Revista Iberoamericana de Tecnologias del Aprendizaje最新文献_第3页

Digital Formation: An International Symposium on “Coding as Another Language” 数字形成：“编码作为另一种语言”国际研讨会

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-06-10 DOI: 10.1109/RITA.2026.3702523

Marina Bers

{"title":"Digital Formation: An International Symposium on “Coding as Another Language”","authors":"Marina Bers","doi":"10.1109/RITA.2026.3702523","DOIUrl":"https://doi.org/10.1109/RITA.2026.3702523","url":null,"abstract":"Over three years, the DevTech Research Group convened an international network of educational institutions across seven countries to support the localization, implementation, and evaluation of the Coding as Another Language (CAL)–ScratchJr curriculum. This collaboration culminated in the 2025 international symposium “A Palette of Virtues: A Humanistic Education through Computer Science,” where practitioners and researchers reflected on their pedagogical practices using the Palette of Virtues Reflection Tool and the continuum of playpen to playground learning environments. Across diverse cultural contexts, participants examined how coding playgrounds can cultivate virtues such as curiosity, perseverance, generosity, and gratitude through creative, collaborative engagement with technology. Emerging insights suggest that when early CS education intentionally integrates technical instruction with opportunities for reflection and moral choice, it can serve as a powerful context for human formation. Framed within the broader dialogue between STEM and the liberal arts, this work positions the teaching of coding as a humanistic endeavor focused on digital formation by providing opportunities for self-directed learning, critical thinking and relational processes that lead to empowerment and self-actualization. Drawing on the tradition of virtue ethics, participants in the symposium explored the potential of teaching computer science as a path to human flourishing rather than merely job preparation or utility.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"403-405"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148479207","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

CT4E-COLLAB: A Process-Based Model for Integrating Computational Thinking, STEM, and Collaboration in Higher Education CT4E-COLLAB：高等教育中整合计算思维、STEM和协作的基于过程的模型

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-04-30 DOI: 10.1109/RITA.2026.3689411

Pedro Gómez Álvarez;Julio Hurtado Alegria

{"title":"CT4E-COLLAB: A Process-Based Model for Integrating Computational Thinking, STEM, and Collaboration in Higher Education","authors":"Pedro Gómez Álvarez;Julio Hurtado Alegria","doi":"10.1109/RITA.2026.3689411","DOIUrl":"https://doi.org/10.1109/RITA.2026.3689411","url":null,"abstract":"Engineering educators increasingly recognize that computational thinking (CT) cannot be taught in isolation; however, most higher education programs continue to treat it as a purely individual technical skill. This article presents CT4E-COLLAB, an evolution of the CT4E model that integrates STEM competencies, the principles of collaborative engineering (CE), and reusable ThinkLets in the development of CT. We present a quasi-experimental study conducted with 60 first-semester Systems Engineering students at the University of Cauca, Colombia, in which half of the participants received traditional instruction and the other half completed 10 structured CT4E-COLLAB sessions. Assessed using the Computational Thinking Test (CTt), the Technology Acceptance Model (TAM), the Intrinsic Motivation Inventory (IMI), and a collaboration observation rubric, the experimental group outperformed the control group in all dimensions: The differences between the groups were statistically significant (p < 0.05 for all instruments), with effect sizes in the medium-to-large range (d = 0.73 to 0.95) and 95% confidence intervals that excluded zero in all cases. The improvements were greatest in collaboration and motivation, dimensions that standard CT instruction rarely addresses explicitly. These findings suggest that formalizing collaboration as a process—rather than leaving it to chance—is a lever worth pulling in engineering education in Latin America.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"331-338"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147828858","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

Pesaj’s Code: We Choose the Road! Building Identity Through Creative Programming Pesaj的准则：我们选择道路！通过创造性的节目建立身份

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-04-20 DOI: 10.1109/RITA.2026.3685804

Erika Victoria Sztyrle

{"title":"Pesaj’s Code: We Choose the Road! Building Identity Through Creative Programming","authors":"Erika Victoria Sztyrle","doi":"10.1109/RITA.2026.3685804","DOIUrl":"https://doi.org/10.1109/RITA.2026.3685804","url":null,"abstract":"In April 2025, third-grade students at Arlene Fern Community School engaged in Pesaj’s Code: We Choose the Road!, an interdisciplinary project developed around Pesaj (Passover), the Jewish holiday commemorating the Israelites’ liberation from slavery in ancient Egypt. The initiative invited children to explore Jewish history, values, and identity through digital storytelling. Using ScratchJr, students collaborated in small groups to animate key moments of the Exodus narrative, integrating Spanish, Hebrew, and coding as a triple-literacy creative experience. The project followed the Coding as Another Language (CAL) framework developed by Prof. Marina Umaschi Bers, which positions programming as a medium for meaning-making, expression, communication, and ethical reflection. Students storyboarded scenes, selected characters and actions, incorporated Hebrew vocabulary, and translated their ideas into code while collaboratively shaping interpretations of the Exodus narrative. Educators’ reflections highlight how coding functioned not only as a technical skill supporting computational thinking but also as a language for cultural storytelling, enabling students to connect with Jewish traditions while expressing values such as freedom, resilience, and empowerment. This article describes the design, implementation, and outcomes of the project, illustrating how CAL principles can support social-emotional learning and values-based, cross-curricular experiences in early elementary education.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"315-318"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147796199","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

Student-Centered Instruction in Undergraduate Electromagnetics: A Three-Subject Experience Across Two Campuses 以学生为中心的本科电磁学教学：跨两个校区的三科体验

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-06-08 DOI: 10.1109/RITA.2026.3701307

Miguel Ferrando-Rocher;José Ignacio Herranz-Herruzo;Eva Antonino-Daviu;Felipe Vico-Bondía

{"title":"Student-Centered Instruction in Undergraduate Electromagnetics: A Three-Subject Experience Across Two Campuses","authors":"Miguel Ferrando-Rocher;José Ignacio Herranz-Herruzo;Eva Antonino-Daviu;Felipe Vico-Bondía","doi":"10.1109/RITA.2026.3701307","DOIUrl":"https://doi.org/10.1109/RITA.2026.3701307","url":null,"abstract":"Electromagnetics courses are frequently perceived by undergraduate students as abstract and mathematically demanding, often resulting in low conceptual confidence and limited engagement. This paper reports a multi-course teaching experience conducted across three undergraduate electromagnetics-related subjects delivered at two campuses of the Universitat Politècnica de València, Spain. A coherent set of student-centered instructional strategies was progressively integrated into regular teaching sessions without modifying curricular content or increasing contact hours. Pre-course questionnaires were used to characterize students’ initial attitudes, expectations, and learning pReferences, revealing consistently low conceptual confidence, high expected difficulty, and a strong demand for interactive and applied learning approaches. These findings directly informed the design of the instructional intervention. Post-course results indicate systematic improvements in students’ self-reported conceptual confidence, perceived applicability of electromagnetics content, and engagement across all courses and academic levels. The findings suggest that embedding lightweight but coherent student-centered strategies into standard electromagnetics instruction can significantly enhance students’ learning experience without disrupting existing curricular structures.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"394-402"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11554331","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148443165","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

Guide for the Redesign of Websites Not Accessible to Blind People: MiUV Study Case 盲人无法访问网站的重新设计指南：MiUV研究案例

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-03-04 DOI: 10.1109/RITA.2026.3690147

Jorge Domínguez-Herrera;José Rafael Rojano-Cáceres

{"title":"Guide for the Redesign of Websites Not Accessible to Blind People: MiUV Study Case","authors":"Jorge Domínguez-Herrera;José Rafael Rojano-Cáceres","doi":"10.1109/RITA.2026.3690147","DOIUrl":"https://doi.org/10.1109/RITA.2026.3690147","url":null,"abstract":"This research proposes a guideline that outlines the redesign process of a web system by compiling a set of tools and techniques aimed at improving accessibility for users with visual functional diversity (blindness). It is worth mentioning that the study adheres to the W3C (World Wide Web Consortium) standards using automatic evaluation programs and screen readers. The paper presents the selection process for these tools and techniques, which constitute the guideline composed of five stages: 1) training on accessibility issues, 2) initial system exploration, 3) evaluation with users and experts, 4) requirements analysis, and 5) recoding. It also specifies the artifacts to be produced at each stage and how they are used in subsequent phases. The guideline was applied to the institutional system “MiUV” which is used by the Universidad Veracruzana community, including faculty members, administrative staff and students—some of whom have visual functional diversity. The results showed that the proposed process was effective in guiding the redesign to improve accessibility. However, opportunities for improvement were also identified in each phase of the redesign process.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"365-374"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148171984","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

Design and Implementation of a Digital Twin-Enhanced Collaborative Robot for Applied Robotics Education in STEM Environments 面向STEM环境下应用机器人教育的数字双增强协作机器人的设计与实现

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-03-18 DOI: 10.1109/RITA.2026.3675117

Dennis Bolaños;Christian Caizaluisa;Daniel Zapata-Hidalgo;David Loza-Matovelle

{"title":"Design and Implementation of a Digital Twin-Enhanced Collaborative Robot for Applied Robotics Education in STEM Environments","authors":"Dennis Bolaños;Christian Caizaluisa;Daniel Zapata-Hidalgo;David Loza-Matovelle","doi":"10.1109/RITA.2026.3675117","DOIUrl":"https://doi.org/10.1109/RITA.2026.3675117","url":null,"abstract":"This study presents the design and implementation of a collaborative robot (cobot) intended as an educational tool for robotics within the STEM framework. The cobot integrates direct and inverse kinematics for motion control and joint-level mechanical impedance modulation. It also features a user-friendly interface with a digital twin. The prototype was fabricated using additive manufacturing and optimized via CAD/CAE tools. It achieved a positioning accuracy of ±6.19 mm, which was validated under ISO 9283 standards. The digital twin serves not only as a technical support tool but also as a teaching resource, providing immediate visualization of robot states and motion. This helps learners connect kinematic and control concepts with observable behavior. The system supports autonomous “Learning” and “Reproduce” functions, bridging the gap between theoretical concepts and practical applications. These modes enable repeatable experimentation, allowing students to record and reproduce trajectories and to contrast the physical execution with its synchronized virtual representation. This reinforces understanding through guided trial and improvement. The Cobot involves learners in fundamental STEM disciplines, including computer programming, engineering design principles, mathematical concepts, and systems-oriented thinking. The collaborative robot has significant potential as an effective pedagogical platform that promotes interdisciplinary education and practical problem-solving in robotics. Finally, statistical analysis confirmed the normality of the data and the reliability of the performance data, further supporting its value in learning environments.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"194-203"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147558035","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

The Contribution of Service-Learning to the Holistic Development of Engineering Students in Private Higher Education 服务学习对民办高等院校工科学生全面发展的贡献

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-04-10 DOI: 10.1109/RITA.2026.3682724

Thiago J. Luz

{"title":"The Contribution of Service-Learning to the Holistic Development of Engineering Students in Private Higher Education","authors":"Thiago J. Luz","doi":"10.1109/RITA.2026.3682724","DOIUrl":"https://doi.org/10.1109/RITA.2026.3682724","url":null,"abstract":"The demand for engineering programmes has declined by 30% over the last decade, creating a critical need for retention strategies. In 2021, the mandatory integration of extension into the undergraduate curriculum was established in Brazil, requiring that a minimum of 10% of the total curriculum be dedicated to extension activities. This exploratory case study investigates the impact of extension activities integrated into the curriculum on the holistic development and academic retention of nontraditional engineering students (working adults) at a private higher education institution. It aims to analyse the potential of extension as a strategic tool to mitigate the “engineering blackout” and the skills gap in the labour market. This study analyses the implementation of service-learning in two courses of an Electrical Engineering programme between 2024 and 2025, in which 38 students participated. The intervention involved nine service-learning projects ranging from technical consultancy to community co-creation. Data collection utilised individual self-assessments and technical reports, analysed through content analysis based on the Queiruga-Dios framework and Freire’s theoretical perspective. Findings indicate that 92% of students developed technical skills and 89% improved soft skills, such as teamwork and adaptability. Furthermore, 76% demonstrated a shift in social responsibility attitudes, and four out of nine projects achieved a transformative approach, characterised by direct co-creation and dialogue. Crucially, the extension courses achieved a 97.4% student success rate, contrasting sharply with a 36.1% failure/dropout rate in standard technical courses during the same period. The study concludes that mandatory extension effectively democratizes professional skill acquisition and fosters organic community engagement, serving as a vital retention strategy for private institutions despite resource constraints.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"296-305"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11479296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147796198","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

From the Inside Out: Virtue Shifting Across Coding as Another Language (CAL) Educators’ Personal and Professional Identities 从内到外：编码作为另一种语言的美德转移（CAL）教育工作者的个人和职业身份

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-04-03 DOI: 10.1109/RITA.2026.3680536

Avia Ben-Ari

{"title":"From the Inside Out: Virtue Shifting Across Coding as Another Language (CAL) Educators’ Personal and Professional Identities","authors":"Avia Ben-Ari","doi":"10.1109/RITA.2026.3680536","DOIUrl":"https://doi.org/10.1109/RITA.2026.3680536","url":null,"abstract":"This study examines how educators implementing the Coding as Another Language CAL) curriculum in elementary classrooms perceive and prioritize moral virtues across personal and professional domains, and how these perceptions shape their teacher identity. Building on Identity Theory and the CAL -based Palette of Virtues framework, this study operationalizes moral identity through two constructs: virtue prominence (the centrality of a virtue within one’s perceived self-concept) and virtue salience (the stability of a virtue across contexts). Using Bers’ Palette of Virtues as both a conceptual and analytic lens, CAL educators (N= 24) reflected on the virtues characterizing their personal and professional identities, rating their perceived virtue importance in each context. Quantitative analyses revealed virtue-level shifts across roles and distinctive identity profiles for each domain. The virtues of forgiveness, patience, and fairness emerged as more prominent in professional selves, while honesty, curiosity, and gratitude decreased. Open-mindedness, generosity, optimism, and perseverance were the most salient virtues across contexts. Findings indicate that while educators’ professional identity integrates personal authenticity with social responsibility, it also reflects tensions between intrapersonal and interpersonal moral orientations. Results emphasize moral self-awareness as an essential component of professional competence, complementing disciplinary expertise. The study highlights the potential of virtue-mapping activities–such as the one facilitated by the Palette of Virtues reflection tool–as practical means for teacher training and professional development, fostering coherent moral identity and addressing longstanding challenges in teacher identity research.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"248-255"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147665384","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

A Latin American Institution’s Journey in Digital Systems Education: From Breadboards to FPGA and RISC-V Design 拉丁美洲机构的数字系统教育之旅：从面包板到FPGA和RISC-V设计

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-04-16 DOI: 10.1109/RITA.2026.3684367

Sergio Abreo;Juan D. Espinoza;Carlos A. Fajardo

引用次数: 0

A Remedial Course in Moodle for Undergraduate Classes of Circuit Theory 电路理论本科班Moodle辅导课程

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-03-13 DOI: 10.1109/RITA.2026.3673917

Paolo Manfredi;Enrico Perano

{"title":"A Remedial Course in Moodle for Undergraduate Classes of Circuit Theory","authors":"Paolo Manfredi;Enrico Perano","doi":"10.1109/RITA.2026.3673917","DOIUrl":"https://doi.org/10.1109/RITA.2026.3673917","url":null,"abstract":"E-learning courses and tools have increased their importance and have been adopted by a growing number of universities, mainly due to the unfortunate occurrence of the COVID-19 pandemic. This work presents an asynchronous and online remedial course implemented in Moodle to assist students enrolled in undergraduate engineering classes of electrical circuit theory. The course is organized in weekly modules that are delivered in parallel to regular classes. Each module consists of a preliminary test to ascertain the student’s preparation on the topic and learning units whose access is restricted to students who fail the preliminary test. The approach is suitable for large classes and is aimed to avoid students’ procrastination and promote additional and constant practice throughout the course, thereby eventually improving also their performance at the final examination as well as their preparation for subsequent courses involving the same topics. Two experiments conducted in consecutive academic years, involving 407 and 379 students, are discussed. The exam performance of students who attended the remedial classes, even those with low initial performance, was significantly better compared to those who did not participate at all. Additionally, the correlation with past exam scores demonstrates that students who engage with the Moodle course show substantial improvements in their exam scores.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"204-216"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11434492","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147558032","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