http://sedici.unlp.edu.ar:80/handle/10915/189575 2026-03-06T06:23:25Z 2026-03-06T06:23:25Z Ferrando, Romina Vanesa http://sedici.unlp.edu.ar:80/handle/10915/190079 2026-02-06T20:11:53Z 2025-12-22T00:00:00Z

Revision Digital Noise TE & ET; no. 42 Este libro describe cómo se informan los adolescentes en la era digital, mediante búsquedas de información en Internet y redes sociales, presentando las dificultades que afrontan para manejar la gran cantidad de información disponible en la web de manera reflexiva y crítica. Aborda temas sobre la cultura juvenil y el aprendizaje, haciendo foco en enseñar a pensar, aprender a aprender y evaluar procesos y recorridos. Se focaliza en la alfabetización informacional, la cual debe ser aplicada por las familias, los educadores y el Estado.; This book describes how adolescents access information in the digital age through online searches and social media, highlighting the challenges they face in managing the vast amount of information available on the web in a reflective and critical manner. It addresses issues related to youth culture and learning, with a particular emphasis on teaching how to think, learning how to learn, and evaluating learning processes and pathways. The book focuses on information literacy, which should be promoted and implemented by families, educators, and the State.

2025-12-22T00:00:00Z Este libro describe cómo se informan los adolescentes en la era digital, mediante búsquedas de información en Internet y redes sociales, presentando las dificultades que afrontan para manejar la gran cantidad de información disponible en la web de manera reflexiva y crítica. Aborda temas sobre la cultura juvenil y el aprendizaje, haciendo foco en enseñar a pensar, aprender a aprender y evaluar procesos y recorridos. Se focaliza en la alfabetización informacional, la cual debe ser aplicada por las familias, los educadores y el Estado. This book describes how adolescents access information in the digital age through online searches and social media, highlighting the challenges they face in managing the vast amount of information available on the web in a reflective and critical manner. It addresses issues related to youth culture and learning, with a particular emphasis on teaching how to think, learning how to learn, and evaluating learning processes and pathways. The book focuses on information literacy, which should be promoted and implemented by families, educators, and the State. Vásquez Bermúdez, Mitchell John http://sedici.unlp.edu.ar:80/handle/10915/190078 2026-02-06T20:11:54Z 2025-12-22T00:00:00Z

Contribucion a revista Development of a mirroring model with indicators and tools for the monitoring and visualization of collaborative educational processes mediated by digital technology in higher education. TE & ET; no. 42; http://sedici.unlp.edu.ar/handle/10915/188549 En esta tesis se estudian y proponen indicadores para el desarrollo de una herramienta de seguimiento y visualización del trabajo colaborativo individual y colectivo en el ámbito de la educación superior. Este trabajo tiene como objetivo general desarrollar una propuesta de seguimiento del trabajo colaborativo mediante indicadores para sistemas de gestión de aprendizaje LMS. En "Documentos relacionados" se puede acceder al texto completo de la tesis.

2025-12-22T00:00:00Z En esta tesis se estudian y proponen indicadores para el desarrollo de una herramienta de seguimiento y visualización del trabajo colaborativo individual y colectivo en el ámbito de la educación superior. Este trabajo tiene como objetivo general desarrollar una propuesta de seguimiento del trabajo colaborativo mediante indicadores para sistemas de gestión de aprendizaje LMS. Serrano-Pérez, Edgar http://sedici.unlp.edu.ar:80/handle/10915/190076 2026-02-06T20:11:54Z 2025-12-22T00:00:00Z

Articulo Development of an augmented reality application that integrates voice and sound in learning and training colors in the English language. TE & ET; no. 42 Se presenta el desarrollo de una aplicación de realidad aumentada que integra los principales componentes de sonido en un portal de internet. Por un lado, el reconocimiento de voz utiliza el micrófono integrado en un teléfono inteligente, y por otro lado el componente que permite la interpretación robótica de voz, tomando como referencia una entrada de texto; ambas funcionalidades se implementaron focalizando en el idioma inglés con acento estadounidense. Mediante formas primitivas se generó un objeto con forma de barquillo de helado en tres dimensiones, el cual que puede cambiar el color de su superficie de forma dinámica e interactiva con el usuario. En el caso de que el usuario requiera consultar la correcta pronunciación de un color, puede utilizar la funcionalidad de conversión de texto a voz en cualquier momento. Durante el desarrollo de la aplicación se utilizó una herramienta de inteligencia artificial generativa para el desarrollo del código de programación en el lenguaje A-frame, por lo que se discuten aspectos relevantes encontrados durante la interacción en el ChatBot. La aplicación final, favorece el aprendizaje de colores en el idioma inglés mediante dispositivos móviles, empleando un enfoque de aprendizaje multimodal, que combina la vista, la voz y el habla.; The development of an augmented reality application that integrates the main sound components in a web portal is presented. On one side, voice recognition uses the microphone integrated into a smartphone, and on the other side the component that allows robotic voice interpretation, taking a text entry as a reference; Both functionalities were implemented focusing on the English language with an American accent. Using primitive shapes, a three-dimensional ice cream cone-shaped object was generated, which can change the color of its surface dynamically and interactively with the user. In the event that the user needs to consult the correct pronunciation of a color, the text-to-speech functionality can be used at any time. During the development of the application, a generative artificial intelligence tool was used to develop the programming code in the A-frame language, so relevant aspects found during the interaction in the ChatBot are discussed. The final application promotes the learning of colors in the English language through mobile devices, using a multimodal learning approach that combines sight, voice and speech.

2025-12-22T00:00:00Z Se presenta el desarrollo de una aplicación de realidad aumentada que integra los principales componentes de sonido en un portal de internet. Por un lado, el reconocimiento de voz utiliza el micrófono integrado en un teléfono inteligente, y por otro lado el componente que permite la interpretación robótica de voz, tomando como referencia una entrada de texto; ambas funcionalidades se implementaron focalizando en el idioma inglés con acento estadounidense. Mediante formas primitivas se generó un objeto con forma de barquillo de helado en tres dimensiones, el cual que puede cambiar el color de su superficie de forma dinámica e interactiva con el usuario. En el caso de que el usuario requiera consultar la correcta pronunciación de un color, puede utilizar la funcionalidad de conversión de texto a voz en cualquier momento. Durante el desarrollo de la aplicación se utilizó una herramienta de inteligencia artificial generativa para el desarrollo del código de programación en el lenguaje A-frame, por lo que se discuten aspectos relevantes encontrados durante la interacción en el ChatBot. La aplicación final, favorece el aprendizaje de colores en el idioma inglés mediante dispositivos móviles, empleando un enfoque de aprendizaje multimodal, que combina la vista, la voz y el habla. The development of an augmented reality application that integrates the main sound components in a web portal is presented. On one side, voice recognition uses the microphone integrated into a smartphone, and on the other side the component that allows robotic voice interpretation, taking a text entry as a reference; Both functionalities were implemented focusing on the English language with an American accent. Using primitive shapes, a three-dimensional ice cream cone-shaped object was generated, which can change the color of its surface dynamically and interactively with the user. In the event that the user needs to consult the correct pronunciation of a color, the text-to-speech functionality can be used at any time. During the development of the application, a generative artificial intelligence tool was used to develop the programming code in the A-frame language, so relevant aspects found during the interaction in the ChatBot are discussed. The final application promotes the learning of colors in the English language through mobile devices, using a multimodal learning approach that combines sight, voice and speech. De Benedetto, Juan Pablo Pons, Claudia Fabiana http://sedici.unlp.edu.ar:80/handle/10915/190074 2026-02-06T20:11:54Z 2025-12-22T00:00:00Z

Articulo Acceptance and Integration of ChatGPT in Higher Education: Analysis of Faculty Perceptions in the Agronomic Engineering Program and Student Perceptions in the Agricultural Microbiology and Bioinputs Course at UNNOBA TE & ET; no. 42 Este estudio analiza la aceptación e integración de ChatGPT como herramienta pedagógica en la educación universitaria, a partir de una experiencia concreta desarrollada en la Universidad Nacional del Noroeste de la Provincia de Buenos Aires (UNNOBA). Se aplicó una actividad práctica con estudiantes de Microbiología Agrícola y de los Bioinsumos, y una encuesta a docentes de la carrera de Ingeniería Agronómica. Los resultados indican que los estudiantes valoraron positivamente la utilidad, precisión y facilidad de uso de ChatGPT, destacando su aporte a la comprensión de conceptos, el análisis crítico y el trabajo en equipo. Por su parte, los docentes mostraron mayor cautela, con menor frecuencia de uso y preocupaciones vinculadas al plagio y a la dependencia tecnológica. Sin embargo, reconocen el potencial de la herramienta y expresaron interés en recibir capacitación. La investigación evidencia una brecha entre el entusiasmo estudiantil y la apropiación docente, y resalta la necesidad de acompañamiento institucional y formación crítica para una integración efectiva de la inteligencia artificial en el ámbito académico.; This study explores the acceptance and integration of ChatGPT as an educational tool in higher education, based on a case study conducted at the National University of Northwestern Buenos Aires (UNNOBA). A practical activity was implemented with students in the Agricultural Microbiology and Bioinputs course, along with a survey for faculty in the Agronomic Engineering program. Results show that students had a positive perception of ChatGPT in terms of usefulness, accuracy, and ease of use, emphasizing its role in concept comprehension, critical thinking, and teamwork. Faculty members, however, were more cautious, with lower usage frequency and concerns related to plagiarism and technological dependence. Despite this, they acknowledged the tool’s potential and expressed interest in training. The study reveals a gap between students’ enthusiasm and faculty’s limited adoption, highlighting the need for institutional support and critical training to promote the effective integration of artificial intelligence in academic settings.

2025-12-22T00:00:00Z Este estudio analiza la aceptación e integración de ChatGPT como herramienta pedagógica en la educación universitaria, a partir de una experiencia concreta desarrollada en la Universidad Nacional del Noroeste de la Provincia de Buenos Aires (UNNOBA). Se aplicó una actividad práctica con estudiantes de Microbiología Agrícola y de los Bioinsumos, y una encuesta a docentes de la carrera de Ingeniería Agronómica. Los resultados indican que los estudiantes valoraron positivamente la utilidad, precisión y facilidad de uso de ChatGPT, destacando su aporte a la comprensión de conceptos, el análisis crítico y el trabajo en equipo. Por su parte, los docentes mostraron mayor cautela, con menor frecuencia de uso y preocupaciones vinculadas al plagio y a la dependencia tecnológica. Sin embargo, reconocen el potencial de la herramienta y expresaron interés en recibir capacitación. La investigación evidencia una brecha entre el entusiasmo estudiantil y la apropiación docente, y resalta la necesidad de acompañamiento institucional y formación crítica para una integración efectiva de la inteligencia artificial en el ámbito académico. This study explores the acceptance and integration of ChatGPT as an educational tool in higher education, based on a case study conducted at the National University of Northwestern Buenos Aires (UNNOBA). A practical activity was implemented with students in the Agricultural Microbiology and Bioinputs course, along with a survey for faculty in the Agronomic Engineering program. Results show that students had a positive perception of ChatGPT in terms of usefulness, accuracy, and ease of use, emphasizing its role in concept comprehension, critical thinking, and teamwork. Faculty members, however, were more cautious, with lower usage frequency and concerns related to plagiarism and technological dependence. Despite this, they acknowledged the tool’s potential and expressed interest in training. The study reveals a gap between students’ enthusiasm and faculty’s limited adoption, highlighting the need for institutional support and critical training to promote the effective integration of artificial intelligence in academic settings. Artigue, Victori Fanaro, María de los Ángeles Gak, Joel http://sedici.unlp.edu.ar:80/handle/10915/190072 2026-02-06T20:11:55Z 2025-12-22T00:00:00Z

Articulo Fractal antenna: a case study on the full course of mathematical modeling cycle in linear algebra TE & ET; no. 42 Este trabajo presenta un estudio de caso realizado en una universidad de Uruguay, donde un estudiante de Ingeniería Informática exploró la Geometría Fractal a través del diseño y análisis del funcionamiento de antenas fractales basadas en el triángulo de Sierpinski iteración 2 y 3. La investigación comenzó en un curso de álgebra lineal que integra la currícula de varias carreras de Ingeniería (Agronomía, Alimentos, Electrónica, Informática, Inteligencia Artificial, Telecomunicaciones) y se extendió a un proyecto de iniciación a la investigación. Se estudiaron propiedades carácterísticas de los fractales, como la autosemejanza, la dimensión fractal no entera y tener un perímetro infinito en un área finita, lo que permitió el diseño de antenas pequeñas multibanda. De las producciones del estudiante, se observó que la interpretación y la validación de lo estudiado mediante el análisis del funcionamiento de antenas fractales, completó un ciclo de modelización, ya que sus hallazgos mostraron ventajas en estas antenas que superaron el rendimiento de una antena tradicional. Esto permitió validar experimentalmente los modelos teóricos,  consolidando el vínculo entre la Matemática y su aplicación, destacando el valor educativo de integrar teoría y experimentación en el aprendizaje de la GF.; Este trabalho apresenta um estudo de caso realizado em uma universidade do Uruguai, onde um estudante de Engenharia da Computação explorou a Geometria Fractal através do design e análise do funcionamento de antenas fractais baseadas no triângulo de Sierpinski (níveis 2 e 3). A pesquisa começou em um curso de álgebra linear compartilhado por vários cursos de Engenharia (Agronomia, Engenharia de Alimentos, Engenharia Eletrônica, Ciência da Computação, Inteligência Artificial, Telecomunicações) e foi estendida para um projeto de iniciação científica. Foram estudadas propriedades características dos fractais, como a autossimilaridade, a dimensão fractal não inteira e a posse de um perímetro infinito em uma área finita, o que permitiu o design de pequenas antenas multibanda. A partir do trabalho do estudante, observou-se que a interpretação e a validação dos conceitos estudados através da análise do funcionamento de antenas fractais completaram um ciclo de modelagem, pois suas descobertas mostraram vantagens nessas antenas que superaram o desempenho de uma antena tradicional. Isso permitiu a validação experimental dos modelos teóricos, consolidando a ligação entre a Matemática e sua aplicação, destacando o valor educativo da integração entre teoria e experimentação na aprendizagem de Geometria Fractal (GF).; This paper presents a case study conducted at a university in Uruguay, where a Computer Engineering student explored Fractal Geometry through the design and performance analysis of fractal antennas based on the Sierpinski triangle iterations 2 and 3. The research began in a linear algebra course that is part of the curriculum for several Engineering programs (Agronomy, Food Engineering, Electronics, Computer Science, Artificial Intelligence, Telecommunications) and extended into an introductory research project. The study focused on characteristic properties of fractals, such as self-similarity, non-integer fractal dimension, and having an infinite perimeter within a finite area, which facilitated the design of small multiband antennas.From the student’s work, it was observed that interpreting and validating the studied concepts through the analysis of fractal antenna performance completed a modeling cycle, as the findings demonstrated advantages of these antennas over traditional ones. This allowed for the experimental validation of theoretical models, strengthening the connection between Mathematics and its applications, and highlighting the educational value of integrating theory and experimentation in the learning of Fractal Geometry.

2025-12-22T00:00:00Z Este trabajo presenta un estudio de caso realizado en una universidad de Uruguay, donde un estudiante de Ingeniería Informática exploró la Geometría Fractal a través del diseño y análisis del funcionamiento de antenas fractales basadas en el triángulo de Sierpinski iteración 2 y 3. La investigación comenzó en un curso de álgebra lineal que integra la currícula de varias carreras de Ingeniería (Agronomía, Alimentos, Electrónica, Informática, Inteligencia Artificial, Telecomunicaciones) y se extendió a un proyecto de iniciación a la investigación. Se estudiaron propiedades carácterísticas de los fractales, como la autosemejanza, la dimensión fractal no entera y tener un perímetro infinito en un área finita, lo que permitió el diseño de antenas pequeñas multibanda. De las producciones del estudiante, se observó que la interpretación y la validación de lo estudiado mediante el análisis del funcionamiento de antenas fractales, completó un ciclo de modelización, ya que sus hallazgos mostraron ventajas en estas antenas que superaron el rendimiento de una antena tradicional. Esto permitió validar experimentalmente los modelos teóricos,  consolidando el vínculo entre la Matemática y su aplicación, destacando el valor educativo de integrar teoría y experimentación en el aprendizaje de la GF. Este trabalho apresenta um estudo de caso realizado em uma universidade do Uruguai, onde um estudante de Engenharia da Computação explorou a Geometria Fractal através do design e análise do funcionamento de antenas fractais baseadas no triângulo de Sierpinski (níveis 2 e 3). A pesquisa começou em um curso de álgebra linear compartilhado por vários cursos de Engenharia (Agronomia, Engenharia de Alimentos, Engenharia Eletrônica, Ciência da Computação, Inteligência Artificial, Telecomunicações) e foi estendida para um projeto de iniciação científica. Foram estudadas propriedades características dos fractais, como a autossimilaridade, a dimensão fractal não inteira e a posse de um perímetro infinito em uma área finita, o que permitiu o design de pequenas antenas multibanda. A partir do trabalho do estudante, observou-se que a interpretação e a validação dos conceitos estudados através da análise do funcionamento de antenas fractais completaram um ciclo de modelagem, pois suas descobertas mostraram vantagens nessas antenas que superaram o desempenho de uma antena tradicional. Isso permitiu a validação experimental dos modelos teóricos, consolidando a ligação entre a Matemática e sua aplicação, destacando o valor educativo da integração entre teoria e experimentação na aprendizagem de Geometria Fractal (GF). This paper presents a case study conducted at a university in Uruguay, where a Computer Engineering student explored Fractal Geometry through the design and performance analysis of fractal antennas based on the Sierpinski triangle iterations 2 and 3. The research began in a linear algebra course that is part of the curriculum for several Engineering programs (Agronomy, Food Engineering, Electronics, Computer Science, Artificial Intelligence, Telecommunications) and extended into an introductory research project. The study focused on characteristic properties of fractals, such as self-similarity, non-integer fractal dimension, and having an infinite perimeter within a finite area, which facilitated the design of small multiband antennas.From the student’s work, it was observed that interpreting and validating the studied concepts through the analysis of fractal antenna performance completed a modeling cycle, as the findings demonstrated advantages of these antennas over traditional ones. This allowed for the experimental validation of theoretical models, strengthening the connection between Mathematics and its applications, and highlighting the educational value of integrating theory and experimentation in the learning of Fractal Geometry. Sereño, Francisco http://sedici.unlp.edu.ar:80/handle/10915/190071 2026-02-06T20:11:55Z 2025-12-22T00:00:00Z

Articulo Methods for Estimating Academic Workload in Virtual Environments: A Systematic Comparative Review Across Online, Blended, and Hyflex Modalities TE & ET; no. 42 Esta revisión sistemática analiza los métodos y criterios utilizados para calcular la carga de trabajo académico estudiantil en diversas modalidades educativas: en línea, blended learning y hyflex. Siguiendo la metodología PRISMA, se evaluaron 2.179 referencias iniciales, de las cuales 28 fueron analizadas en profundidad. Los resultados identifican tres enfoques principales para el cálculo de la carga académica: (1) modelos computacionales y calculadoras estandarizadas como i-SLT, (2) análisis de datos de interacción en plataformas educativas, y (3) encuestas de autoinforme sobre tiempo dedicado. La evidencia demuestra que la elección del método puede explicar hasta un 15% de la varianza en los resultados y que la carga académica estimada en entornos blended resultó ser un 62% inferior a los parámetros basados en ECTS. Los hallazgos revelan que los métodos más efectivos para cuantificar la carga académica dependen específicamente del contexto educativo, siendo necesario un enfoque diferenciado según la modalidad. La revisión también identifica brechas significativas en la investigación, particularmente en modalidades emergentes como hyflex y en la aplicación de tecnologías avanzadas para la personalización de la estimación de carga académica.; This systematic review analyzes the methods and criteria used to calculate student academic workload across various educational modalities: online, blended learning, and hyflex. Following the PRISMA methodology, 2,179 initial references were evaluated, of which 28 were analyzed in depth. The results identify three main approaches for calculating academic workload: (1) computational models and standardized calculators such as i-SLT, (2) analysis of interaction data on educational platforms, and (3) self-report surveys on time spent. The evidence demonstrates that the choice of method can explain up to 15% of the variance in results and that the estimated academic workload in blended environments was 62% lower than ECTS-based parameters. The findings reveal that the most effective methods for quantifying academic workload specifically depend on the educational context, requiring a differentiated approach according to the modality. The review also identifies significant research gaps, particularly in emerging modalities such as hyflex and in the application of advanced technologies for personalizing academic workload estimation.

2025-12-22T00:00:00Z Esta revisión sistemática analiza los métodos y criterios utilizados para calcular la carga de trabajo académico estudiantil en diversas modalidades educativas: en línea, blended learning y hyflex. Siguiendo la metodología PRISMA, se evaluaron 2.179 referencias iniciales, de las cuales 28 fueron analizadas en profundidad. Los resultados identifican tres enfoques principales para el cálculo de la carga académica: (1) modelos computacionales y calculadoras estandarizadas como i-SLT, (2) análisis de datos de interacción en plataformas educativas, y (3) encuestas de autoinforme sobre tiempo dedicado. La evidencia demuestra que la elección del método puede explicar hasta un 15% de la varianza en los resultados y que la carga académica estimada en entornos blended resultó ser un 62% inferior a los parámetros basados en ECTS. Los hallazgos revelan que los métodos más efectivos para cuantificar la carga académica dependen específicamente del contexto educativo, siendo necesario un enfoque diferenciado según la modalidad. La revisión también identifica brechas significativas en la investigación, particularmente en modalidades emergentes como hyflex y en la aplicación de tecnologías avanzadas para la personalización de la estimación de carga académica. This systematic review analyzes the methods and criteria used to calculate student academic workload across various educational modalities: online, blended learning, and hyflex. Following the PRISMA methodology, 2,179 initial references were evaluated, of which 28 were analyzed in depth. The results identify three main approaches for calculating academic workload: (1) computational models and standardized calculators such as i-SLT, (2) analysis of interaction data on educational platforms, and (3) self-report surveys on time spent. The evidence demonstrates that the choice of method can explain up to 15% of the variance in results and that the estimated academic workload in blended environments was 62% lower than ECTS-based parameters. The findings reveal that the most effective methods for quantifying academic workload specifically depend on the educational context, requiring a differentiated approach according to the modality. The review also identifies significant research gaps, particularly in emerging modalities such as hyflex and in the application of advanced technologies for personalizing academic workload estimation. Hernández Mendoza, César Manuel Serrano Rubio, Juan Pablo Rodríguez Vidal, Luz María http://sedici.unlp.edu.ar:80/handle/10915/190069 2026-02-06T20:11:56Z 2025-12-22T00:00:00Z

Articulo Project based learning integrating data sciencie into programming education in higher education TE & ET; no. 42 En este estudio se analiza el Aprendizaje Basado en Proyectos (ABP) aplicado a la enseñanza de la programación. Se implementaron los fundamentos y principios de la ciencia de datos con estudiantes de ingeniería y se aplicó una estrategia metodológica que les permitió adquirir conocimientos que contribuyen al desarrollo de competencias y habilidades analíticas, las cuales son útiles para la toma de decisiones informadas en su campo profesional e industrial. El estudio consideró la identificación de las principales deficiencias del grupo de estudio al iniciar el semestre y la introducción a temas relacionados que les permitió trabajar con información real y proveniente de la industria automotriz. Se utilizó software especializado para la programación con estadística descriptiva y que es accesible para cualquier estudiante. Los resultados obtenidos muestran una mejora significativa en la forma en que los estudiantes adquieren y comprenden los conocimientos de la estadística descriptiva y el análisis de datos, un incremento en la motivación por realizar las actividades y una mejora en el rendimiento académico. En la parte cualitativa, los estudiantes lograron percibir la importancia de estos conocimientos como un valor agregado a su formación profesional. El estudio logró promover una conexión entre la teoría y la práctica de manera efectiva.; This study analyzes the application of Project-Based Learning (PBL) in programming education. The fundamentals and principles of data science were implemented with engineering students. A methodological strategy was applied that enabled students to acquire knowledge contributing to the development of analytical skills and competencies useful for informed decision-making in their professional and industrial fields.The study considered identifying the main deficiencies of the study group at the beginning of the semester and introduced related topics that allowed them to work with real data from the automotive industry. Specialized software for programming with descriptive statistics was used, which is accessible to any student.The results show a significant improvement in the way students acquire and understand knowledge of descriptive statistics and data analysis, an increase in motivation to carry out activities, and improved academic performance. On the qualitative side, students recognized the importance of this knowledge as added value to their professional training. The study successfully promoted an effective connection between theory and practice.

2025-12-22T00:00:00Z En este estudio se analiza el Aprendizaje Basado en Proyectos (ABP) aplicado a la enseñanza de la programación. Se implementaron los fundamentos y principios de la ciencia de datos con estudiantes de ingeniería y se aplicó una estrategia metodológica que les permitió adquirir conocimientos que contribuyen al desarrollo de competencias y habilidades analíticas, las cuales son útiles para la toma de decisiones informadas en su campo profesional e industrial. El estudio consideró la identificación de las principales deficiencias del grupo de estudio al iniciar el semestre y la introducción a temas relacionados que les permitió trabajar con información real y proveniente de la industria automotriz. Se utilizó software especializado para la programación con estadística descriptiva y que es accesible para cualquier estudiante. Los resultados obtenidos muestran una mejora significativa en la forma en que los estudiantes adquieren y comprenden los conocimientos de la estadística descriptiva y el análisis de datos, un incremento en la motivación por realizar las actividades y una mejora en el rendimiento académico. En la parte cualitativa, los estudiantes lograron percibir la importancia de estos conocimientos como un valor agregado a su formación profesional. El estudio logró promover una conexión entre la teoría y la práctica de manera efectiva. This study analyzes the application of Project-Based Learning (PBL) in programming education. The fundamentals and principles of data science were implemented with engineering students. A methodological strategy was applied that enabled students to acquire knowledge contributing to the development of analytical skills and competencies useful for informed decision-making in their professional and industrial fields.The study considered identifying the main deficiencies of the study group at the beginning of the semester and introduced related topics that allowed them to work with real data from the automotive industry. Specialized software for programming with descriptive statistics was used, which is accessible to any student.The results show a significant improvement in the way students acquire and understand knowledge of descriptive statistics and data analysis, an increase in motivation to carry out activities, and improved academic performance. On the qualitative side, students recognized the importance of this knowledge as added value to their professional training. The study successfully promoted an effective connection between theory and practice. Guimarães Paulo Neto, Jonas Ferreira Gomes, Jonathan Nunes Carvalho, João Cláudio http://sedici.unlp.edu.ar:80/handle/10915/190065 2026-02-06T20:11:56Z 2025-12-22T00:00:00Z

Articulo Proposal for a didactic sequence for teaching Temperature and Heat with Python TE & ET; no. 42 Diversas pesquisas buscam promover melhorias no ensino de Física através da inserção de novas metodologias, principalmente aquelas ligadas às Tecnologias Digitais da Informação e Comunicação. Neste trabalho, fundamentando-se na teoria da Aprendizagem Significativa de Ausubel, apresenta-se uma proposta de duas aulas sobre escalas termométricas e calor sensível com a utilização da linguagem de programação Python, sendo possível de aplicação mesmo que o docente não a conheça. Propõe-se que as aulas aconteçam em um laboratório com computadores e quadro branco e que o professor aborde o conteúdo conceitual à sua maneira, embora sejam sugeridas abordagens e estratégias de socialização, discussão e feedback, e que, durante a resolução de exercícios, os estudantes utilizem o Python como ferramenta de verificação das respostas. Deste modo, entende-se, com base nas pesquisas relacionadas, que as dificuldades quanto ao uso do computador e de uma linguagem computacional sejam mitigadas e que a utilização do Python colabore com a aprendizagem de Física, contribuindo também para o letramento científico e tecnológico dos estudantes.; Several researches seek to promote improvements in Physics teaching through the insertion of new methodologies, mainly those linked to Digital Information and Communication Technologies. In this work, based on Ausubel's theory of Meaningful Learning, a proposal for two classes on thermometric scales and sensible heat is presented using the Python programming language, which can be applied even if the teacher does not know it. It is proposed that classes take place in a laboratory with computers and a whiteboard and that the teacher addresses the conceptual content in his/her own way, although approaches and strategies for socialization, discussion and feedback are suggested, and that, when solving exercises, students use Python as a tool to check their answers. In this way, it is understood, based on related research, that difficulties regarding the use of the computer and a computational language are mitigated and that the use of Python collaborates with the learning of Physics, also contributing to the scientific and technological literacy of students. students.

2025-12-22T00:00:00Z Diversas pesquisas buscam promover melhorias no ensino de Física através da inserção de novas metodologias, principalmente aquelas ligadas às Tecnologias Digitais da Informação e Comunicação. Neste trabalho, fundamentando-se na teoria da Aprendizagem Significativa de Ausubel, apresenta-se uma proposta de duas aulas sobre escalas termométricas e calor sensível com a utilização da linguagem de programação Python, sendo possível de aplicação mesmo que o docente não a conheça. Propõe-se que as aulas aconteçam em um laboratório com computadores e quadro branco e que o professor aborde o conteúdo conceitual à sua maneira, embora sejam sugeridas abordagens e estratégias de socialização, discussão e feedback, e que, durante a resolução de exercícios, os estudantes utilizem o Python como ferramenta de verificação das respostas. Deste modo, entende-se, com base nas pesquisas relacionadas, que as dificuldades quanto ao uso do computador e de uma linguagem computacional sejam mitigadas e que a utilização do Python colabore com a aprendizagem de Física, contribuindo também para o letramento científico e tecnológico dos estudantes. Several researches seek to promote improvements in Physics teaching through the insertion of new methodologies, mainly those linked to Digital Information and Communication Technologies. In this work, based on Ausubel's theory of Meaningful Learning, a proposal for two classes on thermometric scales and sensible heat is presented using the Python programming language, which can be applied even if the teacher does not know it. It is proposed that classes take place in a laboratory with computers and a whiteboard and that the teacher addresses the conceptual content in his/her own way, although approaches and strategies for socialization, discussion and feedback are suggested, and that, when solving exercises, students use Python as a tool to check their answers. In this way, it is understood, based on related research, that difficulties regarding the use of the computer and a computational language are mitigated and that the use of Python collaborates with the learning of Physics, also contributing to the scientific and technological literacy of students. students. Arzuaga Ramírez, Misleidy Fernández Medina, Carlos Rafael http://sedici.unlp.edu.ar:80/handle/10915/190057 2026-02-05T20:12:25Z 2025-12-22T00:00:00Z

Articulo The integration of ICT in the improvement processes with new teachers for engineering careers in the area of ​​agricultural sciences TE & ET; no. 42 Los profesores noveles de la Universidad Agraria de La Habana desempeñan un importante papel en la continuidad de la formación del estudiantado universitario. Se presentan problemáticas: didáctica-pedagógica, tecnológica, demográfica, de envejecimiento poblacional, emigración y socioeconómicas que entorpece la incorporación de nuevas tecnologías al proceso de enseñanza aprendizaje y persisten las didácticas tradicionales.  El artículo aborda una propuesta desde el postgrado de cómo ha de contribuir a la integración de las Tecnologías de la Información y la Comunicación, para profesores noveles que se incorporan a la docencia universitaria. Se utilizaron métodos tales como: modelación, revisión documental, análisis de la actividad, observación., los que permitieron alcanzar el objetivo propuesto: La integración de las TIC al proceso de enseñanza-aprendizaje de los profesores noveles de la Universidad Agraria de La Habana. Como logro fundamental se alcanzó la integración de las TIC a las didácticas particulares de cada una de las asignaturas impartidas por los profesores en sus respectivas áreas. Se tomó como escenario el diplomado en “Formación básica de profesores universitarios”, como vía esencial para su superación.; The novice professors at the Agrarian University of Havana play an important role in ensuring the continuity of university students' education. However, several challenges arise, including issues related to pedagogy and didactics, technology, demographics, population aging, migration, and socioeconomic factors. These obstacles hinder the integration of new technologies into the teaching-learning process, causing traditional teaching methods to persist. The article proposes a postgraduate approach to contributing to the integration of Information and Communication Technologies (ICT) for novice professors entering university teaching. Methods such as modeling, document review, activity analysis, and observation were employed to achieve the proposed objective: integrating ICT into the teaching-learning process for novice professors at the Agrarian University of Havana. The primary achievement was the integration of ICT into the specific didactics of each subject taught by professors in their respective fields. The diploma course "Basic Training for University Professors" was used as the essential pathway for professional development.

2025-12-22T00:00:00Z Los profesores noveles de la Universidad Agraria de La Habana desempeñan un importante papel en la continuidad de la formación del estudiantado universitario. Se presentan problemáticas: didáctica-pedagógica, tecnológica, demográfica, de envejecimiento poblacional, emigración y socioeconómicas que entorpece la incorporación de nuevas tecnologías al proceso de enseñanza aprendizaje y persisten las didácticas tradicionales.  El artículo aborda una propuesta desde el postgrado de cómo ha de contribuir a la integración de las Tecnologías de la Información y la Comunicación, para profesores noveles que se incorporan a la docencia universitaria. Se utilizaron métodos tales como: modelación, revisión documental, análisis de la actividad, observación., los que permitieron alcanzar el objetivo propuesto: La integración de las TIC al proceso de enseñanza-aprendizaje de los profesores noveles de la Universidad Agraria de La Habana. Como logro fundamental se alcanzó la integración de las TIC a las didácticas particulares de cada una de las asignaturas impartidas por los profesores en sus respectivas áreas. Se tomó como escenario el diplomado en “Formación básica de profesores universitarios”, como vía esencial para su superación. The novice professors at the Agrarian University of Havana play an important role in ensuring the continuity of university students' education. However, several challenges arise, including issues related to pedagogy and didactics, technology, demographics, population aging, migration, and socioeconomic factors. These obstacles hinder the integration of new technologies into the teaching-learning process, causing traditional teaching methods to persist. The article proposes a postgraduate approach to contributing to the integration of Information and Communication Technologies (ICT) for novice professors entering university teaching. Methods such as modeling, document review, activity analysis, and observation were employed to achieve the proposed objective: integrating ICT into the teaching-learning process for novice professors at the Agrarian University of Havana. The primary achievement was the integration of ICT into the specific didactics of each subject taught by professors in their respective fields. The diploma course "Basic Training for University Professors" was used as the essential pathway for professional development. Ferreira, Ana Carolina de Sousa Monteiro, Bruno Duarte Bezerra Oliveira, Vitor http://sedici.unlp.edu.ar:80/handle/10915/189974 2026-02-04T20:28:49Z 2025-12-22T00:00:00Z

Articulo Personalized language learning with gamified microinteractions and location sensitivity TE & ET; no. 42 A popularização dos dispositivos móveis impulsionou o desenvolvimento de diversos aplicativos que auxiliam no aprendizado de idiomas. Apesar de utilizarem diferentes técnicas para apoiar o aprendizado autônomo, muitos desses aplicativos ainda não incorporam a sensibilidade ao contexto como diferencial pedagógico. Esse recurso é fundamental, pois estimula a autonomia e promove uma experiência de aprendizagem mais significativa. Nesse cenário, o presente artigo visa explorar essa abordagem e propor um aplicativo para Android e iOS que integra o contexto de localização do usuário a estratégias de gamificação e microinterações, com o objetivo de enriquecer o processo de aprendizado de idiomas. Para alcançar este objetivo, realizou-se uma revisão da literatura e análise de produtos já disponíveis no mercado e trabalhos acadêmicos relevantes. Com isso, foi possível desenvolver o modelo conceitual, os artefatos de software e a estruturação do banco de dados. Por fim, a solução foi validada por meio da técnica Think Aloud. Os resultados indicam que o produto recebeu feedback positivo por parte dos participantes, destacando a importância do uso do contexto de localização para uma melhor assimilação dos conteúdos e a facilidade de uso da aplicação.; The popularization of mobile devices encouraged the development of various applications to help language learning. Although these apps employ different techniques to support autonomous learning, many still do not incorporate context sensitivity as a pedagogical differentiator. This resource is fundamental, because it encourages learner autonomy and promotes a more meaningful learning experience. In this scenario, the present paper aims to explore this approach and propose an application for Android and iOS that integrates user's location context with gamification strategies and microinteractions, seeking to enrich the language learning process. To achieve this goal, a literature review and an analysis of existing market products and relevant academic work were conducted. As a result, it was possible to develop the conceptual model, software artifacts, and the database structure. Finally, the solution was validated through the Think Aloud technique. The results indicate that the product received positive feedback from participants, highlighting the importance of using location context for better content assimilation and the ease of use of the application.

2025-12-22T00:00:00Z A popularização dos dispositivos móveis impulsionou o desenvolvimento de diversos aplicativos que auxiliam no aprendizado de idiomas. Apesar de utilizarem diferentes técnicas para apoiar o aprendizado autônomo, muitos desses aplicativos ainda não incorporam a sensibilidade ao contexto como diferencial pedagógico. Esse recurso é fundamental, pois estimula a autonomia e promove uma experiência de aprendizagem mais significativa. Nesse cenário, o presente artigo visa explorar essa abordagem e propor um aplicativo para Android e iOS que integra o contexto de localização do usuário a estratégias de gamificação e microinterações, com o objetivo de enriquecer o processo de aprendizado de idiomas. Para alcançar este objetivo, realizou-se uma revisão da literatura e análise de produtos já disponíveis no mercado e trabalhos acadêmicos relevantes. Com isso, foi possível desenvolver o modelo conceitual, os artefatos de software e a estruturação do banco de dados. Por fim, a solução foi validada por meio da técnica Think Aloud. Os resultados indicam que o produto recebeu feedback positivo por parte dos participantes, destacando a importância do uso do contexto de localização para uma melhor assimilação dos conteúdos e a facilidade de uso da aplicação. The popularization of mobile devices encouraged the development of various applications to help language learning. Although these apps employ different techniques to support autonomous learning, many still do not incorporate context sensitivity as a pedagogical differentiator. This resource is fundamental, because it encourages learner autonomy and promotes a more meaningful learning experience. In this scenario, the present paper aims to explore this approach and propose an application for Android and iOS that integrates user's location context with gamification strategies and microinteractions, seeking to enrich the language learning process. To achieve this goal, a literature review and an analysis of existing market products and relevant academic work were conducted. As a result, it was possible to develop the conceptual model, software artifacts, and the database structure. Finally, the solution was validated through the Think Aloud technique. The results indicate that the product received positive feedback from participants, highlighting the importance of using location context for better content assimilation and the ease of use of the application. Espín Pazmiño, Luis Arturo De Giusti, Armando Eduardo http://sedici.unlp.edu.ar:80/handle/10915/189973 2026-02-04T20:28:49Z 2025-12-22T00:00:00Z

Articulo Analysis of the impact of emotional intelligence on academic performance in different educational areas in elementary school students. A case study TE & ET; no. 42 Este estudio utilizó técnicas de evaluación y métodos para explorar el impacto de la inteligencia emocional en el rendimiento académico de los estudiantes de primaria de cuarto grado de la U.E. Ariel del cantón Durán en Ecuador, en las áreas educativas de Educación física y Matemáticas. Participaron 28 estudiantes, 13 niños y 15 niñas. Durante la semana de evaluación, los estudiantes asistieron a cuatro sesiones de tutoría antes de su evaluación final. En educación física, el tema fue la técnica correcta de salida para una carrera, y en la clase de matemáticas, se cubrieron operaciones de números naturales. La inteligencia emocional se evaluó mediante el Test de Inteligencia Emocional MESQUITE, que clasifica a los estudiantes en cuatro niveles. La recopilación de datos se realizó todos los días de la fase de experimentación, previo a las clases y a la prueba final, mediante cuestionarios para garantizar una recopilación de datos eficiente y precisa con uso de herramientas tecnológicas de análisis. Los resultados mostraron que los estudiantes con mayores niveles de inteligencia emocional tendían a lograr mejores resultados en ambas asignaturas. El estudio concluyó que la inteligencia emocional es un componente clave del rendimiento académico de manera positiva y negativa según los datos analizados. Los estudiantes con mejores habilidades emocionales tuvieron mejor desempeño en clases. El método de correlación de Pearson descubrió que una mejor IE se relacionaba con mejores calificaciones en los exámenes. La técnica conocida como ANOVA, comparó grupos de sujetos identificando diferencias en sus puntajes revelando discrepancias sustanciales en la eficacia, enfatizando que los alumnos con inteligencia emocional elevada sobresalieron notablemente a nivel académico. La importancia de integrar la Inteligencia Emocional (IE) en el currículo escolar, fomenta mejores habilidades emocionales y sociales entre los alumnos en los entornos de aprendizaje modernos.; This study used assessment techniques and methods to explore the impact of emotional intelligence on the academic performance of fourth-grade elementary school students at U.E. Ariel in the Durán canton of Ecuador, specifically in the educational areas of Physical Education and Mathematics. 28 students (13 boys and 15 girls) were included during an evaluation week. The students attended four tutoring sessions before their final assessment. In physical education, the topic was the correct starting technique for a race, while in mathematics, natural number operations were covered. Emotional intelligence was assessed using the MESQUITE Emotional Intelligence Test, which classifies students into four levels. Data collection was conducted daily during the experimentation phase, prior to classes and the final test, through questionnaires to ensure efficient and accurate data collection utilizing technological analysis tools. The results showed that students with higher levels of emotional intelligence tended to achieve better results in both subjects. The study concluded that emotional intelligence is a key component of academic performance, both positively and negatively, based on the analyzed data. Students with better emotional skills performed better in class. The Pearson correlation method revealed that higher emotional intelligence was associated with better exam grades. The technique known as ANOVA compared groups of subjects, identifying differences in their scores and revealing substantial discrepancies in effectiveness, emphasizing the relation between emotional intelligence and academic results. Future research line focuses on the importance of integrating Emotional Intelligence (EI) into the school curriculum.

2025-12-22T00:00:00Z Este estudio utilizó técnicas de evaluación y métodos para explorar el impacto de la inteligencia emocional en el rendimiento académico de los estudiantes de primaria de cuarto grado de la U.E. Ariel del cantón Durán en Ecuador, en las áreas educativas de Educación física y Matemáticas. Participaron 28 estudiantes, 13 niños y 15 niñas. Durante la semana de evaluación, los estudiantes asistieron a cuatro sesiones de tutoría antes de su evaluación final. En educación física, el tema fue la técnica correcta de salida para una carrera, y en la clase de matemáticas, se cubrieron operaciones de números naturales. La inteligencia emocional se evaluó mediante el Test de Inteligencia Emocional MESQUITE, que clasifica a los estudiantes en cuatro niveles. La recopilación de datos se realizó todos los días de la fase de experimentación, previo a las clases y a la prueba final, mediante cuestionarios para garantizar una recopilación de datos eficiente y precisa con uso de herramientas tecnológicas de análisis. Los resultados mostraron que los estudiantes con mayores niveles de inteligencia emocional tendían a lograr mejores resultados en ambas asignaturas. El estudio concluyó que la inteligencia emocional es un componente clave del rendimiento académico de manera positiva y negativa según los datos analizados. Los estudiantes con mejores habilidades emocionales tuvieron mejor desempeño en clases. El método de correlación de Pearson descubrió que una mejor IE se relacionaba con mejores calificaciones en los exámenes. La técnica conocida como ANOVA, comparó grupos de sujetos identificando diferencias en sus puntajes revelando discrepancias sustanciales en la eficacia, enfatizando que los alumnos con inteligencia emocional elevada sobresalieron notablemente a nivel académico. La importancia de integrar la Inteligencia Emocional (IE) en el currículo escolar, fomenta mejores habilidades emocionales y sociales entre los alumnos en los entornos de aprendizaje modernos. This study used assessment techniques and methods to explore the impact of emotional intelligence on the academic performance of fourth-grade elementary school students at U.E. Ariel in the Durán canton of Ecuador, specifically in the educational areas of Physical Education and Mathematics. 28 students (13 boys and 15 girls) were included during an evaluation week. The students attended four tutoring sessions before their final assessment. In physical education, the topic was the correct starting technique for a race, while in mathematics, natural number operations were covered. Emotional intelligence was assessed using the MESQUITE Emotional Intelligence Test, which classifies students into four levels. Data collection was conducted daily during the experimentation phase, prior to classes and the final test, through questionnaires to ensure efficient and accurate data collection utilizing technological analysis tools. The results showed that students with higher levels of emotional intelligence tended to achieve better results in both subjects. The study concluded that emotional intelligence is a key component of academic performance, both positively and negatively, based on the analyzed data. Students with better emotional skills performed better in class. The Pearson correlation method revealed that higher emotional intelligence was associated with better exam grades. The technique known as ANOVA compared groups of subjects, identifying differences in their scores and revealing substantial discrepancies in effectiveness, emphasizing the relation between emotional intelligence and academic results. Future research line focuses on the importance of integrating Emotional Intelligence (EI) into the school curriculum. Marques da Costa, Thainara Pinheiro Santiago, Cynthia http://sedici.unlp.edu.ar:80/handle/10915/189972 2026-02-04T20:28:50Z 2025-12-22T00:00:00Z

Articulo Evaluation of VARK Learning Styles in the Context of a MOOC Applied in a Hybrid Way in Technical Education TE & ET; no. 42 Os estilos de aprendizagem representam as preferências dos indivíduos na assimilação do conhecimento, englobando modalidades sensoriais e estratégias cognitivas. Um modelo amplamente utilizado é o VARK, que classifica os estilos em Visual, Auditivo, Leitura/Escrita e Cinestésico. Diante disso, este estudo teve como objetivo avaliar a associação entre os estilos VARK e o desempenho acadêmico, gênero e idade dos alunos, no contexto de um curso MOOC aplicado de forma híbrida em um curso técnico em Informática. Esta pesquisa - de natureza aplicada, exploratória e quantitativa - teve a participação de 59 estudantes ao longo de três períodos distintos, cujos dados foram coletados por meio de um formulário eletrônico com o questionário VARK e a partir dos registros acadêmicos do ambiente virtual de aprendizagem do MOOC. Para a análise estatística dos dados obtidos, foram utilizados o teste de Kruskal-Wallis e o teste exato de Fisher. Como resultado, observou-se entre os estudantes a predominância do estilo Cinestésico, porém não foram identificadas associações estatisticamente significativas entre os estilos VARK e as variáveis de interesse anteriormente mencionadas.; Learning styles represent individuals' preferences in assimilating knowledge, encompassing sensory modalities and cognitive strategies. A widely used model is VARK, which classifies styles into Visual, Auditory, Reading/Writing, and Kinesthetic. Therefore, this study aimed to evaluate the association between VARK styles and students' academic performance, gender and age, in the context of a MOOC course applied in a hybrid format in a technical course in Informatics. This applied, exploratory and quantitative research had the participation of 59 students over three different periods, whose data were collected through an electronic form with the VARK questionnaire and from the academic records of the MOOC virtual learning environment. For the statistical analysis of the data, the Kruskal-Wallis test and Fisher's exact test were used. As a result, the Kinesthetic style was observed to be predominant among the students. However, no statistically significant associations were identified between the VARK styles and the variables of interest previously mentioned.

2025-12-22T00:00:00Z Os estilos de aprendizagem representam as preferências dos indivíduos na assimilação do conhecimento, englobando modalidades sensoriais e estratégias cognitivas. Um modelo amplamente utilizado é o VARK, que classifica os estilos em Visual, Auditivo, Leitura/Escrita e Cinestésico. Diante disso, este estudo teve como objetivo avaliar a associação entre os estilos VARK e o desempenho acadêmico, gênero e idade dos alunos, no contexto de um curso MOOC aplicado de forma híbrida em um curso técnico em Informática. Esta pesquisa - de natureza aplicada, exploratória e quantitativa - teve a participação de 59 estudantes ao longo de três períodos distintos, cujos dados foram coletados por meio de um formulário eletrônico com o questionário VARK e a partir dos registros acadêmicos do ambiente virtual de aprendizagem do MOOC. Para a análise estatística dos dados obtidos, foram utilizados o teste de Kruskal-Wallis e o teste exato de Fisher. Como resultado, observou-se entre os estudantes a predominância do estilo Cinestésico, porém não foram identificadas associações estatisticamente significativas entre os estilos VARK e as variáveis de interesse anteriormente mencionadas. Learning styles represent individuals' preferences in assimilating knowledge, encompassing sensory modalities and cognitive strategies. A widely used model is VARK, which classifies styles into Visual, Auditory, Reading/Writing, and Kinesthetic. Therefore, this study aimed to evaluate the association between VARK styles and students' academic performance, gender and age, in the context of a MOOC course applied in a hybrid format in a technical course in Informatics. This applied, exploratory and quantitative research had the participation of 59 students over three different periods, whose data were collected through an electronic form with the VARK questionnaire and from the academic records of the MOOC virtual learning environment. For the statistical analysis of the data, the Kruskal-Wallis test and Fisher's exact test were used. As a result, the Kinesthetic style was observed to be predominant among the students. However, no statistically significant associations were identified between the VARK styles and the variables of interest previously mentioned. Menchón, Nerina Leonardi, María Carmen Mauco, María Virginia http://sedici.unlp.edu.ar:80/handle/10915/189971 2026-02-04T20:28:50Z 2025-12-22T00:00:00Z

Articulo The inclusion of the NAP of Digital Education, Programming and Robotics in the curriculum designs of the primary level in Argentina TE & ET; no. 42 Este artículo es el resultado de un relevamiento y análisis de los diseños curriculares del nivel primario de las jurisdicciones de Argentina. Presenta una indagación acerca de la presencia, selección y organización que se les dio a los contenidos de Educación Digital, Programación y Robótica, a partir de la aprobación de los Núcleos de Aprendizajes Prioritarios. Se intentará reconocer la relevancia del avance de esta definición político-educativa concertada federalmente que propone saberes considerados ineludibles, reconociendo a la vez la diversidad de realidades socioeducativas de cada jurisdicción. El propósito de este artículo surge a partir de los propios lineamientos de esta normativa donde se establece que deberán adecuarse los diseños curriculares.; This article is the result of a survey and analysis of the curriculum designs of the primary level of Argentina´s jurisdictions. It presents a research about what kind of presence, selection, organization and sequencing was given to the contents of Digital Education, Programming and Robotics as from the approval of the Priority Learning Cores -NAP EDPR-. An attempt will be made to recognize the relevance of the advance of this federally agreed political-educational definition that proposes a set of knowledge considered unavoidable, while recognizing the diversity of socio-educational realities in each jurisdiction. The purpose of this article arises from the guidelines of this regulation where it is established that the curricular designs must be adapted based on it.

2025-12-22T00:00:00Z Este artículo es el resultado de un relevamiento y análisis de los diseños curriculares del nivel primario de las jurisdicciones de Argentina. Presenta una indagación acerca de la presencia, selección y organización que se les dio a los contenidos de Educación Digital, Programación y Robótica, a partir de la aprobación de los Núcleos de Aprendizajes Prioritarios. Se intentará reconocer la relevancia del avance de esta definición político-educativa concertada federalmente que propone saberes considerados ineludibles, reconociendo a la vez la diversidad de realidades socioeducativas de cada jurisdicción. El propósito de este artículo surge a partir de los propios lineamientos de esta normativa donde se establece que deberán adecuarse los diseños curriculares. This article is the result of a survey and analysis of the curriculum designs of the primary level of Argentina´s jurisdictions. It presents a research about what kind of presence, selection, organization and sequencing was given to the contents of Digital Education, Programming and Robotics as from the approval of the Priority Learning Cores -NAP EDPR-. An attempt will be made to recognize the relevance of the advance of this federally agreed political-educational definition that proposes a set of knowledge considered unavoidable, while recognizing the diversity of socio-educational realities in each jurisdiction. The purpose of this article arises from the guidelines of this regulation where it is established that the curricular designs must be adapted based on it. Muñoz-Moya, Alejandra Carreño-León, Cristian http://sedici.unlp.edu.ar:80/handle/10915/189970 2026-02-04T20:28:50Z 2025-12-22T00:00:00Z

Articulo Gamification for the Strengthening of Basic Competencies in Health Students TE & ET; no. 42 Este estudio analiza la efectividad de la gamificación con Objetos Virtuales de Aprendizaje (OVA) para fortalecer competencias básicas en estudiantes de Obstetricia y Puericultura, ante la reducción de horas de práctica clínica causada por la pandemia de COVID-19. Se diseñaron tres OVA con diferentes niveles de complejidad utilizando el método ADDIE y validados por expertos. Participaron 69 estudiantes, divididos en grupos control y experimental. Se evaluó el desarrollo de competencias con una prueba estandarizada y la percepción estudiantil mediante el instrumento LORI y comentarios cualitativos. Los resultados mostraron que no hubo diferencias estadísticamente significativas en el desarrollo de competencias básicas de baja complejidad entre los grupos. Sin embargo, el OVA que abordó competencias de mayor complejidad (interpretación de signos vitales) mostró una diferencia estadísticamente significativa, aunque de magnitud pequeña a moderada, a favor del grupo experimental que utilizó el OVA antes del taller presencial. La percepción estudiantil fue mayoritariamente positiva, destacando la motivación y utilidad para el aprendizaje, aunque se identificaron áreas de mejora en usabilidad y retroalimentación. Se concluye que los OVA gamificados son una herramienta pedagógica prometedora para complementar la formación, especialmente en competencias complejas, pero es crucial mejorar su diseño interactivo y los mecanismos de feedback.; This study examines the effectiveness of gamification using Virtual Learning Objects (VLO) to strengthen basic competencies in Obstetrics and Gynecology students, given the reduction in clinical practice hours caused by the COVID-19 pandemic. Three VLOs with varying complexity levels were designed using the ADDIE method and validated by experts. 69 students participated, divided into control and experimental groups. Competency development was assessed with a standardized test, and student perception was evaluated using the LORI instrument and qualitative feedback. The results showed no statistically significant differences in the development of basic low-complexity competencies between the groups. However, the VLO addressing higher-complexity competencies (vital sign interpretation) showed a statistically significant difference, albeit with a small to moderate effect size, in favor of the experimental group that used the VLO before the face-to-face workshop. Student perception was largely positive, highlighting motivation and usefulness for learning, although areas for improvement in usability and feedback were identified. It is concluded that gamified VLO are a promising pedagogical tool to complement training, especially for complex competencies, but improving their interactive design and feedback mechanisms is crucial.

2025-12-22T00:00:00Z Este estudio analiza la efectividad de la gamificación con Objetos Virtuales de Aprendizaje (OVA) para fortalecer competencias básicas en estudiantes de Obstetricia y Puericultura, ante la reducción de horas de práctica clínica causada por la pandemia de COVID-19. Se diseñaron tres OVA con diferentes niveles de complejidad utilizando el método ADDIE y validados por expertos. Participaron 69 estudiantes, divididos en grupos control y experimental. Se evaluó el desarrollo de competencias con una prueba estandarizada y la percepción estudiantil mediante el instrumento LORI y comentarios cualitativos. Los resultados mostraron que no hubo diferencias estadísticamente significativas en el desarrollo de competencias básicas de baja complejidad entre los grupos. Sin embargo, el OVA que abordó competencias de mayor complejidad (interpretación de signos vitales) mostró una diferencia estadísticamente significativa, aunque de magnitud pequeña a moderada, a favor del grupo experimental que utilizó el OVA antes del taller presencial. La percepción estudiantil fue mayoritariamente positiva, destacando la motivación y utilidad para el aprendizaje, aunque se identificaron áreas de mejora en usabilidad y retroalimentación. Se concluye que los OVA gamificados son una herramienta pedagógica prometedora para complementar la formación, especialmente en competencias complejas, pero es crucial mejorar su diseño interactivo y los mecanismos de feedback. This study examines the effectiveness of gamification using Virtual Learning Objects (VLO) to strengthen basic competencies in Obstetrics and Gynecology students, given the reduction in clinical practice hours caused by the COVID-19 pandemic. Three VLOs with varying complexity levels were designed using the ADDIE method and validated by experts. 69 students participated, divided into control and experimental groups. Competency development was assessed with a standardized test, and student perception was evaluated using the LORI instrument and qualitative feedback. The results showed no statistically significant differences in the development of basic low-complexity competencies between the groups. However, the VLO addressing higher-complexity competencies (vital sign interpretation) showed a statistically significant difference, albeit with a small to moderate effect size, in favor of the experimental group that used the VLO before the face-to-face workshop. Student perception was largely positive, highlighting motivation and usefulness for learning, although areas for improvement in usability and feedback were identified. It is concluded that gamified VLO are a promising pedagogical tool to complement training, especially for complex competencies, but improving their interactive design and feedback mechanisms is crucial. Dos Anjos Januário, Jéssica Resende, Romário Melquíades Boroto Neves, Bruno Carvalho Lima, Thomaz http://sedici.unlp.edu.ar:80/handle/10915/189969 2026-02-04T20:28:51Z 2025-12-22T00:00:00Z

Articulo What integrates the Integrating Project? Analysis of difficulties with the module within the Virtual University of State of São Paulo TE & ET; no. 42 O estudo tem como objetivo analisar as possíveis dificuldades vivenciadas nos Projetos Integradores e sua atuação no desenvolvimento acadêmico e profissional de estudantes dos cursos de Engenharia, Letras, Matemática e Pedagogia no contexto da Educação a Distância da Universidade Virtual do Estado de São Paulo. A metodologia foi composta: a) pela aplicação de formulários online para a finalidade de produção dos dados; b) pelo tratamento estatístico, percentil e qualitativo em termos deste corpus; c) pela utilização da Análise Temática como aporte que permite o exame qualitativo das informações. A análise dos dados gerou cinco eixos distintos, sendo para este artigo elencado o Eixo 4 – Possíveis dificuldades em relação ao Projeto Integrador. Conclui-se que o módulo do Projeto Integrador, sob suas nuances interdisciplinares e oferta no formato de Educação a Distância, impacta na construção de uma universidade que busca processos de democratização por meio da resolução de dificuldades culturais, econômicas e sociais de um alunado composto por um universo sociocultural plural, heterogêneo e diversificado. Ademais, aproxima a formação acadêmica da realidade prática, ofertando meios transversais para uma ação mais consciente e transformadora do contexto pautado entre teoria e prática que pode se estabelecer, no cotidiano, por meio da práxis.; The study aims to analyze how the practice experienced in the Integrative Projects affects the academic and professional development of students in the Engineering, Literature, Mathematics and Pedagogy courses in the context of Distance Education at the Virtual University of the State of São Paulo. The methodology consisted of: a) the application of online forms for the purpose of producing data; b) statistical, percentile and qualitative treatment in terms of this corpus; c) the use of Thematic Analysis as a contribution that allows the qualitative examination of the information. The analysis of the data generated five distinct axes, with Axis 4 – Possible difficulties in relation to the Integrative Project – being listed for this article. It is concluded that the Integrative Project module, under its interdisciplinary nuances and offering in the Distance Education format, impacts the construction of a university that seeks democratization processes by resolving cultural, economic and social difficulties of a student body composed of a plural, heterogeneous and diverse sociocultural universe. Furthermore, it brings academic training closer to practical reality, offering transversal means for a more conscious and transformative action in the context based on theory and practice that can be established, in everyday life, through praxis.

2025-12-22T00:00:00Z O estudo tem como objetivo analisar as possíveis dificuldades vivenciadas nos Projetos Integradores e sua atuação no desenvolvimento acadêmico e profissional de estudantes dos cursos de Engenharia, Letras, Matemática e Pedagogia no contexto da Educação a Distância da Universidade Virtual do Estado de São Paulo. A metodologia foi composta: a) pela aplicação de formulários online para a finalidade de produção dos dados; b) pelo tratamento estatístico, percentil e qualitativo em termos deste corpus; c) pela utilização da Análise Temática como aporte que permite o exame qualitativo das informações. A análise dos dados gerou cinco eixos distintos, sendo para este artigo elencado o Eixo 4 – Possíveis dificuldades em relação ao Projeto Integrador. Conclui-se que o módulo do Projeto Integrador, sob suas nuances interdisciplinares e oferta no formato de Educação a Distância, impacta na construção de uma universidade que busca processos de democratização por meio da resolução de dificuldades culturais, econômicas e sociais de um alunado composto por um universo sociocultural plural, heterogêneo e diversificado. Ademais, aproxima a formação acadêmica da realidade prática, ofertando meios transversais para uma ação mais consciente e transformadora do contexto pautado entre teoria e prática que pode se estabelecer, no cotidiano, por meio da práxis. The study aims to analyze how the practice experienced in the Integrative Projects affects the academic and professional development of students in the Engineering, Literature, Mathematics and Pedagogy courses in the context of Distance Education at the Virtual University of the State of São Paulo. The methodology consisted of: a) the application of online forms for the purpose of producing data; b) statistical, percentile and qualitative treatment in terms of this corpus; c) the use of Thematic Analysis as a contribution that allows the qualitative examination of the information. The analysis of the data generated five distinct axes, with Axis 4 – Possible difficulties in relation to the Integrative Project – being listed for this article. It is concluded that the Integrative Project module, under its interdisciplinary nuances and offering in the Distance Education format, impacts the construction of a university that seeks democratization processes by resolving cultural, economic and social difficulties of a student body composed of a plural, heterogeneous and diverse sociocultural universe. Furthermore, it brings academic training closer to practical reality, offering transversal means for a more conscious and transformative action in the context based on theory and practice that can be established, in everyday life, through praxis. Pereira, Aluisio José Gomes, Alex Sandro Primo, Tiago Thompsen http://sedici.unlp.edu.ar:80/handle/10915/189968 2026-02-04T20:28:51Z 2025-12-22T00:00:00Z

Articulo Embeddings of Tutoring Guides via Inference in E-Learning TE & ET; no. 42 Neste artigo, propomos uma estratégia para incorporar guias de ajuda, via inferência, em tutoria de estudantes no aprendizado on-line. Desenvolvemos um módulo de Sistema de Tutoria Inteligente (STI) que integra a atuação de tutores humanos na construção desses guias. Esses guias, baseados em tutorias realizadas sobre o uso de uma plataforma de Rede Social Educativa (RSE), foram incorporados por meio de modelos de Processamento de Linguagem Natural (PLN). Utilizamos um modelo híbrido, retroalimentado por tutores humanos, que combina intervenções humanas e artificiais. Esse modelo gera um espaço de hipóteses para capturar o significado semântico e contextual de perguntas difíceis, oferecendo respostas com base no conhecimento prévio dos tutores. Testes preliminares indicam que os guias de ajuda, desenvolvidos por tutores em momentos off-line, orientam o modelo durante o treinamento, utilizando técnicas de destilação de conhecimento para respostas no aprendizado on-line. Os resultados demonstraram que a estratégia proposta oferece tutorias efetivas, com menor percepção de complexidade e alta satisfação, ao personalizar a experiência com base nas necessidades de tutoria identificadas.; In this article, we propose a strategy for incorporating help guides through inference to tutor students in online learning. We developed an Intelligent Tutoring System (ITS) module that integrates the work of human tutors in creating these guides. Based on tutorials conducted on an Educational Social Network (ESN) platform, these guides were embedded using Natural Language Processing (NLP) models. We employed a hybrid model, feedbackdriven by human tutors, combining human and artificial interventions. This model creates a hypothesis space to capture the semantic and contextual meaning of difficult questions, providing answers based on the prior knowledge shared by the tutors. Preliminary tests indicate that the help guides, developed by tutors during offline moments, guide the model during training, using knowledge distillation techniques for answers in online learning. The results showed that the proposed strategy provides effective tutoring, with a lower perception of complexity and high satisfaction, by personalizing the experience based on the identified tutoring needs.

2025-12-22T00:00:00Z Neste artigo, propomos uma estratégia para incorporar guias de ajuda, via inferência, em tutoria de estudantes no aprendizado on-line. Desenvolvemos um módulo de Sistema de Tutoria Inteligente (STI) que integra a atuação de tutores humanos na construção desses guias. Esses guias, baseados em tutorias realizadas sobre o uso de uma plataforma de Rede Social Educativa (RSE), foram incorporados por meio de modelos de Processamento de Linguagem Natural (PLN). Utilizamos um modelo híbrido, retroalimentado por tutores humanos, que combina intervenções humanas e artificiais. Esse modelo gera um espaço de hipóteses para capturar o significado semântico e contextual de perguntas difíceis, oferecendo respostas com base no conhecimento prévio dos tutores. Testes preliminares indicam que os guias de ajuda, desenvolvidos por tutores em momentos off-line, orientam o modelo durante o treinamento, utilizando técnicas de destilação de conhecimento para respostas no aprendizado on-line. Os resultados demonstraram que a estratégia proposta oferece tutorias efetivas, com menor percepção de complexidade e alta satisfação, ao personalizar a experiência com base nas necessidades de tutoria identificadas. In this article, we propose a strategy for incorporating help guides through inference to tutor students in online learning. We developed an Intelligent Tutoring System (ITS) module that integrates the work of human tutors in creating these guides. Based on tutorials conducted on an Educational Social Network (ESN) platform, these guides were embedded using Natural Language Processing (NLP) models. We employed a hybrid model, feedbackdriven by human tutors, combining human and artificial interventions. This model creates a hypothesis space to capture the semantic and contextual meaning of difficult questions, providing answers based on the prior knowledge shared by the tutors. Preliminary tests indicate that the help guides, developed by tutors during offline moments, guide the model during training, using knowledge distillation techniques for answers in online learning. The results showed that the proposed strategy provides effective tutoring, with a lower perception of complexity and high satisfaction, by personalizing the experience based on the identified tutoring needs. Cárdenas López, Georgina Durón-Figueroa, Raúl Mandujano Torres, Mario Derian http://sedici.unlp.edu.ar:80/handle/10915/189967 2026-02-04T20:28:52Z 2025-12-22T00:00:00Z

Articulo Virtual Simulators for Professional Practice in Psychological Interviews TE & ET; no. 42 La simulación virtual para el entrenamiento permite recrear situaciones reales en un ambiente controlado, en el cual los usuarios pueden interactuar, adquirir nuevas habilidades y recibir retroalimentación en tiempo real para la práctica profesional. En el ámbito de la formación en ciencias de la salud, estos programas han permitido llevar a cabo el entrenamiento clínico en un ambiente seguro y controlado, con la posibilidad de practicar las ocasiones necesarias con la libertad de cometer errores, aprender de ellos y así adquirir las habilidades profesionales requeridas para alcanzar el dominio de la competencia clínica que su profesión demanda. El presente trabajo describe los resultados preliminares de un estudio que tuvo por objetivo evaluar la adquisición de competencias profesionales para entrevista clínica en estudiantes de psicología mediante el uso de simuladores virtuales, así como la usabilidad de los mismos. Los resultados obtenidos, mostraron resultados positivos en cuanto a la adquisición de conocimientos teóricos y habilidades prácticas en entrevista psicológica después de haber cursado los simuladores y, por otro lado, presentan un alto grado de funcionalidad y aceptabilidad por parte de los estudiantes, representando ser de gran utilidad para la adquisición de competencias y la práctica de habilidades clínicas. En conclusión, el presente trabajo, representó un avance importante en la implementación de programas basados en la simulación virtual en contextos de enseñanza en el ámbito clínico en psicología, sin embargo, se describen algunas limitaciones a considerar para optimizar la evaluación de los mismos en estudios posteriores.Palabras Clave: Simulación, Enseñanza Virtual, Competencias Profesionales, Psicología clínica; Virtual simulation for training allows the recreation of real-life situations in a controlled environment, in which users can interact, acquire new skills, and receive real-time feedback for professional practice. In the field of healthcare education, these programs have enabled clinical training in a safe and controlled environment, providing the opportunity to practice as many times as needed, with the freedom to make mistakes, learn from them, and thus acquire the professional skills required to achieve mastery of the clinical competence demanded by their profession. This paper describes the preliminary results of a study aimed at evaluating the acquisition of professional competencies for clinical interviews in psychology students through the use of virtual simulators, as well as their usability. The results obtained showed positive outcomes in terms of theoretical knowledge acquisition and practical skills in psychological interviewing after completing the simulators. Additionally, they demonstrate a high level of functionality and acceptability among students, proving to be of great utility for competency acquisition and clinical skill practice. In conclusion, this work represents a significant advancement in the implementation of virtual simulation-based programs in clinical psychology education. However, some limitations are described that should be considered to optimize their evaluation in future studies.Keywords: Simulation, Virtual teaching, Professional Competencies, Clinical Psychology

2025-12-22T00:00:00Z La simulación virtual para el entrenamiento permite recrear situaciones reales en un ambiente controlado, en el cual los usuarios pueden interactuar, adquirir nuevas habilidades y recibir retroalimentación en tiempo real para la práctica profesional. En el ámbito de la formación en ciencias de la salud, estos programas han permitido llevar a cabo el entrenamiento clínico en un ambiente seguro y controlado, con la posibilidad de practicar las ocasiones necesarias con la libertad de cometer errores, aprender de ellos y así adquirir las habilidades profesionales requeridas para alcanzar el dominio de la competencia clínica que su profesión demanda. El presente trabajo describe los resultados preliminares de un estudio que tuvo por objetivo evaluar la adquisición de competencias profesionales para entrevista clínica en estudiantes de psicología mediante el uso de simuladores virtuales, así como la usabilidad de los mismos. Los resultados obtenidos, mostraron resultados positivos en cuanto a la adquisición de conocimientos teóricos y habilidades prácticas en entrevista psicológica después de haber cursado los simuladores y, por otro lado, presentan un alto grado de funcionalidad y aceptabilidad por parte de los estudiantes, representando ser de gran utilidad para la adquisición de competencias y la práctica de habilidades clínicas. En conclusión, el presente trabajo, representó un avance importante en la implementación de programas basados en la simulación virtual en contextos de enseñanza en el ámbito clínico en psicología, sin embargo, se describen algunas limitaciones a considerar para optimizar la evaluación de los mismos en estudios posteriores.Palabras Clave: Simulación, Enseñanza Virtual, Competencias Profesionales, Psicología clínica Virtual simulation for training allows the recreation of real-life situations in a controlled environment, in which users can interact, acquire new skills, and receive real-time feedback for professional practice. In the field of healthcare education, these programs have enabled clinical training in a safe and controlled environment, providing the opportunity to practice as many times as needed, with the freedom to make mistakes, learn from them, and thus acquire the professional skills required to achieve mastery of the clinical competence demanded by their profession. This paper describes the preliminary results of a study aimed at evaluating the acquisition of professional competencies for clinical interviews in psychology students through the use of virtual simulators, as well as their usability. The results obtained showed positive outcomes in terms of theoretical knowledge acquisition and practical skills in psychological interviewing after completing the simulators. Additionally, they demonstrate a high level of functionality and acceptability among students, proving to be of great utility for competency acquisition and clinical skill practice. In conclusion, this work represents a significant advancement in the implementation of virtual simulation-based programs in clinical psychology education. However, some limitations are described that should be considered to optimize their evaluation in future studies.Keywords: Simulation, Virtual teaching, Professional Competencies, Clinical Psychology Zuñiga-Agüero, Alonso Molina Mora, Jose Arturo http://sedici.unlp.edu.ar:80/handle/10915/189966 2026-02-04T20:28:52Z 2025-12-22T00:00:00Z

Articulo Kano model of satisfaction with the educational process and the implementation of information and communication technologies (ICT) in Microbiology courses, 2018-2024 TE & ET; no. 42 La enseñanza de calidad en educación superior es elemento crítico en la formación del futuro profesional de la sociedad. Para ello, es esencial optimizar la práctica docente y lograr la satisfacción estudiantil. En el contexto de la pandemia COVID-19, donde las Tecnologías de la Información y Comunicación (TICs) tuvieron un protagonismo vital, la educación vivió un cambio abrupto que implica redescubrir las necesidades educativas. Con los proyectos MicroTICs (2018-2024), la Facultad de Microbiología de la Universidad de Costa Rica (Costa Rica) ha visto una oportunidad de mejorar la experiencia educativa con el uso de TICs. En este contexto, en este estudio se pretendió evaluar la satisfacción del proceso educativo según el modelo Kano y de la implementación de las TICs en cursos de esta unidad, comparando información pre- y post-pandemia.Respecto al modelo Kano, fue posible reconocer las características básicas, deseadas y atractivas influyentes en la satisfacción estudiantil, destacando el uso de tecnologías, docentes con experiencia, y mayor vínculo a la futura profesión en la época post-pandemia. En relación con las TICs, se logró la implementación de una gran diversidad de recursos en ocho cursos. Se documentó un alto nivel de satisfacción estudiantil en aspectos metodológicos, de las herramientas en sí, y a nivel general. En conjunto, estos resultados no solo son vitales para aumentar la calidad educativa, sino que sirve como modelo que puede ser adoptado en otros contextos y campos de la educación.; High-quality teaching in higher education is a critical element in shaping future professionals in society. For this reason, optimizing teaching practices and achieving student satisfaction are essential. In the context of the COVID-19 pandemic, where Information and Communication Technologies (ICT) played a vital role, education experienced an abrupt change that prompted a re-evaluation of educational needs. Through the MicroTICs projects (2018-2024), the Faculty of Microbiology at the University of Costa Rica (Costa Rica) has seen an opportunity to enhance the educational experience with the use of ICT. In this context, this study aimed to evaluate satisfaction with the educational process according to the Kano model and the implementation of ICT in courses within this unit, comparing information pre- and post-pandemic. With regard to the Kano model, it was possible to identify basic, desired, and attractive characteristics influencing student satisfaction, highlighting the use of technology, experienced faculty, and stronger connections to future professions in the post-pandemic era. Regarding ICT, a wide variety of resources were successfully implemented across eight courses. High levels of student satisfaction were documented in methodological aspects, the tools themselves, and overall. Together, these results are not only vital for improving educational quality but also serve as a model that can be adopted in other contexts and fields of education.

2025-12-22T00:00:00Z La enseñanza de calidad en educación superior es elemento crítico en la formación del futuro profesional de la sociedad. Para ello, es esencial optimizar la práctica docente y lograr la satisfacción estudiantil. En el contexto de la pandemia COVID-19, donde las Tecnologías de la Información y Comunicación (TICs) tuvieron un protagonismo vital, la educación vivió un cambio abrupto que implica redescubrir las necesidades educativas. Con los proyectos MicroTICs (2018-2024), la Facultad de Microbiología de la Universidad de Costa Rica (Costa Rica) ha visto una oportunidad de mejorar la experiencia educativa con el uso de TICs. En este contexto, en este estudio se pretendió evaluar la satisfacción del proceso educativo según el modelo Kano y de la implementación de las TICs en cursos de esta unidad, comparando información pre- y post-pandemia.Respecto al modelo Kano, fue posible reconocer las características básicas, deseadas y atractivas influyentes en la satisfacción estudiantil, destacando el uso de tecnologías, docentes con experiencia, y mayor vínculo a la futura profesión en la época post-pandemia. En relación con las TICs, se logró la implementación de una gran diversidad de recursos en ocho cursos. Se documentó un alto nivel de satisfacción estudiantil en aspectos metodológicos, de las herramientas en sí, y a nivel general. En conjunto, estos resultados no solo son vitales para aumentar la calidad educativa, sino que sirve como modelo que puede ser adoptado en otros contextos y campos de la educación. High-quality teaching in higher education is a critical element in shaping future professionals in society. For this reason, optimizing teaching practices and achieving student satisfaction are essential. In the context of the COVID-19 pandemic, where Information and Communication Technologies (ICT) played a vital role, education experienced an abrupt change that prompted a re-evaluation of educational needs. Through the MicroTICs projects (2018-2024), the Faculty of Microbiology at the University of Costa Rica (Costa Rica) has seen an opportunity to enhance the educational experience with the use of ICT. In this context, this study aimed to evaluate satisfaction with the educational process according to the Kano model and the implementation of ICT in courses within this unit, comparing information pre- and post-pandemic. With regard to the Kano model, it was possible to identify basic, desired, and attractive characteristics influencing student satisfaction, highlighting the use of technology, experienced faculty, and stronger connections to future professions in the post-pandemic era. Regarding ICT, a wide variety of resources were successfully implemented across eight courses. High levels of student satisfaction were documented in methodological aspects, the tools themselves, and overall. Together, these results are not only vital for improving educational quality but also serve as a model that can be adopted in other contexts and fields of education. Ferreyra, Paula Dieser, Paula Sanz, Cecilia Verónica Coma Roselló, Teresa http://sedici.unlp.edu.ar:80/handle/10915/189964 2026-02-04T20:28:52Z 2025-12-22T00:00:00Z

Articulo Assessment of the responsibility trait through a serious game on chemistry and mathematics TE & ET; no. 42 En este trabajo se presenta un estudio exploratorio sobre el uso de un videojuego serio, Escapados, como evaluación sigilosa del rasgo responsabilidad, asociado al rendimiento académico. Se planteó un estudio de caso con 36 estudiantes de Ingeniería Agronómica de la Facultad de Agronomía UNLPam. El juego integra contenidos de química y matemática, y permite registrar una serie de indicadores de desempeño como el puntaje, errores, tiempo y ayudas. Para el análisis de resultados se aplicó un Análisis de Componentes Principales (PCA) y se obtuvo una correlación entre una de las componentes encontradas que refleja el desempeño en el juego y el puntaje obtenido del rasgo responsabilidad calculado con el cuestionario de personalidad Big Five (BFI). El PCA también permitió establecer cuatro perfiles de desempeño y autonomía en el juego. El perfil de estudiantes “eficientes y autónomos”, presenta el mayor número de casos con responsabilidad alta, lo cual coincide con lo esperado teóricamente. Los resultados sugieren que el videojuego Escapados presenta potencial para utilizarse como evaluación sigilosa del rasgo responsabilidad.; This paper presents an exploratory study on the use of the serious video game, Escapados, as a stealth assessment of the responsibility trait, associated with academic performance. A case study involving 36 students from the Agricultural Engineering course of studies at the School of Agriculture, UNLPam, was carried out. The game involves chemistry and mathematics content, and allows recording several performance indicators, such as score, number of errors, time, and use of aids. For the analysis of results, a Principal Components Analysis (PCA) was applied. It showed a correlation among one of the components found, which reflects the performance in the game and the score obtained for the responsibility trait calculated with the Big Five personality questionnaire (BFI). The PCA also allowed establishing four profiles of performance and autonomy in the game. The “efficient and autonomous” student profile represents the highest number with high responsibility, which coincides with what is theoretically expected. The results suggest that the video game Escapados has the potential to be used as a stealth assessment of the responsibility trait.

2025-12-22T00:00:00Z En este trabajo se presenta un estudio exploratorio sobre el uso de un videojuego serio, Escapados, como evaluación sigilosa del rasgo responsabilidad, asociado al rendimiento académico. Se planteó un estudio de caso con 36 estudiantes de Ingeniería Agronómica de la Facultad de Agronomía UNLPam. El juego integra contenidos de química y matemática, y permite registrar una serie de indicadores de desempeño como el puntaje, errores, tiempo y ayudas. Para el análisis de resultados se aplicó un Análisis de Componentes Principales (PCA) y se obtuvo una correlación entre una de las componentes encontradas que refleja el desempeño en el juego y el puntaje obtenido del rasgo responsabilidad calculado con el cuestionario de personalidad Big Five (BFI). El PCA también permitió establecer cuatro perfiles de desempeño y autonomía en el juego. El perfil de estudiantes “eficientes y autónomos”, presenta el mayor número de casos con responsabilidad alta, lo cual coincide con lo esperado teóricamente. Los resultados sugieren que el videojuego Escapados presenta potencial para utilizarse como evaluación sigilosa del rasgo responsabilidad. This paper presents an exploratory study on the use of the serious video game, Escapados, as a stealth assessment of the responsibility trait, associated with academic performance. A case study involving 36 students from the Agricultural Engineering course of studies at the School of Agriculture, UNLPam, was carried out. The game involves chemistry and mathematics content, and allows recording several performance indicators, such as score, number of errors, time, and use of aids. For the analysis of results, a Principal Components Analysis (PCA) was applied. It showed a correlation among one of the components found, which reflects the performance in the game and the score obtained for the responsibility trait calculated with the Big Five personality questionnaire (BFI). The PCA also allowed establishing four profiles of performance and autonomy in the game. The “efficient and autonomous” student profile represents the highest number with high responsibility, which coincides with what is theoretically expected. The results suggest that the video game Escapados has the potential to be used as a stealth assessment of the responsibility trait. Veloso da Silva, Thomaz Edson http://sedici.unlp.edu.ar:80/handle/10915/189962 2026-02-04T20:28:53Z 2025-12-22T00:00:00Z

Articulo Design and Psychometric Validation of the Teachers' Perception of the Use of AI in Education Questionnaire (TPU-AIED-Q) TE & ET; no. 42 O estudo teve como objetivo validar psicometricamente o Questionário de Percepção dos Professores do Uso de IA na Educação (TPU-AIED-Q), um instrumento destinado a avaliar as percepções dos docentes sobre a aplicação de IA no contexto educacional. Participaram da pesquisa 143 professores que responderam a um formulário eletrônico. Foram aplicados os testes KMO e de Esfericidade de Bartlett para verificar a adequação da amostra e a análise fatorial confirmatória (AFC) para validar a estrutura do questionário. Os resultados indicaram quatro componentes principais com altos valores de Alfa de Cronbach, assegurando a consistência interna das medidas. O estudo conclui que o TPU-AIED-Q é um instrumento válido e confiável para avaliar as percepções dos professores sobre o uso de IA na educação.; The study aimed to psychometrically validate the Teachers' Perception of the Use of AI in Education Questionnaire (TPU-AIED-Q), an instrument designed to assess teachers' perceptions of AI application in the educational context. The research involved 143 teachers who responded to an electronic form. The KMO and Bartlett's Sphericity tests were applied to verify sample adequacy, and confirmatory factor analysis (CFA) was used to validate the questionnaire's structure. The results indicated four main components with high Cronbach's Alpha values, ensuring the internal consistency of the measures. The study concludes that the TPU-AIED-Q is a valid and reliable instrument for assessing teachers' perceptions of AI use in education.

2025-12-22T00:00:00Z O estudo teve como objetivo validar psicometricamente o Questionário de Percepção dos Professores do Uso de IA na Educação (TPU-AIED-Q), um instrumento destinado a avaliar as percepções dos docentes sobre a aplicação de IA no contexto educacional. Participaram da pesquisa 143 professores que responderam a um formulário eletrônico. Foram aplicados os testes KMO e de Esfericidade de Bartlett para verificar a adequação da amostra e a análise fatorial confirmatória (AFC) para validar a estrutura do questionário. Os resultados indicaram quatro componentes principais com altos valores de Alfa de Cronbach, assegurando a consistência interna das medidas. O estudo conclui que o TPU-AIED-Q é um instrumento válido e confiável para avaliar as percepções dos professores sobre o uso de IA na educação. The study aimed to psychometrically validate the Teachers' Perception of the Use of AI in Education Questionnaire (TPU-AIED-Q), an instrument designed to assess teachers' perceptions of AI application in the educational context. The research involved 143 teachers who responded to an electronic form. The KMO and Bartlett's Sphericity tests were applied to verify sample adequacy, and confirmatory factor analysis (CFA) was used to validate the questionnaire's structure. The results indicated four main components with high Cronbach's Alpha values, ensuring the internal consistency of the measures. The study concludes that the TPU-AIED-Q is a valid and reliable instrument for assessing teachers' perceptions of AI use in education.