Revista Iberoamericana de Tecnologias del Aprendizaje最新文献

Digital Transformation in the Educational Community of the Dominican Republic: Exploring the Role of Sociodemographic Environments and Gender in Digital Competence

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2024-12-09 DOI: 10.1109/RITA.2024.3513702

Jesús Manuel Soriano-Alcantara;Francisco D. Guillén-Gámez;Julio Ruiz-Palmero

{"title":"Digital Transformation in the Educational Community of the Dominican Republic: Exploring the Role of Sociodemographic Environments and Gender in Digital Competence","authors":"Jesús Manuel Soriano-Alcantara;Francisco D. Guillén-Gámez;Julio Ruiz-Palmero","doi":"10.1109/RITA.2024.3513702","DOIUrl":"https://doi.org/10.1109/RITA.2024.3513702","url":null,"abstract":"The purpose of this study was to have a more general and holistic view of the basic digital competencies self-perceived by the main agents of the educational community (teachers, students and parents) of all educational stages (Early Childhood Education, Primary Education, Secondary Education and Higher education). Specifically, the incidence of sociodemographic settings (urban-rural) and gender (female-male) in the Dominican Republic was analyzed and compared, for each educational stage. To achieve these purposes, an ex post facto design was used, and with a non-probabilistic sampling of 1149 participants. Among the main findings, the digital competencies of teachers are satisfactory and high in all educational stages and sociodemographic settings environments, while the group of students and parents shows lower scores, especially in the early educational stages. Regarding gender, no significant differences were found in the group of students for any educational stage, while in the group of teachers and parents, differences were found in some educational stages, in favor of the male gender. These findings suggest the need to design specific interventions to improve students and parents’ digital competencies, especially in Primary Education and rural areas, where minimum levels are observed. In addition, the importance of considering gender differences in the digital competencies of teachers and parents is highlighted to promote equity and equal access to digital education.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"379-388"},"PeriodicalIF":1.0,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142858895","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}

引用次数: 0

Models of Technology Acceptance in Education: A Bibliometric Analysis 教育领域的技术接受模式：文献计量分析

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2024-11-28 DOI: 10.1109/RITA.2024.3486999

Patricia Hernández-Medina;Diego Pinilla-Rodríguez;Gabriel Ramírez-Torres;María Paublini-Hernández

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Promoting Entrepreneurial Education in Doctoral Programs: INVENTHEI’s Training for Innovation-Driven Research (2024) 促进博士课程中的创业教育：INVENTHEI 的创新驱动研究培训 (2024)

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2024-11-26 DOI: 10.1109/RITA.2024.3506868

Noelia Gerbaudo-González;Susana Feijoó-Quintas;Manuel Gandoy-Crego;María del C. Gutiérrez-Moar;María J. Diz-López;Samuel Furtado;Gil Gonçalves;David Facal

{"title":"Promoting Entrepreneurial Education in Doctoral Programs: INVENTHEI’s Training for Innovation-Driven Research (2024)","authors":"Noelia Gerbaudo-González;Susana Feijoó-Quintas;Manuel Gandoy-Crego;María del C. Gutiérrez-Moar;María J. Diz-López;Samuel Furtado;Gil Gonçalves;David Facal","doi":"10.1109/RITA.2024.3506868","DOIUrl":"https://doi.org/10.1109/RITA.2024.3506868","url":null,"abstract":"Entrepreneurship Education (EE) plays a pivotal role in stimulating entrepreneurial performance and nurturing innovative ideas. Recognizing the essential role of doctoral programs within the education system, it becomes crucial for Higher Education Institutions (HEIs) to integrate EE into these programs. This study presents the development of the Training for Innovation Driven Research program, specifically designed for Ph.D. students in the early stages of their research trajectories. The methodologies used to train participants include design thinking and lean start-up, and draw on the EntreComp network. To assess the training program’s effectiveness, a comprehensive set of tools has been designed, The training program consists of 32 hours of courses and 18 hours of autonomous work, designed to assist researchers in transferring the results of their projects or Ph.D. thesis to society and to promote innovation and entrepreneurship among Ph.D. students and researchers. Evaluation tools include observation checklists for ongoing evaluation, rubrics for evaluating tangible products against basic criteria, and surveys with structured questionnaires to assess the impact of the programme on the target population. The proposed training model offers a framework for fostering innovation, adaptability, and creativity among doctoral students, underscoring the importance of learning-by-doing approaches in realizing the objectives of EE within the academic setting. The program is intended to provide researchers with the competencies needed to navigate and lead in complex, innovation-driven environments, and to strengthen the role of HEIs in the global knowledge society.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"353-360"},"PeriodicalIF":1.0,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142825925","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}

引用次数: 0

Bridge the Gap: Using Challenge-Based Learning to Connect University and Industry

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2024-11-18 DOI: 10.1109/RITA.2024.3501933

Miguel Ángel Sánchez Vidales;Paula Lamo

{"title":"Bridge the Gap: Using Challenge-Based Learning to Connect University and Industry","authors":"Miguel Ángel Sánchez Vidales;Paula Lamo","doi":"10.1109/RITA.2024.3501933","DOIUrl":"https://doi.org/10.1109/RITA.2024.3501933","url":null,"abstract":"Collaboration between universities and companies has become vital in training future professionals. However, on many occasions, this collaboration could be more agile and efficient to avoid a disconnect between the supply of trained professionals and the demand of the labor market. This situation is aggravated in the case of online training, where students are geographically delocalized and need the opportunity to interact directly with companies. To address this issue and ensure up-to-date and relevant student training, an innovative program that promotes collaboration between the university and various organizations in the Master in Industry 4.0 is presented. The proposal offers a new subject that uses learning based on challenges proposed and directed by leading companies in the sector. This allows students to apply their knowledge and gain insight into the industry in which they will work. Four calls have been carried out, and there are 14 challenges available, covering various industrial sectors and applications related to Industry 4.0/5.0. This paper presents the results of this program. Companies have obtained innovative and valuable solutions for their specific needs. In contrast, students have been able to apply their knowledge in real situations and gain valuable experience in the business world. Many students come from different geographical environments, especially from LATAM, and they value the subject and teaching staff positively. Due to the success of the program in Master in Industry 4.0, the same approach has been implemented in the university’s master’s program in the Internet of Things, with equally satisfactory results.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"371-378"},"PeriodicalIF":1.0,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142858894","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}

引用次数: 0

Enhancing Industrial Automation: A Practical Study on Communication Protocols and EdMES Software Integration

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2024-11-18 DOI: 10.1109/RITA.2024.3501218

Heylin Diaz;Peter Poór

引用次数: 0

The Challenge of the Gender Gap and the Lack of STEM Vocations in ESO and Baccalaureate

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2024-11-15 DOI: 10.1109/RITA.2024.3499337

Mariana Hernández-Pérez;Pedro Manuel Hernández-Castellano;José Alexis Alonso-Sánchez;Eduardo Gregorio Quevedo-Gutiérrez

{"title":"The Challenge of the Gender Gap and the Lack of STEM Vocations in ESO and Baccalaureate","authors":"Mariana Hernández-Pérez;Pedro Manuel Hernández-Castellano;José Alexis Alonso-Sánchez;Eduardo Gregorio Quevedo-Gutiérrez","doi":"10.1109/RITA.2024.3499337","DOIUrl":"https://doi.org/10.1109/RITA.2024.3499337","url":null,"abstract":"The persistence of gender inequality in STEM careers among high school students represents a significant and ongoing concern. A decline in interest in science and technology, particularly among female students, is a notable finding in the research. From an early age, this disparity intensifies, prompting a comprehensive examination of the factors that perpetuate it. This study examined strategies to enhance female involvement in STEM, with a particular focus on hands-on workshops where women assume a pivotal role. These workshops aim to inspire and motivate students by showcasing examples of successful women in STEM, while also fostering their confidence and empowerment. The methodology encompassed surveys of middle and high school students, which revealed that nearly half of the students lacked familial or pedagogical encouragement to pursue STEM careers, underscoring the pivotal role of close role models in academic decisions. Furthermore, a comparative analysis was conducted to examine the discrepancies between students from private/subsidised and public educational institutions. The findings emphasise the necessity of initiating vocational guidance at an early stage of development, thereby counteracting the biases that are often established during adolescence, such as the impostor syndrome. Following their participation in the workshops, a notable proportion of students indicated an enhanced interest in pursuing university studies in STEM, with female students reporting heightened motivation and empowerment to explore these career pathways. This approach aims not only to equip young women with the requisite tools for success in STEM, but also to inspire a new generation of women leaders in science and technology.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"331-341"},"PeriodicalIF":1.0,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10754637","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142810384","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}

引用次数: 0

Integration of Self-Learning and Assessment Activities Using STACK in a Course of Mathematics in Engineering 在工程数学课程中使用 STACK 整合自学和评估活动

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2024-10-29 DOI: 10.1109/RITA.2024.3487922

M. A. Castro;F. J. Verdu;P. A. García;A. Sirvent;A. Escapa;J. A. Martínez;F. Rodríguez

{"title":"Integration of Self-Learning and Assessment Activities Using STACK in a Course of Mathematics in Engineering","authors":"M. A. Castro;F. J. Verdu;P. A. García;A. Sirvent;A. Escapa;J. A. Martínez;F. Rodríguez","doi":"10.1109/RITA.2024.3487922","DOIUrl":"https://doi.org/10.1109/RITA.2024.3487922","url":null,"abstract":"This work presents an educational experience developed during the 2022-2023 academic year as part of a project of the “Programa de Redes de investigación en docencia universitaria” (Research Networks Program in University Teaching) of the Institute of Education Sciences (ICE) of the University of Alicante (UA), Spain. It is a continuation of the one developed in the previous academic year, whose goal was to incorporate and evaluate the use of the STACK system as a self-learning and automatic assessment tool for Mathematics contents in Engineering. This work details the actions corresponding to a first-year Mathematics course of the Degree in Biomedical Engineering at the UA, where STACK activities have been fully integrated within the development of the curriculum, both as voluntary learning activities and in the form of activities included in the assessment of the subject. A wide set of tests with STACK questions has been created for all the contents of the course, and tests and exams have been carried out based on STACK, either exclusively or as a complementary tool. The analysis of the degree of use of the system and its relationship with the results obtained in partial tests and exams, as well as the opinions of the students in a survey, show the good reception by the students of having available the type of activities that the STACK system allows, and the positive relationship of having carried out these activities with student’s achievements.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"315-320"},"PeriodicalIF":1.0,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10737416","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142645393","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}

引用次数: 0

A Block-Based Web IDE to Ease the Smart Contract Programming Learning Curve

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2024-10-28 DOI: 10.1109/RITA.2024.3487475

Cristian Gómez-Macías;Juan Manuel Vara;Francisco Javier Pérez-Blanco;David Granada

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Social and Scientific Relevance of Systems Engineering Undergraduate Theses in Latin America 拉丁美洲系统工程本科生论文的社会和科学意义

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2024-10-08 DOI: 10.1109/RITA.2024.3476154

Pilar Hidalgo-León;Ana Luna;Lornel Rivas

{"title":"Social and Scientific Relevance of Systems Engineering Undergraduate Theses in Latin America","authors":"Pilar Hidalgo-León;Ana Luna;Lornel Rivas","doi":"10.1109/RITA.2024.3476154","DOIUrl":"https://doi.org/10.1109/RITA.2024.3476154","url":null,"abstract":"The main objective of this research is to contribute with a methodology based on data science techniques that allows the identification of undergraduate Latin American Systems Engineering theses that have social and scientific relevance. The Sustainable Development Goals promulgated by the UN with a view to 2030 research guidelines capable of influencing society. Hence, the importance of having a tool that allows obtaining indicators related to the research’s scientific and social relevance. We might wonder if it is possible to identify, through a systematic methodology, Systems Engineering undergraduate Latin American theses whose approach has scientific and social relevance. To answer this question free access repositories from 21 Latin American countries were used, and the search for System Engineering undergraduate theses published between 2015 and 2022 was restricted. We used scrapping and crawling techniques to demonstrate the social and scientific relevance, considering the title, the abstract, and the keywords of the analyzed theses as sources. After applying these techniques, the collected data were stored in a dataset. To enhance our search methodology, we implemented language-based filters, and we narrowed down the results by including only titles with keywords mentioned in the selection criteria. We then utilized the Google Scholar search engine and the SERP API to gather version and citation metrics. This approach in order to search for undergraduate theses with social and scientific relevance proved effective. However, we observed significant heterogeneity in the research areas pursued across various Latin American countries, reflecting diverse regional priorities. At the same time, this diversity presents opportunities to direct research efforts toward achieving social impact. Our findings provide a foundational understanding to guide the development of theses aligned with priorities of social development and sustainability.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"306-314"},"PeriodicalIF":1.0,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573606","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}

引用次数: 0

Development of a Virtual Environment to Assist in the Identification and Analysis of Defects in Industrial Control Panels 开发虚拟环境，协助识别和分析工业控制面板中的缺陷

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2024-10-07 DOI: 10.1109/RITA.2024.3475883

Jalberth F. Araújo;Vítor M. Ramos;Célio A. Silva;Henrique D. Silva

{"title":"Development of a Virtual Environment to Assist in the Identification and Analysis of Defects in Industrial Control Panels","authors":"Jalberth F. Araújo;Vítor M. Ramos;Célio A. Silva;Henrique D. Silva","doi":"10.1109/RITA.2024.3475883","DOIUrl":"https://doi.org/10.1109/RITA.2024.3475883","url":null,"abstract":"In this paper is presented the main stages for the development of the Quadro Simulador de Defeitos Virtual, a virtual environment created with the aim of assisting in the identification and analysis of defects in industrial control panels. The software Construct 2 was adopted for the development of the Quadro Simulador de Defeitos Virtual. Based on the defect simulator panel of the Brazilian manufacturer WEG, available in the Electrical Installations Laboratory course of the Electrical Engineering Undergraduate Program at the Federal University of Campina Grande, the developed environment can simulate all 24 defects that the real equipment randomly simulates. By using the Quadro Simulador de Defeitos Virtual, the user can test their knowledge in defect analysis and identification and evaluate their performance considering the number of errors made. The developed virtual environment is an instructional and learning facilitator tool designed for the academic setting. Thus, the Quadro Simulador de Defeitos Virtuais has the functionality to simulate all the defects of a real control panel in the most accurate way possible. As a result, it has the potential to help students and teachers to improve their performance and enhance the quality of teaching and learning in the academic environment, addressing the issue of limited access to laboratories for students.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"258-266"},"PeriodicalIF":1.0,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142524150","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}

引用次数: 0