Revista Iberoamericana de Tecnologias del Aprendizaje最新文献

{"title":"Culturally Responsive-Sustaining Computer Science in Elementary Education Supported Through Coding With ScratchJr","authors":"Maria Berrocal Arévalo;Eduard Muntaner-Perich;Jordi Freixenet;Marta Peracaula-Bosch","doi":"10.1109/RITA.2026.3679511","DOIUrl":"https://doi.org/10.1109/RITA.2026.3679511","url":null,"abstract":"Persistent underrepresentation of marginalized groups in computing underscores the need for pedagogies that advance equity and cultural relevance. Beyond preparing students for future careers, coding in elementary school can serve as a new form of literacy, a written language that fosters metacognition and creative reasoning. Programming is thus not merely a technical skill but a cognitive and expressive practice that helps learners reflect on their thinking and iteratively refine ideas. Equity frameworks such as Culturally Responsive Computing and Culturally Responsive–Sustaining Computer Science call for aligning computing education with students’ cultural identities, community knowledge, and lived experiences. Despite their promise, a gap remains between these frameworks and everyday classroom practice in early grades. This paper presents an intervention proposal ScratchJr-based, analyzed through the lens of the Culturally Responsive–Sustaining Computer Science Framework, illustrating how such approaches can be enacted in practice. Grounded in Coding as Another Language and Coding as a Palette of Virtues, the project engages young learners in reinterpreting traditional folk narratives across diverse cultural contexts. Through storytelling and block-based programming, students develop computational thinking alongside creativity, empathy, and intercultural awareness. The proposed design suggests that such cross-curricular, culturally anchored computing experiences can support identity development, foster inclusion, and broaden participation from the earliest stages of schooling. The work offers a concrete, replicable model for translating equity-oriented pedagogies into sustainable classroom routines.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"241-247"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11458611","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147696737","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":"Responsible Integration of Generative AI in Software Engineering Education","authors":"Miguel Matey-Sanz;Carlos Granell;Ramón A. Mollineda","doi":"10.1109/RITA.2026.3694480","DOIUrl":"https://doi.org/10.1109/RITA.2026.3694480","url":null,"abstract":"Generative AI (GenAI) is rapidly transforming higher education, requiring a consequent shift in teaching methodologies. This article describes a two-year teaching experience (2024/2025 and 2025/2026) integrating the free, responsible, and critical use of GenAI into a coordinated, complex software development project for fourth-year Computer Science students. The study aimed to explore GenAI’s potential as a learning support tool across the software lifecycle and analyze student interaction patterns. The methodology evolved over two academic years: an initial exploratory phase (2024/2025) was followed by a revised implementation (2025/2026) that incorporated active training seminars focused on prompt engineering and critical analysis. Results show that GenAI is highly effective as a “companion” for automating low-level tasks such as code implementation, debugging, and test scenario specification, allowing students to focus on higher-level design and decision making. Initial findings revealed student frustration when GenAI struggled to reason about advanced project contexts, often due to a lack of prompt expertise. However, the corrective training actions successfully mitigated this frustration, significantly improving the critical interpretation of GenAI-generated outputs and the control of “hallucinations”. Usage patterns were asymmetric, with general-purpose tools dominating early stages and specialized tools gaining relevance as project complexity increased. This experience confirms the value of GenAI in promoting critical and responsible use within software engineering education, supporting a shift from a basic skill focus to one centered on analysis, integration, and high-level problem-solving.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"375-384"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11523460","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148172009","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":"The CAL-HC Framework: Integrating Computational Literacy, Emotional Learning, and Inclusion in Hospital Classrooms","authors":"Carina S. González-González;Mónica Alonso Saavedra","doi":"10.1109/RITA.2026.3704913","DOIUrl":"https://doi.org/10.1109/RITA.2026.3704913","url":null,"abstract":"Hospital classrooms represent complex educational environments characterized by high variability, emotional sensitivity, and diverse learner needs. Despite increasing interest in integrating computational thinking and digital technologies in education, there remains a lack of conceptual frameworks that address the specific pedagogical and contextual constraints of hospital education. This paper proposes the CAL-HC (Coding as Another Language for Hospital Classrooms) framework, a human-centered model that integrates computational literacy, emotional learning, inclusive education, and contextual adaptation. The framework extends the Coding as Another Language (CAL) approach by positioning programming as a form of expression and meaning-making, while incorporating Universal Design for Learning (UDL) principles and coeducational perspectives to support equitable participation. The framework is illustrated through its application in a hospital classroom in Lanzarote (Spain), using a narrative-based learning design that combines unplugged activities, ScratchJr programming, and educational robotics. The study follows a practice- based research approach, drawing on teacher observations, student artifacts, and video-based reflection to analyze how the framework supports engagement, emotional expression, inclusion, and adaptability. Findings suggest that framing computational literacy as an expressive and human-centered practice enables meaningful participation in constrained educational environments. Beyond hospital classrooms, the framework may inform the design of human-centered computational learning experiences in other educational contexts characterized by vulnerability, discontinuity, or high learner variability.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"476-486"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11569934","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148443095","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":"Evolution of a Teaching Gamification Strategy: From Badge Collection to Deckbuilding and Effort Management Mechanics","authors":"Pablo Gutiérrez-Sánchez;Antonio Calvo-Morata","doi":"10.1109/RITA.2026.3715107","DOIUrl":"https://doi.org/10.1109/RITA.2026.3715107","url":null,"abstract":"This paper describes the iterative evolution of a gamification system across three successive student cohorts, applied to a web technologies game programming course within a video game development bachelor’s program. The system was designed to address low classroom and course participation, challenges in forming working groups, and a lack of continuous project work. In the first year of gamifying the course, a badge system was implemented to highlight progress, encourage participation and completion of optional exercises, and recognize individual student achievements. The second iteration integrated deckbuilding mechanics, where the course project’s requirements were defined by initial cards, and badges were repurposed as currency to acquire new cards that modified the scope. Finally, the third iteration incorporated an “Effort” system based on health point mechanics to encourage work consistency and mitigate the accumulation of work before partial deliveries (crunch). Comparative results show a significant increase in participation in forums and optional assignments, suggesting the efficacy of linking symbolic rewards with functional utilities in the course design.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"540-549"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148626818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inclusive-Oriented STEM Engagement Through Educational Robotics and Block-Based Programming: Design and Evaluation of a Barrier-Reducing Instructional Intervention","authors":"Pedro Plaza Merino;Mónica Muñoz","doi":"10.1109/RITA.2026.3715922","DOIUrl":"https://doi.org/10.1109/RITA.2026.3715922","url":null,"abstract":"Educational robotics and block-based programming are widely used in STEM education, yet their effects depend strongly on instructional design rather than on technological novelty alone. This paper presents the design and multicenter evaluation of an inclusive-oriented, barrier-reducing instructional intervention for educational robotics activities based on block-based programming. The intervention reduces unnecessary technical and coordination barriers while preserving the conceptual and procedural demands of system behaviour, control logic, sensor–actuator interaction, and iterative validation. A quasi-experimental study was conducted in Spain across ten institutions and three formal educational contexts (pre-university education, vocational training, and higher education) with 4,700 learners distributed across 210 class- or laboratory-level activity cohorts working in small collaborative teams. Process indicators and task quality were analyzed at the activity-cohort level; conceptual learning gains and learner-reported usability were analyzed at the individual level and interpreted cautiously due to the nested data structure. Activity cohorts in the intervention condition were compared against cohorts using conventional educational robotics setups. Time to first functional behaviour was descriptively lower in the intervention condition in all three contexts (89.4 to 75.1, 111.4 to 89.5, and 137.0 to 121.8 min), with inferential support reaching the conventional significance threshold in vocational training. Task completion time decreased significantly in all contexts (largest reduction: 323.9 to 245.7 min in higher education). The intervention condition also showed fewer task-related difficulties, higher task quality, higher learning gains (raw post–pre on a 0–20 scale), and higher perceived usability (1–7 scale, 4.18–4.28 to 5.42–5.56). The findings support the intervention as a barrier-reducing instructional design that improves activity flow, perceived accessibility, and learning conditions, without constituting direct evidence of demographic equity effects.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"508-517"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148626976","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":"Assessment of the Acceptance of Digital Narrative Creation Tools as Agents of Pedagogical Innovation by Literature Teachers","authors":"Flávia Rodrigues Cordeiro;Thaysla Fernanda da Cruz Cardoso;Ederson Luis Locatelli;Eduardo Filgueiras Damasceno;Armando Paulo da Silva","doi":"10.1109/RITA.2026.3737020","DOIUrl":"https://doi.org/10.1109/RITA.2026.3737020","url":null,"abstract":"The integration of digital technologies into literary pedagogy requires teacher training that blends innovation with traditional practices. This study reports on an action-research intervention involving 16 Portuguese language and literature teachers from public schools in Cornélio Procópio, Paraná, Brazil. The objective was to assess teachers’ acceptance of the creation of Visual Novels (VNs) using the GDevelop®platform as a pedagogical innovation tool. The methodology combined Basic Reading Sequence (SBL) with technical training in narrative planning and low-code development. Data was collected post-intervention through a structured questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT2) and an emotional assessment using the Emoji Grid tool. The results reveal predominantly positive endorsement of VNs’ viability, with 80% of teachers recognizing the tool as reliable. However, structural barriers—such as internet instability and a shortage of equipment—emerged as significant obstacles to adoption. It is concluded that digital narratives, supported by appropriate pedagogical mediation and robust infrastructure, act as powerful catalysts for cultivating 21st-century skills and student engagement in literary reading.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"569-579"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149188100","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":"Designing a Quantum Computing Course for ICT Professionals: A Software Engineering-Oriented Approach","authors":"Javier Romero-Alvarez;Jaime Alvarado-Valiente;Enrique Moguel;Ignacio Garcia-Rodriguez;Macario Polo;Manuel A. Serrano;José A. Cruz-Lemus;Ricardo Perez-Castillo;Jose Garcia-Alonso;Juan M. Murillo","doi":"10.1109/RITA.2026.3744249","DOIUrl":"https://doi.org/10.1109/RITA.2026.3744249","url":null,"abstract":"Quantum computing is expected to make significant advances in areas such as optimization, physical system simulation, cryptography, and artificial intelligence. Although most existing educational programs in quantum computing maintain a strong emphasis on quantum physics, advanced mathematics, and the theoretical foundations of quantum computing, they leave a significant training gap for professionals from computer engineering, software development, and computer science, whose usual approach to system design, algorithms, and software architecture differs from the predominant physical perspective. The Ibero-American region has shown growing institutional and academic interest in integrating quantum technologies, but it still lacks specific programs that address quantum computing from a software and engineering perspective and prepare Information and Communication Technologies (ICT) professionals to participate in the adoption of a hybrid quantum-classical ecosystem. Thereby, this paper presents a course that explicitly addresses the identified training gap, offering an introductory but rigorous approach focused on digital skills and geared toward the creation and analysis of quantum programs using real tools. The overall objective of the course is to train computer engineers and ICT professionals, from a practical point of view, in the principles, technologies, and applications of quantum technology, fostering skills in computational thinking, problem solving, technological creativity, and complex systems modelling. The proposed online course is organized into three modules, each with teaching units specifically designed to progress from the fundamentals of quantum computing to real-world applications and concepts of Quantum Software Engineering. The course was deployed in collaboration with Spanish professional bodies as a reskilling initiative with public funds. Preliminary data report 451 enrolled participants across Spain, including 269 members of professional bodies, which demonstrates its potential contribution to industry adoption of Quantum Software Engineering.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"580-590"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11739480","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149249701","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":"Hybrid Machine Learning Pipeline for Predicting and Segmenting Academic Performance at a Mexican Public University","authors":"Rodolfo Alan Martínez Rodríguez;José Manuel Valencia-Moreno;Olivia Denisse Mejía Victoria;Alma Alejandra Soberano Serrano","doi":"10.1109/RITA.2026.3684879","DOIUrl":"https://doi.org/10.1109/RITA.2026.3684879","url":null,"abstract":"Academic performance prediction remains a critical challenge in Latin American higher education, where institutional heterogeneity and limited data availability constrain the effectiveness of traditional analytical approaches. While supervised machine learning models often achieve high predictive accuracy, they typically lack interpretability and fail to capture latent student profiles required for actionable educational interventions. This study proposes a unified and interpretable hybrid framework that integrates predictive modeling and clustering within a single analytical pipeline. The approach simultaneously estimates academic risk and identifies student profiles using a real-world dataset of 386 first-year students from a Mexican public university. The results demonstrate that, while individual supervised models achieved strong predictive performance (AUC up to 0.84), the primary contribution of the proposed approach lies in its integrative capacity. The hybrid pipeline achieved competitive performance (AUC = 0.85; F1-score = 0.76) and enabled cross-paradigm validation between predictive and clustering outputs (<inline-formula> <tex-math>$kappa = 0.70$ </tex-math></inline-formula>), providing evidence of structural consistency in student risk patterns. Beyond predictive accuracy, the framework links probabilistic predictions with behavioral profiles and anomaly detection, enabling the identification of heterogeneous at-risk groups and supporting targeted pedagogical interventions. These findings demonstrate the potential of hybrid learning analytics approaches to bridge the gap between predictive performance and actionable educational insights, offering a scalable and interpretable solution for early-warning systems in resource-constrained higher education environments.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"319-330"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147796200","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":"Optimizing Open Large Language Models for Equity and Accessibility in Higher Education Through Pruning and Retrieval-Augmented Generation","authors":"Iván Miguel García-López;José-Martín Molina-Espinosa;María-Soledad Ramírez-Montoya","doi":"10.1109/RITA.2026.3701046","DOIUrl":"https://doi.org/10.1109/RITA.2026.3701046","url":null,"abstract":"This study examines whether open large language models (OLLMs) can be optimized for equitable and efficient use in higher education under resource-constrained conditions. A quantitative experimental design was implemented to evaluate five OLLMs —Falcon, Bloom, GPT-NeoX, T5, and Flan-T5—under four conditions: baseline unoptimized inference (C0), pruning only (C1), retrieval-augmented generation (RAG) only (C2), and pruning combined with RAG (C3). Each condition was tested using 50 educational queries per model across four repetitions. To justify the pruning configuration, an ablation study compared sparsity levels of 10%, 20%, 30%, and 40%, identifying 20% as the best trade-off between efficiency and response quality. The results show that pruning reduced response time by 10.7%, lowered RAM/VRAM usage by 18.9%, and increased throughput by 33.2%. Retrieval augmentation improved educational response accuracy by 1.3 percentage points, with the strongest gains observed for factual queries. Although pruning-only achieved the best efficiency results and RAG-only produced the highest accuracy, the combined condition provided the most balanced profile for realistic educational deployment. These findings suggest that moderate pruning and retrieval augmentation can jointly support lighter, faster, and more contextually grounded language-model deployment in higher education, particularly in institutions with limited computational infrastructure. The study contributes empirical evidence of technical and pedagogical feasibility under simulated deployment conditions.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"466-475"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11595188","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148443094","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 Multimodal Immersive Intervention for Artificial Intelligence Literacy and Metacognitive Self-Regulation in Pre-Service Teacher Education","authors":"Benjamín Maraza-Quispe;Diego Raul Coaquira-Huamaní;Mayerli Mishell Valencia-Quispe","doi":"10.1109/RITA.2026.3729686","DOIUrl":"https://doi.org/10.1109/RITA.2026.3729686","url":null,"abstract":"This study examined differences associated with participation in a multimodal immersive instructional sequence designed to support artificial intelligence literacy and metacognitive self-regulation in pre-service teacher education. A quantitatively dominant quasi-experimental pretest–posttest design with an embedded qualitative descriptive component was used. Sixty fifth-year teacher education students from two intact academic sections participated: one section served as the active comparison group (n = 30) and the other received the multimodal intervention (n = 30). The intervention integrated generative AI tasks, immersive virtual reality, haptic interaction, guided reflection, and metacognitive scaffolding across eight sessions. The comparison section addressed the same content and learning objectives through readings, videos, platform activities, and non-immersive simulations. Individual-level ANCOVA yielded statistically significant adjusted differences between sections after controlling for pretest scores. However, treatment condition was completely confounded with section membership, only one section represented each condition, and the analyses could not separate intervention-related differences from section-level influences. Outcomes were measured primarily with study-specific self-report scales supported by expert content review and internal consistency evidence; therefore, the very large standardized differences should be treated as exploratory and potentially influenced by common-method bias, novelty, motivation, and demand characteristics. Reflective journals and brief interviews illustrated critical evaluation of AI outputs, bias identification, planning, monitoring, reflective evaluation, and pedagogical transfer. The findings document the feasibility and promise of an integrated pedagogical sequence, but they do not establish causal effects of immersive VR, haptic interaction, or any individual component.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"558-568"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148923997","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}