Revista Iberoamericana de Tecnologias del Aprendizaje最新文献_第7页

Analysis and Validity Evidence of the Digital Competence Questionnaire for Peruvian Teachers 秘鲁教师数字能力问卷的分析和有效性证据

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2024-02-20 DOI: 10.1109/RITA.2024.3368328

Henry Santa-Cruz-Espinoza;Nancy Barazorda Puga;Jorge Antonio Crisostomo Olivares;Jeannina Del Alva Huaman Carhuatocto;Luis Enrique Arenas Rebaza;Gina Chávez-Ventura

引用次数: 0

Using the Git Version Control System to Replace a Learning Management System 用 Git 版本控制系统取代学习管理系统

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2024-02-20 DOI: 10.1109/RITA.2024.3368293

Gunnar Wolf

引用次数: 0

Game-Based Learning With Augmented Reality for History Education 利用增强现实技术在历史教育中开展游戏式学习

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2024-02-20 DOI: 10.1109/RITA.2024.3368348

Carlos Lázaro Carrascosa;Irene Palomero Ylardia;Maximiliano Paredes-Velasco;María del Carmen Navarro García-Suelto

引用次数: 0

IEEE Revista Iberoamericana De Tecnologias Del Aprendizaje Publication Information IEEE伊比利亚美洲学习技术杂志出版信息

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-11-30 DOI: 10.1109/RITA.2023.3324101

引用次数: 0

Algorithmic Thinking and Extension of its Definition for Trainee Software Developers: A Systematic Literature Mapping 见习软件开发人员的算法思维及其定义的拓展:系统的文献映射

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-11-02 DOI: 10.1109/RITA.2023.3323784

Javier Alejandro Jiménez Toledo;César A. Collazos;Manuel Ortega;Deixy Ximena Ramos

引用次数: 0

Impact of the Use of the Video Game SimCity on the Development of Critical Thinking in Students: A Quantitative Experimental Approach 电子游戏模拟城市对学生批判性思维发展的影响:一种定量实验方法

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-11-01 DOI: 10.1109/RITA.2023.3327066

Benjamín Maraza-Quispe;Jorge Luis Torres-Loayza;Grunilda Telma Reymer-Morales;Ramiro Max Solórzano-Bernuy;Simon Angel Choquehuayta-Palomino;Fernando Miguel Pacori-Aviles

{"title":"Impact of the Use of the Video Game SimCity on the Development of Critical Thinking in Students: A Quantitative Experimental Approach","authors":"Benjamín Maraza-Quispe;Jorge Luis Torres-Loayza;Grunilda Telma Reymer-Morales;Ramiro Max Solórzano-Bernuy;Simon Angel Choquehuayta-Palomino;Fernando Miguel Pacori-Aviles","doi":"10.1109/RITA.2023.3327066","DOIUrl":"10.1109/RITA.2023.3327066","url":null,"abstract":"The objective of the research is to determine to what extent the SimCity video game allows the development of critical thinking in the teaching-learning processes of students. The methodology applied consisted of research with a quantitative approach of experimental type, working with a sample of 25 students selected through a simple random sampling of a population of 100 students, 10 sessions were developed using the SimCity video game, a pretest, and posttest of skills and abilities required to develop critical thinking of Watson Glaser were applied, whose dimensions measured were: Inferences, assumptions, deductive reasoning, logical interpretation and evaluation of arguments. The results show that with adequate stimulation through the use of the SimCity video game, critical thinking can have a moderate but effective development in the students, from the comparison of the data obtained in the pretest and posttest, significant progress in terms of scores is observed; Likewise, the effectiveness of the use of the SimCity video game is reflected a greater extent in inferences and evaluations of arguments, since during the posttest evaluations greater progress was observed in comparison to other skills; while the interpretation of information obtained less progress in comparison to the other skills, the use of skills such as deductive reasoning, inferences and evaluation of arguments were moderately developed. In conclusion, the use of the SimCity video game allows the development of skills and abilities to develop critical thinking according to various factors, such as how it is incorporated into the curriculum, the orientation and guidance of teachers, and how reflection and analysis is carried out after the game experience.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 4","pages":"411-418"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134980852","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

2023 Index IEEE Revista Iberoamericana de Tecnologias del Aprendizaje Vol. 18 2023 索引 IEEE《伊比利亚美洲学习技术期刊》第 18 卷

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-11-01 DOI: 10.1109/RITA.2023.3339270

引用次数: 0

Assessing Digital Competency Levels Among Mexican Higher Education Teachers 评估墨西哥高等教育教师的数字能力水平

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-10-23 DOI: 10.1109/RITA.2023.3327068

Armando Sánchez-Macías;Isabel Cristina Flores-Rueda;Virginia Azuara-Pugliese;César Hernández-Mier

{"title":"Assessing Digital Competency Levels Among Mexican Higher Education Teachers","authors":"Armando Sánchez-Macías;Isabel Cristina Flores-Rueda;Virginia Azuara-Pugliese;César Hernández-Mier","doi":"10.1109/RITA.2023.3327068","DOIUrl":"10.1109/RITA.2023.3327068","url":null,"abstract":"This work aimed to measure and describe the level of digital competencies from a pedagogical approach in UASLP teachers, validate the theoretical relationship between its dimensions, and identify behavioral patterns among the teachers. This was a quantitative study with a mixed approach with a correlational, cross-sectional, and non-experimental scope. The study sample was 270 professors from a Mexican public university. Exploratory and Confirmatory Factor Analysis, cluster analysis, and non-parametric hypothesis tests were used. The validity of the construct of the proposed instrument was confirmed. The levels of competence measured were found to be convenient, as well as their degree of integration in educational practice. Higher levels of digital skills were found in teachers with fewer years of experience, possibly related to being a digital native. The findings identify two groups of teachers: ICT-Transformative Teachers, who excel in integrating ICT into their teaching practices, and ICT-Reluctant Teachers, which significantly explain the level of competence. ICT-Transformative Teachers demonstrate resistance and difficulties. Additionally, digital teaching competencies are interrelated and partially explain teachers’ capabilities. In conclusion, teachers’ digital competencies should be addressed through a comprehensive training plan, considering the pedagogical approach and contextual elements, like generational aspects.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 4","pages":"400-410"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135106385","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 New Approach to Learning Basic Medical Device Design Through Challenge-Based and Experiential Learning 通过挑战式和体验式学习学习基础医疗器械设计的新途径

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-10-20 DOI: 10.1109/RITA.2023.3324088

Carvajal-Rivera Agustín E.;Montiel-Gálvez Bernardo E.;Dieck-Assad Graciano;Lara-Prieto Vianney

{"title":"A New Approach to Learning Basic Medical Device Design Through Challenge-Based and Experiential Learning","authors":"Carvajal-Rivera Agustín E.;Montiel-Gálvez Bernardo E.;Dieck-Assad Graciano;Lara-Prieto Vianney","doi":"10.1109/RITA.2023.3324088","DOIUrl":"10.1109/RITA.2023.3324088","url":null,"abstract":"One of the biggest challenges of Higher Education is to train professionals prepared to join the workforce in a dynamic world, that can adapt rapidly to change and can acquire new knowledge and skills by themselves in this journey of lifelong learning. Our university recently implemented a New Educational Model having Challenge-Based Learning as one of its main pillars. The university collaborates with Educational Partners, which are companies, institutions or persons that open their doors to bring the students to a real-life environment to work on real challenges. This study shows a particular course of the fourth semester of the Biomedical Engineering curricula, that includes as its challenge to design a medical device from the ground up. The course was implemented in four different groups, with a slight twist in the allocated time to the theoretic modules and the challenge project, to study and determine the best theoretic/practice balance ratio. The course deliverables were analyzed to observe any significant differences in the students’ progress and achievements along the course. A student perception survey was applied to understand the experiential learning involvement from their perspective. The results show that the shift in equilibrium towards the challenge project hours improves the outcomes results, and the change in time allocation does not have a significant impact in the overall students’ scores and performance.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 4","pages":"393-399"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135102445","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

Teacher Leadership Competencies for Student Inclusion Through the Promotion of Technology 透过科技推广促进学生共融的教师领导能力

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-10-12 DOI: 10.1109/RITA.2023.3323942

Lenin Villalobos-Egaña;Manuel Delgado-García;Francisco Javier Villegas Villegas

{"title":"Teacher Leadership Competencies for Student Inclusion Through the Promotion of Technology","authors":"Lenin Villalobos-Egaña;Manuel Delgado-García;Francisco Javier Villegas Villegas","doi":"10.1109/RITA.2023.3323942","DOIUrl":"10.1109/RITA.2023.3323942","url":null,"abstract":"This research was conducted with the aim of examining teacher leadership competencies for student inclusion through the promotion of technology, as perceived by university students. The study approach is quantitative, non-experimental and cross-sectional. A questionnaire is used involving 116 students from 3 universities in Chile, who are studying in the Propaedeutic Programmes developed in these institutions (north, centre and south of the country). The results show differences between students; those studying at the university in the centre of Chile reveal a better understanding of teacher leadership competencies for inclusion through the promotion of technology, having observed that the leader dedicates much of their time management and effectiveness to student education, demonstrates human and technical qualities and deals with all forms of exclusion and inequality. Findings show that the presence of competent leadership encourages greater promotion of technologies in Chilean universities because, to the extent that the teacher fosters a climate of empathy and motivation and integrates ICTs, this contributes to inclusion in the Propaedeutic Programmes, constituting an experience that strengthens inclusive culture and pedagogical practice.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 4","pages":"365-373"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136301646","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