Artículo
Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
Artículo científico o editorial en una publicación periódica académica sujeto a revisión de pares. Cumple con los índices internacionales o bases de datos de amplia cobertura, como el listado del Current Contents, ISI WEB of Knowledge (http://isiknowledge.com/) e índice de revistas mexicanas de CONACYT (www.conacyt.mx/dac/revistas). Éstos indizan y resumen los artículos de revistas seleccionadas, en todas las áreas del saber.
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- eComplexity: validation of a complex thinking instrument from a structural equation model(Frontiers, 2024-05-24) Vázquez Parra, José Carlos; Henao Rodriguez, Linda Carolina; Lis-Gutiérrez, Jenny Paola; Castillo Martínez, Isolda Margarita; Suarez Brito, Paloma; https://ror.org/03ayjn504The eComplexity instrument aims to measure the perception of achievement in the complex thinking competency and its sub-competencies. To ensure the reliability of this instrument, validation processes like the one presented in this article are necessary. Methodologically, this study evaluates data from 1,037 university students in Mexico, confirming the statistical validity and reliability of the instrument. As a result, the demonstrated reliability of the eComplexity instrument as a tool for measuring perceived achievements in complex thinking provides a valuable resource for assessing the effectiveness of educational interventions. Consequently, this research contributes to a more informed approach to fostering critical thinking skills, benefiting both theoretical exploration and practical application in educational settings. The study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate students’ self-perceptions of their performance in complex thinking and its sub-competencies, thus advancing the field of educational measurement. Academically, it enriches the discourse on the design and validation of instruments, offering a rigorous model for future efforts in measuring cognitive competencies. Practically, the study’s results inform educational practice by identifying systemic and scientific thinking as key to developing complex thinking skills. This knowledge enables educators to more effectively adapt teaching strategies and curricular designs, aiming to enhance students’ ability to navigate the complexities of the modern world.
- Towards the development of complex thinking in university students: Mixed methods with ideathon and artificial intelligence(Elsevier, 2023-12-03) Castillo Martínez, Isolda Margarita; Argüelles Cruz, Amadeo José; Piñal Ramírez, Octavio Elías; Glasserman Morales, Leonardo David; Ramírez Montoya, María Soledad; Carreon Hermosillo, Alejandra; https://ror.org/03ayjn504; https://ror.org/059sp8j34; https://ror.org/05fj8cf83This article examines the capacity of an artificial intelligence (AI) platform to assess university students' mastery of complex thinking. Central questions addressed include the identification of essential technical elements that contribute to the platform's effectiveness, and how the AI platform can boost student motivation and cultivate complex thinking. The research employed a mixed-methods approach, anchored by an Ideathon centered on the Sharing Economy. Qualitative insights were drawn from semi-structured interviews with nine university students. The results indicate that the platform effectively evaluates complex thinking proficiency, differentiating between systemic, scientific, and innovative thinking. Notably, the AI-driven personalization of the platform was found to significantly enhance student motivation. This study highlights the capabilities of AI platforms in competency assessment and suggests that future research should investigate how such data can inform strategies to develop complex reasoning among diverse university student populations.
- Complex thinking through a Transition Design-guided Ideathon: testing an AI platform on the topic of sharing economy(2023-05-30) Sanabria Zepeda, Jorge Carlos; Castillo Martínez, Isolda Margarita; González Pérez, Laura Icela; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504This proof-of-concept study of an AI-based platform aimed to integrate a sequence of activities into the design of an online platform to assess the development of complex thinking competency in higher education students.