Revista Iberoamericana de Tecnologias del Aprendizaje最新文献

{"title":"Teaching Experience as Moderator of Social Presence in Synchronous Classes Mediated by an Augmented Reality Virtual Classroom","authors":"Juan F. Florez Marulanda;César A. Collazos;Julio A. Hurtado;Christian Sturm","doi":"10.1109/RITA.2026.3670086","DOIUrl":"https://doi.org/10.1109/RITA.2026.3670086","url":null,"abstract":"Previous research has sought to identify factors and moderators that influence students’ perceived social presence of their instructors in face-to-face, remote, synchronous, and asynchronous (MOOC) classes, which affect engagement levels. However, few studies have examined instructors’ social presence in remote courses mediated by immersive augmented reality virtual classrooms and identified how instructor’s teaching experience affects this perception. This case study uses a sample of 198 students with 11 instructors and Kruskal-Wallis and Dunn tests to determine whether years of teaching experience moderates students’ perceived social presence of their instructors, associating it with both individual and methodological factors of instructors. The results show that “teaching experience” moderates students’ perceived social presence of their instructors during synchronous remote classes mediated by an immersive virtual classroom. This moderator, “teaching experience,” is influenced primarily by verbal and nonverbal immediacy behaviors exhibited by instructors during classes and, to a lesser extent, by instructional methodological factors, along with other unknown factors cultivated throughout their teaching experience.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"172-183"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147558033","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":"On Learning the Arithmetic Mean in Fourth-Year Secondary Education Using Eye-Tracking: A Pilot Study","authors":"Júlia Vicens-Figueres;Adrián Pérez-Suay;Ana B. Pascual-Venteo;Steven Van Vaerenbergh;Ismael García-Bayona","doi":"10.1109/RITA.2026.3673125","DOIUrl":"https://doi.org/10.1109/RITA.2026.3673125","url":null,"abstract":"This pilot study investigates the learning process of the arithmetic mean through frequency tables in students enrolled in the fourth year of compulsory secondary education (4° ESO) in Spain (ages 15–16). The investigation examines the effect of grouped data supported by verbal examples and contextualized problems. Although based on a small sample, preliminary findings suggest that students tend to rely more on numerical examples than on formal algebraic expressions, and that verbal contexts may decrease attention to graphical representations. Using eye-tracking technology enabled the real-time collection of eye-fixation data on specific Areas of Interest (AOIs), providing detailed insights into individual problem-solving behaviours. Error analysis revealed persistent misconceptions related to grouped data calculations and interpretations of the mean as an expected value, highlighting challenges in deep conceptual understanding. Additionally, integrating eye-tracking demonstrated potential to address classroom diversity by informing the development of instructional materials adapted to different learning profiles.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"162-171"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147558034","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":"Leveraging AI Tools in Engineering Education: Promise and Pitfalls of AI in Software Development","authors":"Antonio Carlos Bento;José Reinaldo Silva;Marcos Ribeiro Pereira Barretto;Sérgio Camacho-León;Elsa Yolanda Torres-Torres","doi":"10.1109/RITA.2026.3680777","DOIUrl":"https://doi.org/10.1109/RITA.2026.3680777","url":null,"abstract":"This paper examines the pedagogical impact of Artificial Intelligence-assisted tools in a university software construction course. Through a 10-week case study with 25 engineering students, the study captures qualitative insights into how students interact with AI tools, the challenges they face, and the learning strategies that emerge. While students reported perceived time savings, the core contribution lies in understanding the educational implications, both positive and challenging of integrating AI into project-based learning environments. The findings reveal that Artificial Intelligence tools enhance prototyping and debugging skills but require structured integration to mitigate over-reliance. The study contributes a framework for balancing Artificial Intelligence use with traditional pedagogy, supporting Sustainable Development Goals 4’s goal of equitable education, while the opinion survey carried out with students shows a result of 96% satisfaction with the use of assisted artificial intelligence tools during the development of the project during the studies.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"256-267"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147696165","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":"Immersive Virtual Reality With Haptic Feedback for Supporting Spatial Understanding in Students","authors":"Lita Marianela Quispe-Flores;Jorge Manuel Luque-Cruz;Janeth Amparo Esquivel-Las Heras;Robert Dennis Huaman-Gutierrez;Benjamín Maraza-Quispe;Olga Melina Alejandro-Oviedo;Victor Hugo Rosas-Iman;Walter Choquehuanca-Quispe","doi":"10.1109/RITA.2026.3713775","DOIUrl":"https://doi.org/10.1109/RITA.2026.3713775","url":null,"abstract":"This study examined the contribution of an immersive virtual reality environment with haptic interaction to spatial understanding in secondary Biology education. A quasi-experimental pretest–posttest design with nonequivalent groups was conducted with 60 students, assigned to an experimental group using immersive VR with haptic feedback and a control group receiving traditional instruction with two-dimensional resources. Spatial understanding was assessed through a 20-item test covering spatial visualization, mental rotation, and depth perception. Additional data were collected through immersion and usability scales and structured observations of students’ interaction with three-dimensional biological models. Descriptive results showed different performance patterns between groups: the control group presented a decrease in posttest scores, whereas the experimental group showed stability and positive descriptive gains, particularly in mental rotation and depth perception. However, the ANCOVA did not identify statistically significant differences between groups after controlling for pretest scores (p =.832). The effect size was small and uncertain (d = 0.33, 95% CI [−0.12, 0.78]), and the post-hoc power analysis indicated limited sensitivity to detect small effects. Students reported high levels of immersion, multisensory congruence, haptic feedback, and usability, although correlations between perceived experience and learning gains were low and not statistically significant. Overall, the findings suggest that immersive VR with haptic feedback is a feasible pedagogical strategy with favorable descriptive trends, but its effects on spatial understanding require confirmation through larger, longer, and more controlled studies.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"497-507"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148625980","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":"Exploring Pre-Service Teachers’ Intention to Use Artificial Intelligence in Education: A Structural Equation Modeling Approach Based on UTAUT2","authors":"Juan José Victoria Maldonado;Santiago Alonso García;Alejandro Martínez Menendez;Manuel Enrique Lorenzo Martín","doi":"10.1109/RITA.2026.3677289","DOIUrl":"https://doi.org/10.1109/RITA.2026.3677289","url":null,"abstract":"The growing relevance of Artificial Intelligence (AI) in education necessitates a better understanding of its acceptance among future educators. This study investigates the factors influencing pre-service teachers’ intention to use AI, employing the UTAUT2 model extended with sociodemographic moderators. A cross-sectional quantitative design was applied to a sample of 908 undergraduate students from Early Childhood and Primary Education programs in Andalusia, Spain. Structural equation modeling results reveal that performance expectancy, effort expectancy, and habitual use are significant predictors of behavioral intention toward AI use. In contrast, the proposed moderating effects of gender and academic year were found to be non-significant. Findings highlight the pivotal role of habitual engagement with AI while questioning the effectiveness of current curricular approaches in promoting its pedagogical use, as academic progression showed no moderating influence. The study emphasizes the need for targeted training and curricular updates to foster meaningful AI integration in teacher education.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"406-418"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11455184","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148479696","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":"Design and Evaluation of an Educational Virtual Agent Based on Retrieval-Augmented Generation for the Entrepreneurship Culture Course in Higher Education","authors":"Isabel Guerrero García;Jesús Alberto Verduzco Ramírez;Cesar Amador Sánchez;Pedro Rocha Medrano;Oliver Yahir Rivera Manzo","doi":"10.1109/RITA.2026.3700935","DOIUrl":"https://doi.org/10.1109/RITA.2026.3700935","url":null,"abstract":"The digital transformation of higher education has driven the incorporation of intelligent systems aimed at academic support and competency development, particularly in courses related to entrepreneurial training. In this context, this article aims to design and evaluate a prototype of an AI-based educational virtual agent built upon a Retrieval-Augmented Generation (RAG) architecture, intended to support the learning process in the Entrepreneurial Culture course. The prototype was designed and developed using an Agile methodology based on SCRUM, enabling an iterative and incremental construction process centered on the pedagogical and technological requirements of the institutional context. The virtual agent was implemented in a web environment and integrates semantic retrieval mechanisms, natural language generation, and contextual knowledge management to provide personalized guidance in business plan development and academic inquiry resolution. To evaluate the prototype’s quality, functional testing and the System Usability Scale (SUS) were applied in accordance with the criteria established in the ISO/IEC 25010 standard. This analysis enabled assessment of the system’s performance in terms of usability, functionality, efficiency, and reliability from the end-user perspective. The results indicate an average SUS score of 72.96, reflecting an acceptable level of usability according to international software quality standards for educational systems.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"427-434"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148479850","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":"User Experience and Accessibility in Virtual Learning Environments: A Systematic Mapping","authors":"Otávio Luís Hruba;Simone Nasser De Matos;Giovane Galvão","doi":"10.1109/RITA.2026.3717309","DOIUrl":"https://doi.org/10.1109/RITA.2026.3717309","url":null,"abstract":"With the increasing reliance on Information and Communication Technologies (ICTs) in education, the satisfactory access of all people, including those with various disabilities, needs to be ensured. Virtual Learning Environments (VLEs) are interactive learning applications, broadly used in all levels of education, but many of them do not embrace those people that depend on inclusive design of web applications or support for assistive technologies, leading to exclusion and distancing from digital interactive learning. By analyzing and interpreting the literature in this context and its associated artefacts, it is possible to delimit, in terms of accessibility and User Experience, what is currently being done, who is being reached and how it is being evaluated. A Systematic Mapping (SM) was carried out with the goal of gathering this information. 24 works were considered in the SM, and by their interpretation, it was found that cognitive and motor disabilities were less addressed in those VLEs that are intended to be accessible, few occurrences of studies related to resources corresponding to the “Operable” and “Understandable” principles of WCAG, as well as a frequent use of automatic accessibility evaluation software. This study contributes by identifying trends and gaps in the inclusiveness of VLE design, so that they can be used to further improve accessibility in learning applications.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"550-557"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148780975","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":"From Usability to Responsibility: Embedding UCD, Soft Skills, PBL, and Sustainability in HCI Education","authors":"Valéria Farinazzo Martins;Ismar Frango Silveira","doi":"10.1109/RITA.2026.3742315","DOIUrl":"https://doi.org/10.1109/RITA.2026.3742315","url":null,"abstract":"This paper investigates the integration of User-Centered Design (UCD), soft skills, and sustainability principles into Human-Computer Interaction (HCI) education. Through a case study with undergraduate Computer Science students in São Paulo, Brazil, the study applied Project-Based Learning (PBL) to engage learners in real-world projects aligned with the United Nations Sustainable Development Goals (SDGs). We report a case study in a sixth-semester HCI course at a private university in São Paulo, Brazil, involving 36 Computer Science undergraduates who worked in teams (2–3 students) to deliver 16 sustainability-oriented projects aligned with the UN SDGs. The semester was structured around a ten-step PBL cycle and UCD practices (personas, scenarios, prototyping, and iterative feedback). Each team produced medium-fidelity prototypes, implemented a functional version, and conducted user evaluations with five participants per group, including SUS administration and heuristic inspections by usability specialists. Course evaluation combined product evidence with student self-assessment of six transversal competencies (communication, teamwork, organization, leadership, learning, and creativity). Results indicate that the integrated PBL+UCD design fostered both technical proficiency (e.g., requirements modeling, prototyping, and usability testing) and socio-emotional growth, with most students rating themselves “good/very good” on key competencies and reporting higher motivation under PBL (52.2%), with a further 34.8% preferring a mix of PBL and traditional exams. The resulting portfolio spans awareness and behavior-change tools (e.g., energy/water dashboards, recycling education, carbon-footprint trackers), illustrating SHCI’s potential to translate ecological concerns into actionable interactions. While limited to a single institution and semester, the study offers a reproducible course design that operationalizes “from usability to responsibility” by aligning UCD rigor, active methodologies, and sustainability principles. We discuss curricular implications and outline future work on longitudinal tracking, OERs for SHCI, and AI-supported evaluation.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"591-600"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149249555","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":"Virtues in Action: Exploring Virtue Disclosure in Children’s Expressive Coding Narratives","authors":"Avia Ben-Ari;Rinat B. Rosenberg-Kima","doi":"10.1109/RITA.2026.3670731","DOIUrl":"https://doi.org/10.1109/RITA.2026.3670731","url":null,"abstract":"This study examines how novice learners express virtue-based dispositions through their Expressive Coding (EC) narratives, exploring how coding engagement may reveal moral dimensions in learning processes. Building on Bers’ Coding as Another Language (CAL) curriculum, EC integrates constructionist coding instruction with Expressive Arts Therapy (EAT)-informed principles, wherein projective storytelling allows the expression of children’s inner experiences, while learning basic coding skills on the programming platform ScratchJr. Twenty third-grade children with no prior programming experience participated in a five-session EC intervention, wherein they created personal stories following predefined prompts. A mixed-methods analysis combining the Creative Coding Rubric (CCR) with a directed content analysis informed by Bers’ Palette of Virtues and an inductive thematic analysis were conducted. Quantitative CCR results showed most children reached the Advanced proficiency level, demonstrating meaningful creative-coding knowledge. Qualitative analyses revealed recurrent expression of perseverance (70%), generosity (40%), and optimism (35%) across children’s artifacts, along with courage, loyalty, respect, and faith as emergent virtues additional to those included in CAL. Findings indicate that EC supports both computational and moral growth, positioning coding as a projective space for moral exploration. Linking CCR dimensions with virtue-related manifestations, the study proposes to extend creative coding assessment as a potential proxy for virtue enactment. Overall, EC further demonstrates how coding-based storytelling may nurture children’s developing moral selves alongside foundational coding knowledge acquisition.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"222-229"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147558036","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":"University Faculty Perceptions of Core Concepts in Introductory Programming Courses","authors":"Alberto Gómez;Maria-Jesús Marco-Galindo;Julià Minguillón","doi":"10.1109/RITA.2026.3690087","DOIUrl":"https://doi.org/10.1109/RITA.2026.3690087","url":null,"abstract":"Selecting the basic concepts that should be presented in a first-year university course on programming is essential for planning the course and structuring the rest of the curriculum, along with other aspects such as the programming paradigm and the language used. This work reports an exploratory analysis of the syllabi of first programming courses at Spanish universities with the highest number of students enrolled in computer engineering. Using the list of the most frequent concepts, we designed a survey in which expert instructors were asked to identify essential, optional, and unnecessary concepts, as well as to indicate the perceived difficulty of each concept. More than fifty instructors from different universities participated in the study. The results reveal broad consensus on a core set of fundamental concepts in an introductory programming course and highlight those that, according to faculty perceptions, present greater learning difficulty for students. These findings provide a basis for building a map of concepts showing how they relate to one another, helping students to detect gaps in their knowledge and identify learning challenges.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"346-355"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147937591","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}