBL) application for using and managing specialized laboratory equipment. The second is Virtual Journey (VJ), a 360-degree interactive video to explain a foodborne bacterial infection [1]. We used qualitative and quantitative evaluation instruments to measure the impact of these tools during the pandemic. Results showed that the mean grade from pandemic groups using VBL was 93.5 vs. SS.5 obtained from those who did not use the app. Additionally, the grade average from pandemic groups before watching the VJ video was 63.5 vs. 93.5 after watching it. These results indicate that these strategies improved student performance, reflected in the increase in their averages. Finally, in the satisfaction survey, the students commented that using VBL and Virtual Journey made them feel more immersed in the laboratory, even at home. They enjoyed and liked both technical strategies. However, 93% of the students agreed that, although the virtual tools have excellent potential, their preference for face-to-face learning in practical laboratory subjects remains indisputable.
在2020年的头几个月，世界对COVID-19大流行的出现感到惊讶。教育机构部分或全部关闭。保持社会距离和限制行动的政策严重扰乱了传统的教育做法。在墨西哥，蒙特雷理工学院(tecologico de Monterrey)面临着其历史上最突然的变化之一，所有课程都是100%数字化教学。它的老师们不得不寻找其他的工具，让学生们可以上实践课，比如实验室，即使在家里也能保留在专门实验室的体验。本研究评估了为微生物实验室课题设计和实施的两种创新工具。第一个是虚拟生物实验室(VBL)应用程序，用于使用和管理专门的实验室设备。第二个是Virtual Journey (VJ)，这是一个360度互动视频，用于解释食源性细菌感染[1]。我们使用定性和定量评估工具来衡量这些工具在大流行期间的影响。结果显示，使用VBL的大流行组的平均评分为93.5分，而未使用该应用程序的大流行组的平均评分为ss5分。此外，观看VJ视频前的大流行组平均评分为63.5分，而观看视频后的大流行组平均评分为93.5分。这些结果表明，这些策略提高了学生的表现，反映在他们平均成绩的提高上。最后，在满意度调查中，学生们评论说，使用VBL和Virtual Journey让他们感觉更沉浸在实验室中，甚至在家里。他们喜欢这两种技术策略。然而，93%的学生同意，尽管虚拟工具有很好的潜力，但他们对实际实验室科目面对面学习的偏好仍然是无可争辩的。
{"title":"Virtual Journey and Virtual Bio-Labs: Two Novel Strategies Implemented in the Pandemic to Boost Dynamic Learning in the Microbiology Laboratory","authors":"Josefina Castillo Reyna, C. Barriga, Gerardo A. Silveyra Sáenz","doi":"10.1109/IEEECONF56852.2023.10104745","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104745","url":null,"abstract":"During the first months of 2020, the world was surprised by the emergence of the COVID-19 pandemic. Educational institutions were partially or fully closed. Social distancing and restrictive movement policies significantly disturbed traditional educational practices. In Mexico, Tecnologico de Monterrey faced one of the most sudden changes in its history, teaching all its courses 100% digitally. Its teachers had to search for alternative tools that would allow students to take practical classes, for example, laboratory, preserving the experience of being in a specialized laboratory even from home. This research evaluated two innovative tools designed and implemented for the Microbiology Laboratory subject. The first one is the Virtual BioLabs (VBL) application for using and managing specialized laboratory equipment. The second is Virtual Journey (VJ), a 360-degree interactive video to explain a foodborne bacterial infection [1]. We used qualitative and quantitative evaluation instruments to measure the impact of these tools during the pandemic. Results showed that the mean grade from pandemic groups using VBL was 93.5 vs. SS.5 obtained from those who did not use the app. Additionally, the grade average from pandemic groups before watching the VJ video was 63.5 vs. 93.5 after watching it. These results indicate that these strategies improved student performance, reflected in the increase in their averages. Finally, in the satisfaction survey, the students commented that using VBL and Virtual Journey made them feel more immersed in the laboratory, even at home. They enjoyed and liked both technical strategies. However, 93% of the students agreed that, although the virtual tools have excellent potential, their preference for face-to-face learning in practical laboratory subjects remains indisputable.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131751951","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 : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10104796
P. Caratozzolo, A. Alvarez-Delgado, Jorge Rodríguez-Ruiz
Due to changes in labor scenarios and new requirements in Industry 4.0, Higher Education Institutions are redesigning their study plans and incorporating tools to ensure quality development of the specialized skills of each discipline and the so-called “future skills Among these, digital literacy skills stand out because they allow people to reflect critically on digital information and its impact on society and work. This work-in-progress study discusses the definition of a theoretical model for developing Quality Digital Literacy Skills, the design of strategies for training two sub-competencies (information literacy and photo-visual literacy), and the use of Natural Language Processing (NLP) tools to measure the development of those skills. Preliminary findings showed the effectiveness of Active Learning experiences designed for lasting future skills and the selection of suitable assessment instruments based on international frameworks such as Education for Life and Work and the Digital Competency Framework for Citizens. The pilot tests with a machine learning platform confirm that NLP tools help reduce human appreciation biases in evaluating the performance level of students developing these digital literacy skills.
{"title":"Applications of Natural Language Processing for Industry 4.0 Skills Development","authors":"P. Caratozzolo, A. Alvarez-Delgado, Jorge Rodríguez-Ruiz","doi":"10.1109/IEEECONF56852.2023.10104796","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104796","url":null,"abstract":"Due to changes in labor scenarios and new requirements in Industry 4.0, Higher Education Institutions are redesigning their study plans and incorporating tools to ensure quality development of the specialized skills of each discipline and the so-called “future skills Among these, digital literacy skills stand out because they allow people to reflect critically on digital information and its impact on society and work. This work-in-progress study discusses the definition of a theoretical model for developing Quality Digital Literacy Skills, the design of strategies for training two sub-competencies (information literacy and photo-visual literacy), and the use of Natural Language Processing (NLP) tools to measure the development of those skills. Preliminary findings showed the effectiveness of Active Learning experiences designed for lasting future skills and the selection of suitable assessment instruments based on international frameworks such as Education for Life and Work and the Digital Competency Framework for Citizens. The pilot tests with a machine learning platform confirm that NLP tools help reduce human appreciation biases in evaluating the performance level of students developing these digital literacy skills.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114846163","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 : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10104592
R. J. D. Martínez
The development of laboratory practices is necessary for training mechatronics engineering students because they must learn in scenarios that allow checking the theories reviewed in class and implementing their solutions to real-world challenges posed in a course. Unexpectedly, the COVID pandemic caused a rethinking of how to develop the laboratory as a form of teaching, looking for online alternatives using simulation platforms, portable instruments, and 3D printing to design prototypes. This work presents the experience of two online laboratory practice activities in two mechatronics engineering subjects, which allowed students to complement their training without the risk of contagion, develop the planned competencies, and acquire skills in this form of teaching.
{"title":"Design Experience of Laboratory Practices in COVID Times.","authors":"R. J. D. Martínez","doi":"10.1109/IEEECONF56852.2023.10104592","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104592","url":null,"abstract":"The development of laboratory practices is necessary for training mechatronics engineering students because they must learn in scenarios that allow checking the theories reviewed in class and implementing their solutions to real-world challenges posed in a course. Unexpectedly, the COVID pandemic caused a rethinking of how to develop the laboratory as a form of teaching, looking for online alternatives using simulation platforms, portable instruments, and 3D printing to design prototypes. This work presents the experience of two online laboratory practice activities in two mechatronics engineering subjects, which allowed students to complement their training without the risk of contagion, develop the planned competencies, and acquire skills in this form of teaching.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130376984","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 : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10104990
Carlos Alberto González Almaguer, Verónica Saavedra Gastélum, Arturo Gonzalez de Cosio, Lourdes Garcia, Claudia Zubieta Ramírez
Educational institutions are key stakeholders in change. They contribute to society by implementing best practices to benefit the population and communities, especially the most vulnerable. Tecnologico de Monterrey is no stranger to this social responsibility and includes it in its values and mission to promote and develop projects and research to improve societal living conditions. This research describes how the sum of different projects in the last ten years and its statistical and tangible results are now potentiated by the design process of experimental statistical models for handling sensitive information collected through different means, and the outcomes of applying these models, alongside data science, to create and implement comprehensive productive projects during innovative educational activities of “Week i,” “Semester i,” and research projects. This paper discusses using data science and a work methodology to design an experimental model to enhance the agricultural products of a community and, through the research carried out at CAETEC with precision agriculture, provide added value to these crops until they become final products in manufacturing centers. We seek its replicability with economies of scale across communities in Mexico.
教育机构是变革的关键利益相关者。他们通过实施最佳做法造福人民和社区，特别是最弱势群体，从而为社会做出贡献。tecologio de Monterrey对这种社会责任并不陌生，并将其纳入其价值观和使命中，以促进和发展改善社会生活条件的项目和研究。本研究描述了过去十年中不同项目的总和及其统计和有形结果如何通过实验统计模型的设计过程来处理通过不同手段收集的敏感信息，以及在“第一周”，“第一学期”和研究项目的创新教育活动中应用这些模型和数据科学的结果，以创建和实施全面的生产性项目。本文讨论了使用数据科学和工作方法来设计一个实验模型，以提高一个社区的农产品，并通过在CAETEC进行的精准农业研究，为这些作物提供附加价值，直到它们成为制造中心的最终产品。我们寻求在墨西哥的各个社区实现规模经济的可复制性。
{"title":"Data Science in the Design of Social Development Projects.","authors":"Carlos Alberto González Almaguer, Verónica Saavedra Gastélum, Arturo Gonzalez de Cosio, Lourdes Garcia, Claudia Zubieta Ramírez","doi":"10.1109/IEEECONF56852.2023.10104990","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104990","url":null,"abstract":"Educational institutions are key stakeholders in change. They contribute to society by implementing best practices to benefit the population and communities, especially the most vulnerable. Tecnologico de Monterrey is no stranger to this social responsibility and includes it in its values and mission to promote and develop projects and research to improve societal living conditions. This research describes how the sum of different projects in the last ten years and its statistical and tangible results are now potentiated by the design process of experimental statistical models for handling sensitive information collected through different means, and the outcomes of applying these models, alongside data science, to create and implement comprehensive productive projects during innovative educational activities of “Week i,” “Semester i,” and research projects. This paper discusses using data science and a work methodology to design an experimental model to enhance the agricultural products of a community and, through the research carried out at CAETEC with precision agriculture, provide added value to these crops until they become final products in manufacturing centers. We seek its replicability with economies of scale across communities in Mexico.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125224500","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 : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10105095
Alejandro Torres Delgado
This research seeks to evaluate how a multimodal learning system (a financial simulator combined with a learning management system) impacts university students’ academic achievement in investment project valuation. Likewise, a measuring instrument is presented to evaluate the academic achievement obtained in a subject traditionally recognized as complex. The applied approach was quantitative. The research design was quasi-experimental, with two groups selected at convenience, a control group that followed traditional techniques and an experimental one to which the simulator was applied. The sample consisted of 42 students enrolled in the third and fifth semesters at ITESM (Tecnologico de Monterrey) campus Cuernavaca from August to December 2022. They were tasked to develop an innovative proposal and determine whether they should support or reject the investment. The evidence indicated that the experimental group obtained better academic achievement using the simulator. Also, due to the ease of use, students were motivated to research the subject and develop more complex scenarios based on their skills and dispositions. The results and feedback provided a path to improve the tool and develop a version in the cloud with more functionalities to improve user experience and engagement.
本研究旨在评估多模式学习系统(金融模拟器与学习管理系统相结合)如何影响大学生在投资项目评估中的学业成绩。同样，提出了一种测量仪器来评估在传统上被认为是复杂的学科中获得的学术成就。应用的方法是定量的。研究设计为准实验设计，为方便选择两组，采用传统技术的对照组和采用模拟器的试验组。样本包括2022年8月至12月在库埃纳瓦卡ITESM (tecologico de Monterrey)校区第三和第五学期注册的42名学生。他们的任务是制定一个创新的提案，并决定他们是应该支持还是拒绝这项投资。实验结果表明，试验组学生使用该模拟器取得了较好的学习成绩。此外，由于易于使用，学生们有动力研究这个主题，并根据他们的技能和性格开发更复杂的场景。结果和反馈为改进该工具和开发具有更多功能的云版本提供了途径，以改善用户体验和参与度。
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