Revista Iberoamericana de Tecnologias del Aprendizaje最新文献

{"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":"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":"Data Mining for Enhancing Learning and Assessment to a Microcompetence-Based Methodology in Higher Education","authors":"Aurelio Lopez-Fernandez;Federico Divina;Francisco A. Gomez-Vela;Miguel García-Torres","doi":"10.1109/RITA.2025.3532879","DOIUrl":"https://doi.org/10.1109/RITA.2025.3532879","url":null,"abstract":"This work introduces an innovative teaching methodology based on microcompetences applied in a higher education context. The intervention involved creating a repository of practical case studies in the form of quizzes and integrating microcompetences into each course activity. The digital tool Sapiens was used to identify learning deficiencies and provide both collective and individualized feedback. The results indicate a significant increase in student participation and academic performance compared to previous years. Furthermore, students voluntarily used virtual teaching modalities to reinforce their knowledge, particularly in more complex areas. Data mining techniques identified performance patterns among students, highlighting the methodology’s effectiveness in improving both transversal and specific competences. The study’s findings underscore the importance of implementing microcompetency-based methodologies in higher education to enhance the quality of learning and continuous assessment. This approach not only facilitated a deeper understanding of course content but also promoted critical thinking, abstract reasoning, and interpersonal skills, preparing students for future academic and professional challenges. Additionally, the flexibility and adaptability of the digital tools used provided a seamless transition across different teaching modalities, such as in-person, hybrid, and online formats. Thus, the implementation of this innovative methodology has demonstrated its potential to significantly improve student engagement, participation, and academic success, thereby contributing to a more effective and comprehensive educational experience in higher education.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"22-31"},"PeriodicalIF":1.0,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143361192","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":"2024 Index IEEE Revista Iberoamericana de Tecnologias del Aprendizaje Vol. 19","authors":"","doi":"10.1109/RITA.2025.3531978","DOIUrl":"https://doi.org/10.1109/RITA.2025.3531978","url":null,"abstract":"","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"418-430"},"PeriodicalIF":1.0,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10846973","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143184083","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":"A Predictive Model for the Early Identification of Student Dropout Using Data Classification, Clustering, and Association Methods","authors":"Patricia Mariotto Mozzaquatro Chicon;Leo Natan Paschoal;Sandro Sawicki;Fabricia Roos-Frantz;Rafael Z. Frantz","doi":"10.1109/RITA.2025.3528369","DOIUrl":"https://doi.org/10.1109/RITA.2025.3528369","url":null,"abstract":"Technology development has led to increased data generated in education, sparking interest in information extraction to support educational management through automated data analysis. Using such data to create models identifying students likely to drop out has drawn research interest. A crucial factor in reducing dropout rates is the systematic and early identification of the level of student engagement, especially by detecting the students’ behavior profile in the virtual environment, such as grades in assessments. There are predictive models based on data mining processes that identify students prone to dropping out. Unfortunately, the predictive models do not characterize the profiles of these students or the specific trends associated with these profiles. This article aims to fill a gap by presenting a study that identifies and tracks the profiles of undergraduate students likely to drop out, starting with an analysis of academic performance. We propose a predictive model beyond classification by combining data mining techniques such as decision trees, clustering, and frequent pattern analysis. Decision trees, a data mining technique that uses a tree-like graph to represent decisions and their possible consequences, identify students at risk of failure from the entire dataset. Clustering analysis, a data mining technique that groups similar data points together, groups students based on similar characteristics (e.g., students who scored between 0 and 30 points on a specific activity). Frequent pattern analysis, a data mining technique that identifies patterns that occur frequently in a dataset, uncovers the underlying factors contributing to low performance (e.g., identify which activities had the most significant influence on a specific group’s low performance). This integrated approach predicts dropout risk with 93.9% precision and provides a deeper understanding of student profiles and the trends associated with academic failure. The model’s practical application is demonstrated through a study.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"12-21"},"PeriodicalIF":1.0,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143361194","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":"Perception Disparity Between Women and Men on the Gender Gap in STEM at a Spanish University","authors":"Ana Belén González-Rogado;Ana Belén Ramos-Gavilán;María Ascensión Rodríguez-Esteban;Alicia García-Holgado","doi":"10.1109/RITA.2024.3522255","DOIUrl":"https://doi.org/10.1109/RITA.2024.3522255","url":null,"abstract":"The gender gap in engineering is one of the problems in achieving gender equality in society. In this context, the “Engineering with a Gender Perspective” project, an equality initiative developed at the Higher Polytechnic School of Zamora (HPSZ), University of Salamanca, aims to understand the university community’s perception of the gender gap and gender equality and to promote interest in STEAM (Science, Technology, Engineering, Arts, Mathematics) subjects, particularly among female students. To achieve these objectives, a questionnaire tailored to Engineering and Architecture, which had previously been validated for Computer Engineering, was administered and discussed to the entire educational community at the HPSZ. The first WE (Women in Engineering) Challenge Competition was also launched for pre-university students. The challenges, devised by women, were designed to demonstrate the relevance of engineering in everyday life, to inspire pre-university students to pursue STEAM disciplines. The study examines responses to the questionnaire from both students and faculty at the HPSZ, analysing differences in perceptions between men and women regarding gender equality, the gender gap, and gender stereotypes. The findings indicate significant differences in perceptions of the gender gap, particularly among the student population. However, there are no significant differences in views on gender equality and gender stereotypes. Overall, the university community at the HPSZ recognises the importance of achieving gender equality and eliminating stereotypes. Nevertheless, there seems to be some uncertainty regarding their stance on the gender gap issue. Active engagement across all educational levels, focusing on early education, is crucial for reducing inequality in the STEAM field, eradicating gender stereotypes, and fostering interest in STEAM disciplines.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"1-11"},"PeriodicalIF":1.0,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143361193","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":"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}

{"title":"Models of Technology Acceptance in Education: A Bibliometric Analysis","authors":"Patricia Hernández-Medina;Diego Pinilla-Rodríguez;Gabriel Ramírez-Torres;María Paublini-Hernández","doi":"10.1109/RITA.2024.3486999","DOIUrl":"https://doi.org/10.1109/RITA.2024.3486999","url":null,"abstract":"This study develops a bibliometric analysis of research on models of technology acceptance in education, identifying possible changes in the orientation of this research because of the Covid-19 pandemic. Using the Scopus database, 2,000 documents worldwide and 233 publications for Ibero-America were compared. The Bibliometrix package of the R-Studio software made it possible to analyse productivity through publication, visibility and impact metrics for both groups. The results support Lotka and Bradford’s Law, both globally and in Ibero-America. From the scientific mapping and the conceptual structure, structural equation models (SEM) are identified as the most frequently repeated estimation methodology, while TAM and TAM3 models reflect the highest number of repetitions, and in second place UTAUT and UTAUT2. The social structure shows the main collaborative networks in terms of authors and countries. In the case of the Ibero-American countries, Spain stands out with a high proportion of publications and citations.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"342-352"},"PeriodicalIF":1.0,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142821294","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}