Revista Iberoamericana de Tecnologias del Aprendizaje最新文献_第2页

An Empirical Exploration of Collaborative Performance in Engineering Learning Contexts 工程学习情境下合作绩效的实证研究

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-02-11 DOI: 10.1109/RITA.2026.3663552

Oscar Revelo Sánchez;Manuel Ernesto Bolaños

{"title":"An Empirical Exploration of Collaborative Performance in Engineering Learning Contexts","authors":"Oscar Revelo Sánchez;Manuel Ernesto Bolaños","doi":"10.1109/RITA.2026.3663552","DOIUrl":"https://doi.org/10.1109/RITA.2026.3663552","url":null,"abstract":"This study presents an empirical analysis of collaborative performance assessment in engineering learning scenarios. A validated instrument—derived from a previously developed questionnaire measuring seven operational dimensions of collaboration—was applied to evaluate group performance. The study involved 251 students from various engineering courses, organized into experimental groups based on personality traits and a control group formed according to student preference. Findings reveal that personality-based group formation influences collaborative performance, with outcomes varying by group configuration. Homogeneous and mixed groups emphasizing emotional stability (Neuroticism–N) demonstrated higher levels of leadership and collaboration, while heterogeneous groups underperformed compared to the control group. Across all formations, conflict management consistently emerged as the most challenging process, underscoring the importance of targeted strategies for managing interpersonal tensions in team-based learning. From a methodological standpoint, the assessment instrument exhibited high internal consistency (Cronbach’s <inline-formula> <tex-math>$alpha gt 0.9$ </tex-math></inline-formula>), affirming its reliability for evaluating collaborative dynamics in academic contexts. The study concludes that personality-informed group formation can optimize specific collaborative processes, though its effectiveness depends on the combination of personality traits within each team. These findings hold significant implications for the field of Human-Computer Interaction (HCI), particularly in informing the design of educational technologies that enable adaptive group formation and provide real-time feedback in collaborative learning environments.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"54-63"},"PeriodicalIF":1.0,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147299731","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 an Intelligent Personal Assistant for Academic Advising 智能个人学术咨询助理的开发

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-02-10 DOI: 10.1109/RITA.2026.3663244

Adriana L. Iniguez-Carrillo;Laura S. Gaytán-Lugo

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2025 Index IEEE Revista Iberoamericana de Tecnologias del Aprendizaje Vol. 20 2025 Index IEEE Revista Iberoamericana de Tecnologias del Aprendizaje Vol. 20

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-27 DOI: 10.1109/RITA.2026.3658260

引用次数: 0

Multi-Year Evaluation and Enhancement of a Questionnaire-Based Assessment Approach in Engineering Laboratory Instruction 工程实验教学问卷评估方法的多年评估与改进

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-16 DOI: 10.1109/RITA.2026.3654759

Adrián Suárez;Joaquín Pérez-Soler;Raimundo García-Olcina;Abraham Menéndez;Pedro A. Martínez;Roberto Herráiz;Andrea Amaro;Victor Solera;Luís M. Giraldo;Daniel Ibáñez;Jesús López;Daniel Esperante;Julio Martos;Jesús Soret;José Torres

{"title":"Multi-Year Evaluation and Enhancement of a Questionnaire-Based Assessment Approach in Engineering Laboratory Instruction","authors":"Adrián Suárez;Joaquín Pérez-Soler;Raimundo García-Olcina;Abraham Menéndez;Pedro A. Martínez;Roberto Herráiz;Andrea Amaro;Victor Solera;Luís M. Giraldo;Daniel Ibáñez;Jesús López;Daniel Esperante;Julio Martos;Jesús Soret;José Torres","doi":"10.1109/RITA.2026.3654759","DOIUrl":"https://doi.org/10.1109/RITA.2026.3654759","url":null,"abstract":"This paper presents the implementation and continuous refinement of a questionnaire-based assessment approach for laboratory instruction in undergraduate engineering education. In this method, students complete individual questionnaires at the end of each lab session. It was introduced to address challenges associated with traditional evaluation methods such as group reports. Over multiple academic years, the approach was applied in core laboratory subjects within the Degree in Electronic Engineering for Telecommunications at the University of Valencia. Based on student feedback collected through structured surveys, the teaching team introduced key modifications—most notably, the reformulation of test items and the inclusion of performance checkpoints—to improve alignment between assessed outcomes and the learning process. Analysis of student responses before and after these changes indicates improved perceptions regarding fairness, relevance, and overall satisfaction with the assessment method. The results support the effectiveness of this approach in enhancing student engagement and instructional consistency, while highlighting areas for further pedagogical development.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"37-42"},"PeriodicalIF":1.0,"publicationDate":"2026-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11355497","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146082285","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

Establishing the Criteria for an Agile Inclusive Learning Environment (AILE) in Higher Education 高等教育中敏捷全纳学习环境（AILE）标准的建立

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-16 DOI: 10.1109/RITA.2026.3654840

Itzel Berenice Guerrero Alfaro;Jaime Muñoz-Arteaga;Gabriela Citlalli López Torres;Carina Soledad González González

{"title":"Establishing the Criteria for an Agile Inclusive Learning Environment (AILE) in Higher Education","authors":"Itzel Berenice Guerrero Alfaro;Jaime Muñoz-Arteaga;Gabriela Citlalli López Torres;Carina Soledad González González","doi":"10.1109/RITA.2026.3654840","DOIUrl":"https://doi.org/10.1109/RITA.2026.3654840","url":null,"abstract":"Universities continue to face significant challenges in delivering inclusive education, particularly in addressing accessibility barriers and the limited availability of adapted learning resources for students with disabilities. Despite progress in policy development, most institutions lack structured methodologies to identify and remove these barriers iteratively. This study proposes an Inclusive Agile Scrum Model that integrates inclusion criteria, Personal Learning Environment (PLE) principles, and Scrum’s adaptive structure to support systematic, user-centered resource design in higher education. The model was applied at the Autonomous University of Aguascalientes through a case involving the adaptation of educational materials for a student with hearing impairment. Scrum roles, events, and artifacts were reconfigured to incorporate accessibility-oriented tasks, continuous feedback loops, and transparent communication channels. A pre–post evaluation demonstrated measurable improvements in accessibility, interaction, task completion, and adaptation time. To contextualize institutional needs, a comparative analysis of Mexican universities was also conducted, revealing that although most institutions provide basic infrastructure, few have formal inclusion policies, and none employ agile methodologies to guide inclusion processes. Findings show that the proposed model effectively supports the detection, prioritization, and resolution of accessibility issues while enabling rapid, iterative adaptations aligned with students’ needs. This work advances existing knowledge by moving beyond isolated uses of agile methods in education and generic inclusion models toward a conceptually grounded, replicable, and empirically validated inclusive Scrum framework. The study positions agile methodologies as a promising pathway to strengthen accessibility practices and foster more equitable learning environments in higher education.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"43-53"},"PeriodicalIF":1.0,"publicationDate":"2026-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146176028","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

Accessibility Challenges for Blind Users Authoring in Content Management Systems: An Empirical Study 内容管理系统中盲人用户创作的可访问性挑战：实证研究

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-04-07 DOI: 10.1109/RITA.2026.3681871

Guillermo Vera-Amaro;José Rafael Rojano-Cáceres

{"title":"Accessibility Challenges for Blind Users Authoring in Content Management Systems: An Empirical Study","authors":"Guillermo Vera-Amaro;José Rafael Rojano-Cáceres","doi":"10.1109/RITA.2026.3681871","DOIUrl":"https://doi.org/10.1109/RITA.2026.3681871","url":null,"abstract":"While accessibility research often emphasizes the experiences of blind users as consumers of online content, far less attention has been given to their role as content authors in Content Management Systems (CMS). For blind users, the accessibility of CMS platforms is fundamental to ensure efficient navigation, content creation, and overall usability. This study investigates the accessibility challenges faced by blind authors when working with WordPress as a representative CMS, identifies barriers related to navigation and content management, and offers insights to improve inclusive design. A mixed evaluation strategy was employed, combining automated testing tools with a manual assessment based on the barrier walkthrough method. Three blind participants and one sighted participant completed representative CMS tasks—such as navigation, content editing, and menu creation—using NVDA and JAWS screen readers. In addition, an expert evaluation analyzed the severity of the identified barriers. Findings indicate that block-based and drag-and-drop interfaces remain highly inaccessible for screen reader technologies, while AI-powered image descriptions help reduce dependence on sighted assistance. Results also highlight a clear mismatch between pages considered accessible by automated tools and the barriers observed in manual testing, underscoring the limitations of automated evaluations. Overall, the study stresses the need for CMS platforms to improve navigation consistency, reduce dependence on dropdown submenus, and integrate AI support to better address the needs of blind authors.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"268-278"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147696734","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

Navigating Collaborative Challenges Within a Coding and Robotics Curriculum: Opportunities for Virtue Development 在编码和机器人课程中导航协作挑战：美德发展的机会

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-03-13 DOI: 10.1109/RITA.2026.3674052

Jessica C. Blake-West;Caleb Weinstock

{"title":"Navigating Collaborative Challenges Within a Coding and Robotics Curriculum: Opportunities for Virtue Development","authors":"Jessica C. Blake-West;Caleb Weinstock","doi":"10.1109/RITA.2026.3674052","DOIUrl":"https://doi.org/10.1109/RITA.2026.3674052","url":null,"abstract":"The Coding as Another Language (CAL) pedagogy frames coding as an expressive language that supports creativity, communication, and character development in early childhood education. Building on this framework, this paper presents an early exploration of CAL-ScratchJr Bots, a cross-age educational robotics (ER) extension to the CAL curriculum, which integrates physical computing and virtue-based exploration. This intervention invited cross-age student pairs to design, build, and program robots as characters within a class-wide storytelling project. Through a case study of one eighth grader’s experience, this paper examines how cross-grade, problem-based robotics activities can foster virtue exploration and discovery in older peers. Findings highlight moments in which the older student balances ambition and responsibility, and leadership and humility, as he negotiates his role within the collaboration. These observations suggest that cross-age ER experiences can cultivate both computational and moral literacies, positioning the CAL-ScratchJr Bots curriculum as a meaningful context for learning that is simultaneously technical, creative, and virtue-focused.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"217-221"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147558096","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

From E-Waste to Learning: A Tangible Approach to Computational Thinking and Sustainability Education 从电子垃圾到学习：计算思维和可持续教育的切实途径

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-07-21 DOI: 10.1109/RITA.2026.3715595

Carlos Boya-Lara;Daniela Díaz;Aaron Fehrenbach;Marisa Montesano De Talavera

{"title":"From E-Waste to Learning: A Tangible Approach to Computational Thinking and Sustainability Education","authors":"Carlos Boya-Lara;Daniela Díaz;Aaron Fehrenbach;Marisa Montesano De Talavera","doi":"10.1109/RITA.2026.3715595","DOIUrl":"https://doi.org/10.1109/RITA.2026.3715595","url":null,"abstract":"The accelerated obsolescence of electrical and electronic equipment has led to a growing accumulation of E-waste or waste electrical and electronic equipment (WEEE), posing environmental challenges and educational opportunities. This study presents and implements a curriculum for higher education (HE) that integrates computational thinking (CT), sustainability education, and educational robotics (ER) through the creative reuse of WEEE. The curriculum engages students in hands-on learning with analog circuits, guiding them through the principles of electronics, physical robot construction, algorithmic modeling, and sustainable redesign using BEAM robotics, a platform based on biology, electronics, aesthetics, and mechanics. Instead of relying on software programming, students engage with CT-related practices through embedded learning, tangible interaction, and perceptual grounding, reasoning about system behavior, physical circuit debugging, and adaptation of recovered components. The intervention was carried out with students from diverse academic backgrounds and showed consistent improvements in self-reported competencies across all assessed domains, with particularly notable improvements among those with no prior technical experience. By integrating sustainability into the learning process and basing CT on physical construction and sensorimotor feedback, the curriculum also supports the development of essential 21st-century skills such as problem solving, creativity, systems thinking, and reflective decision making. This inclusive and cost-effective model contributes to a renewed vision of science, technology, engineering, and mathematics (STEM) education that connects learning processes with awareness of circular design and real-world relevance.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"518-527"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148626743","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

Skills for the Artificial Intelligence Era: Analysis From Colombian Engineering With Mixed Approach and Integrative Theoretical Framework 人工智能时代的技能：来自哥伦比亚工程的混合方法和综合理论框架分析

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-06-19 DOI: 10.1109/RITA.2026.3705710

Helbert Fernando Valencia-Barrero

{"title":"Skills for the Artificial Intelligence Era: Analysis From Colombian Engineering With Mixed Approach and Integrative Theoretical Framework","authors":"Helbert Fernando Valencia-Barrero","doi":"10.1109/RITA.2026.3705710","DOIUrl":"https://doi.org/10.1109/RITA.2026.3705710","url":null,"abstract":"The rapid integration of Artificial Intelligence (AI) into engineering demands a shift away from traditional competency models. This study introduces and validates the Hybrid Competency Integration Theoretical Framework (HTICH), a five-dimensional model encompassing augmented cognitive, metacognitive, interpersonal, collaborative-innovative, and ethical competencies. Using a concurrent mixed-methods design, the research included 35 interviews with Colombian engineers, analysis of national datasets from 1,247 organizations and 45,000 graduates, and psychometric testing of 312 professionals. The results confirm a five-factor structure that explains 67.3% of the total variance. Multiple regression analysis shows that the model explains 69% of AI effectiveness (<inline-formula> <tex-math>$mathrm{R}^{2} =0.69$ </tex-math></inline-formula>, p < 0.001), with strong correlations between metacognitive skills and continuous learning (r = 0.85). Significant skills gaps (24%–44%) were identified between industry requirements and academic curricula. The results support the amplification hypothesis—that AI enhances human capabilities—and provide an evidence-based framework for redesigning engineering curricula to align with the demands of Industry 4.0 in Latin America.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"487-496"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148482038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Implications of Generative AI in Higher Education: A Systematic Review and Governance Framework 生成式人工智能在高等教育中的意义：系统回顾和治理框架

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-06-22 DOI: 10.1109/RITA.2026.3702673

Samara Guzman-Enriquez;Maria Teresa de J. Castillo-Escobedo;Vanesa Amparo Ayala-Mariaca;Rosa Amelia Dominguez-Arteaga;Alma Delia Buendia-Rodriguez

{"title":"Implications of Generative AI in Higher Education: A Systematic Review and Governance Framework","authors":"Samara Guzman-Enriquez;Maria Teresa de J. Castillo-Escobedo;Vanesa Amparo Ayala-Mariaca;Rosa Amelia Dominguez-Arteaga;Alma Delia Buendia-Rodriguez","doi":"10.1109/RITA.2026.3702673","DOIUrl":"https://doi.org/10.1109/RITA.2026.3702673","url":null,"abstract":"This study analyzes the scientific evidence (2016–2026) regarding the integration of Generative Artificial Intelligence (GenAI) into undergraduate education, framed within a model of socio-technical tensions and multilevel governance. This systematic review followed the PRISMA 2020 protocol across five databases (IEEE Xplore, Scopus, WoS, SciELO, and Redalyc) using a Five-dimensional Boolean strategy (technological, cognitive-pedagogical, ethical, academic integrity, and governance). Following the screening of 134 records and the application of CASP criteria (threshold > 7/10), 38 articles were selected. The results reveal a hegemony of Scopus (79%) and an exponential acceleration of publications in 2025 (74%). The ecosystem is dominated by Large Language Models (45%), with primarily instrumental use in academic writing (27%) and learning support (22%). A critical trade-off was identified between operational efficiency and risks of cognitive atrophy, algorithmic bias, and privacy concerns. The research concludes that GenAI integration is a phenomenon of mediated contingency, where educational success depends on systemic alignment. A critical governance gap is identified due to the lack of operationalization of human oversight, compromising the integrity of the ecosystem. In response, a Responsible Integration Framework is proposed, underpinned by multilevel validation mechanisms. Within this framework, national regulation (Macro) is translated by the institution (Meso) so that human oversight in the classroom (Micro) transcends ethical ideals to consolidate as a functional, sovereign, and profoundly ethical pedagogical praxis.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"456-465"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148443162","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