Revista Iberoamericana de Tecnologias del Aprendizaje最新文献

{"title":"Enhancing Research Capabilities in Teaching and Learning: The Transformative Impact of ChatGPT","authors":"Benjamín Maraza-Quispe;Victor Hugo Rosas-Iman;Giuliana Feliciano-Yucra;Atilio Cesar Martínez-Lopez;Lita Marianela Quispe-Flores;Edwin Reyes-Villalba;Pedro Pablo Nina-Mita","doi":"10.1109/RITA.2025.3565180","DOIUrl":"https://doi.org/10.1109/RITA.2025.3565180","url":null,"abstract":"The research analyzes the impact of ChatGPT on the development of investigative competencies in students of regular basic education, focusing on three main aspects: its role in information retrieval, its contribution to the generation of accurate and relevant content, and its usability in fostering investigative skills. An experimental design was applied to a sample of 100 students, with 50 students using ChatGPT during the development of learning sessions and a control group of 50 students conducting their sessions through traditional methods. The students developed research projects evaluated according to six key criteria: coherence, precision, originality, content depth, problem-solving ability, and source management. Descriptive and comparative statistical analyses indicated that the experimental group outperformed the control group in coherence, precision, and originality. However, the control group showed better performance in source management, suggesting that traditional methodologies remain more effective for handling bibliographic references and searching for reliable sources. Regarding content depth and problem-solving ability, both groups achieved similar results, with a slight advantage observed in the experimental group. In summary, ChatGPT improves students’ coherence, precision, and originality in research tasks. Nonetheless, it is recommended to integrate its use with traditional methods to strengthen source management and ensure the comprehensive development of investigative competencies, promoting the ethical and responsible use of technology.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"115-124"},"PeriodicalIF":1.0,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143949294","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}

{"title":"Systematic Mapping Review of Induction Resources for First-Time Students in Virtual Learning Environments","authors":"Pilar Alexandra Moreno;Juan Olegario Monroy Vásquez;V. Gabriel M. Ramírez;Fernando Moreira","doi":"10.1109/RITA.2025.3556764","DOIUrl":"https://doi.org/10.1109/RITA.2025.3556764","url":null,"abstract":"The objective of this study is to conduct a systematic review of the resources used in induction processes for first-year higher education students, with a focus on the use of virtual learning environments. The Kitchenham methodology was followed, evaluating 1,121 papers from databases such as ACM Digital Library, ELIBRO, Google Scholar, IEEE Digital Library, ISI Web of Science, ScienceDirect, Scopus, and Springer Link. In the first phase, 1,021 papers were selected by applying inclusion and exclusion criteria, reducing the set to 99 studies. Subsequently, a quality assessment was performed, considering only documents with a score above 0.9/3.0, resulting in a final selection of 46 papers. These studies provide an overview of the technological tools and pedagogical strategies employed in induction processes. The technological tools were classified into four subcategories: (1) Communication, (2) Didactic interaction media, (3) Learning environments, and (4) Applications. The pedagogical strategies were grouped into (1) Didactic, (2) Mentoring, and (3) Design and arrangement of materials. The systematic review identified and classified the main technological resources and pedagogical strategies used in induction processes for first-year students. These resources, distributed across four technological subcategories and three pedagogical ones, provide a comprehensive overview of the tools used in virtual environments to facilitate students’ adaptation to higher education. The findings offer a solid foundation for the development and implementation of more effective induction programs tailored to student’s current needs.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"86-95"},"PeriodicalIF":1.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143908430","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}

{"title":"Inclusive Interactive Multimedia Experiences in School Contexts With Learning Analytics Integration","authors":"Juan Camilo Espinosa Domínguez;Leonardo Saavedra Munar;Paola Andrea Castillo Beltrán;Carlos Alberto Peláez Ayala;Andrés Fernando Solano Alegría;Johann Alexis Ospina Galindez","doi":"10.1109/RITA.2025.3554712","DOIUrl":"https://doi.org/10.1109/RITA.2025.3554712","url":null,"abstract":"This study characterizes Inclusive Interactive Multimedia Experiences (IIMEs) within school contexts by integrating learning analytics to enable personalized student monitoring and evaluation. By analyzing regulatory documents and multimedia systems (MS) development methodologies, this paper provides comprehensive guidance for IIME pre-production, focusing on learning objectives, activities, responsible design, and inclusion. The research presents a detailed framework for IIME development. It addresses the integration of digital media, interaction modalities, sensory systems, and emotional engagement. Furthermore, it examines the technological mediation necessary to deliver a holistic multimedia experience, prioritizing accessibility and cultural sensitivity. A case study conducted at Rafael Navia Varón School in Cali, Colombia, demonstrates the practical application of the proposed framework through the development of Decisiones Cruciales, an IIME designed to address bullying and cyberbullying via interactive storytelling. This IIME uses learning analytics to provide teachers with detailed metrics on student performance and socio-emotional competencies. The findings from the students’ analysis highlight their engagement and the educational impact of the IIME, particularly in fostering empathy and communication skills. The results underscore the potential of IIMEs to advance inclusive education by delivering adaptive and culturally relevant content. This study contributes to the academic literature by offering practical guidelines for designing and implementing IIMEs that align with universal accessibility and responsible design principles, ultimately promoting an equitable and effective educational environment.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"96-104"},"PeriodicalIF":1.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143908339","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}

{"title":"Teachers’ Perspectives on Gender Equity in STEM: Beliefs, Challenges, and Opportunities","authors":"Alba Ayuso-Lanchares;Noemí Merayo","doi":"10.1109/RITA.2025.3554310","DOIUrl":"https://doi.org/10.1109/RITA.2025.3554310","url":null,"abstract":"As the world rapidly digitizes, there is a growing emphasis on engaging young people, particularly girls, in STEM (Science, Technology, Engineering, and Mathematics) fields where they remain underrepresented. This study investigates the influence of primary and secondary school teachers on students’ STEM engagement within the Spanish education system, with a focus on gender equality. Using a descriptive correlational design, the research gathered responses from 664 teachers, revealing differences in beliefs and practices between primary and secondary educators regarding STEM promotion. The findings indicate that while primary teachers often emphasize career opportunities, secondary teachers focus on explaining STEM study content. Interestingly, only a minority of teachers (30-40%) report receiving gender equality training, underscoring a need for better teacher education in this area. The study also identifies key gender-related barriers, including stereotypes, lack of female role models, and limited STEM career visibility. These barriers are compounded by societal pressures, leading to fewer women in technology-related studies. The results call for education systems to enhance curricula with gender-sensitive practices and align primary and secondary teaching approaches to cultivate technological interest from an early age. Improved STEM training for teachers, as well as activities that promote female role models, can foster a supportive environment for girls. This study contributes to understanding the role of educators in shaping STEM aspirations and highlights the urgent need for systemic changes to address the gender gap in STEM fields.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"67-76"},"PeriodicalIF":1.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143865240","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}

{"title":"Ethics as Transverse Subject in Engineering Education: A Review of Current Efforts","authors":"Giuseppe S. Silva;Pedro N. Vasconcelos;Antonio C. Zambroni de Souza","doi":"10.1109/RITA.2025.3554596","DOIUrl":"https://doi.org/10.1109/RITA.2025.3554596","url":null,"abstract":"Engineering projects address society’s demands and are multidisciplinary by nature. The occurrence of catastrophic failures and the imperative for responsible innovation evidence the importance of linking education with holistic solutions to complex global issues. However, integrating scientific and technological information with social demands has been increasingly neglected. In universities, the division of knowledge into independent subjects reinforces the principle of fragmentation, challenging the perception of problems in professional training. This manuscript advocates a transverse and transdisciplinary approach to teaching ethics in engineering to explore the role of future professionals as agents of socioeconomic and environmental transformation. The concept of transverse education emerges where a given discipline traverses disciplinary boundaries and is integrated into academic training without increasing the course curriculum. A rapid literature review is conducted to assess the current state of engineering ethics education and identify whether Transverse Education in Engineering Ethics (TEEE) is being applied in engineering academic institutions. Documents indexed by Web of Science and Scopus databases were considered in the review, complemented by a supplementary search to reduce the risk of geographical bias. Records were selected based on publication date, focus on engineering ethics education, and application maturity of TEEE according to international guidelines and the Brazilian National Common Curricular Base. Low worldwide adherence to TEEE is revealed, with 5% of the selected engineering teaching/learning records addressing ethics in a transversal manner. This article highlights the importance of TEEE and provides insights for integrating ethics into engineering education, serving as a tool for immediate application and future research.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"57-66"},"PeriodicalIF":1.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143821896","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}

{"title":"Analysis of the Teaching and Learning Process of the Undergraduate Course in Electrical Engineering at the Federal University of Campina Grande","authors":"Jalberth F. Araújo;Izadora S. Cardoso;Henrique D. Silva","doi":"10.1109/RITA.2025.3552226","DOIUrl":"https://doi.org/10.1109/RITA.2025.3552226","url":null,"abstract":"In this paper is analyzed the teaching and learning process of the Undergraduate Course in Electrical Engineering at the Federal University of Campina Grande. The analysis is based on the application of forms to the professors and graduating students and pre-graduating students. The assertions of the forms are based on the questionnaire of National Student Performance Examination (ENADE), in the report of the National Curriculum Guidelines for Engineering Courses and in the Pedagogical Project of the Electrical Engineering Program at the Federal University of Campina Grande. With the answers of teachers and students, analyzes were carried out to obtain information of agreement or disagreement of the participants about the assertions addressed. In addition, the results obtained in some assertions were compared with the results obtained in the survey conducted during the National Student Performance Examination of 2017. This comparison aims to identify if the opinions of the students are undergoing modifications or remaining similar. From the results of this work, it is believed that it is possible to identify the factors that affect the teaching and learning process of the Undergraduate Course in Electrical Engineering of the Federal University of Campina Grande, so that future solutions can be proposed with the aim of improving the learning experience offered in the course.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"47-56"},"PeriodicalIF":1.0,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143716454","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}

{"title":"Multidomain Systems Modeling With SPICE: Equivalent Circuit and Bond Graph Approaches","authors":"Eric Fujiwara","doi":"10.1109/RITA.2025.3551086","DOIUrl":"https://doi.org/10.1109/RITA.2025.3551086","url":null,"abstract":"Equivalent circuits (EC) and bond graphs (BG) are inventive approaches to represent energy interactions in complex multidomain systems. Undergraduate and graduate students in engineering and physics courses benefit from such intuitive representations as alternatives to abstract space-state models and block diagram forms. However, differences between EC and physical counterparts frustrate their implementation and simulation in network analysis software like the widespread SPICE-based ones. Therefore, this paper proposes a method for converting EC and BG into realizable models through modulated effort/flux sources supported by systematic node labeling. Comparative transient simulations in LTspice and MATLAB encompass examples of mechanical, electrical, and magnetic systems, yielding compatible results apart from the multidomain interfaces. The presented technique supports elaborated models’ development and validation through an open-source and lightweight software, motivating further applications in didactic projects and virtual labs.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"39-46"},"PeriodicalIF":1.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143688154","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}

{"title":"An Investigation Into Dropout Indicators in Secondary Technical Education Using Explainable Artificial Intelligence","authors":"Francisco da Conceição Silva;Andre Macedo Santana;Rodrigo Miranda Feitosa","doi":"10.1109/RITA.2025.3566095","DOIUrl":"https://doi.org/10.1109/RITA.2025.3566095","url":null,"abstract":"With the increasing application of Artificial Intelligence (AI) in education, it becomes essential to understand the factors influencing school dropout, as the educational context demands reliable decision-making. This study investigates dropout indicators in secondary-level technical courses at a Brazilian institution, using Explainable AI (XAI) techniques applied to Machine Learning models. The study analyzed data from 15,084 students to identify the main factors contributing to school dropout, utilizing predictive models and applying the explainability techniques LIME and SHAP to highlight key dropout factors, thereby improving prediction transparency. The results show that decision tree-based models performed best, with Random Forest achieving 85% Recall, effectively identifying students at risk of dropout. LIME and SHAP consistently highlighted school attendance, family income, and place of residence as key dropout factors. The analysis of the explainers showed that students with low attendance and lower income are more likely to drop out. These findings highlight the importance of targeted educational policies, such as scholarship programs, transportation assistance, and personalized academic support, especially for vulnerable students. This study contributes to the understanding of factors associated with school dropout and provides insights for the formulation of more effective educational policies. Strategies such as scholarship programs, transportation assistance, and academic monitoring can be implemented to reduce dropout rates.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"105-114"},"PeriodicalIF":1.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10981760","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144090783","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}

{"title":"Collaborative Programming as a Didactic Learning Strategy in CS1 Courses","authors":"Oscar Revelo Sánchez;Alexander Barón Salazar;Manuel Ernesto Bolaños","doi":"10.1109/RITA.2025.3541541","DOIUrl":"https://doi.org/10.1109/RITA.2025.3541541","url":null,"abstract":"Concepts and skills related to the basic constructs of programming (variables, types, expressions, assignment, simple input and output, and conditional control and iteration structures) are a key component in the education of future software developers. Initial programming courses (CS1) tend to have a high academic mortality rate. This is reflected in low student grades, indicating that students are not achieving the required academic competencies. Seeking alternative ways to improve student performance in CS1 courses, this paper proposes as a didactic learning strategy the use of collaborative programming/coding, mediated by the integrated development environment Visual Studio Code and its add-on Live Share, in solving computer programming problems or challenges. The results of a controlled experiment in which this collaborative tool was used in different CS1 courses of the Faculty of Engineering of the University of Nariño in San Juan de Pasto - Colombia are presented.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"32-38"},"PeriodicalIF":1.0,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143496457","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}

{"title":"Analyzing Intervention Strategies Employed in Response to Automated Academic-Risk Identification: A Systematic Review","authors":"Augusto Schmidt;Cristian Cechinel;Emanuel Marques Queiroga;Tiago Primo;Vinicius Ramos;Andréa Sabedra Bordin;Rafael Ferreira Mello;Roberto Muñoz","doi":"10.1109/RITA.2025.3540161","DOIUrl":"https://doi.org/10.1109/RITA.2025.3540161","url":null,"abstract":"Predicting in advance the likelihood of students failing a course or withdrawing from a degree program has emerged as one of the widely embraced applications of Learning Analytics. While the literature extensively addresses the identification of at-risk students, it often doesn’t evolve into actual interventions, focusing more on reporting experimental outcomes than on translating them into real-world impact. The goal of early identification is straightforward, empowering educators to intervene before actual failure or dropout, but not enough attention is paid to what happens after the students are flagged as at risk. Interventions like personalized feedback, automated alerts, and targeted support can be game-changers, reducing failure and dropout rates. However, as this paper shows, few studies actually dig into the effectiveness of these strategies or measure their impact on student outcomes. Even more striking is the lack of research targeting stakeholders beyond students, like educators, administrators, and curriculum designers, who play a key role in driving meaningful interventions. The paper explores recent literature on automated academic risk prediction, focusing on interventions in selected papers. Our findings highlight that only about 14% of studies propose actionable interventions, and even fewer implement them. Despite these challenges, we can see that a global momentum is building around Learning Analytics, and institutions are starting to tap into the potential of these tools. However, academic databases, loaded with valuable insights, remain massively underused. To move the field forward, we propose actionable strategies, like developing intervention frameworks that engage multiple stakeholders, creating standardized metrics for measuring success and expanding data sources to include both traditional academic systems and alternative datasets. By tackling these issues, this paper doesn’t just highlight what is missing; it offers a roadmap for researchers and practitioners alike, aiming to close the gap between prediction and action. It’s time to go beyond identifying risks and start making a real difference where it matters most.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"77-85"},"PeriodicalIF":1.0,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143865300","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}