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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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- Developing scientific entrepreneurship and complex thinking skills: creating narrative scripts using ChatGPT(Frontiers, 2024-07-02) George Reyes, Carlos Enrique; Vilhunen, Elisa Ellen Marjaana; Avello Martínez, RaidellLópez Caudana, Edgar Omar; https://ror.org/03ayjn504The increased access to artificial intelligence (AI) applications has made it possible to develop more engaging and complex educational activities for students in different disciplines. This research explored expanding university students’ knowledge of scientific entrepreneurship skills using an Artificial Intelligence application. The students participated in a training experience using the conversational ChatGPT language model to generate narrative scripts for various topics on scientific discoveries and technological advances to create new products or services that offer cost-effective solutions based on science. The experience was designed employing the i4C model (identify, ideate, invent, inform). The study used a two-sample design with repeated measurements based on a pre-test and post-test. One hundred five graduate students from two master’s degree programs at the Bolivarian University of Ecuador participated during the 2022–2023 academic period. The results indicate that the students notably improved in acquiring the knowledge necessary for scientific entrepreneurial skills. The study concluded that applying AI ChatGPT with a narrative scripting strategy can create new learning opportunities for students.
- Developing the skills for complex thinking research: A case study using social robotics to produce scientific papers(Frontiers, 2024-06-10) López Caudana, Edgar Omar; George Reyes, Carlos Enrique; Avello Martínez, Raidell; https://ror.org/03ayjn504The development of university students’ skills to successfully produce scientific documents has been a recurring topic of study in academia. This paper analyzes the implementation of a training experience using a digital environment mediated by video content materials starring humanoid robots. The research aimed to scale complex thinking and its sub-competencies as a hinge to strengthen basic academic research skills. Students from Colombia, Ecuador, and Mexico committed to preparing a scientific document as part of their professional training participated. A pretest to know their initial level of perception, a posttest to evaluate if there was a change, and a scientific document the students delivered at the end of the training experience comprised the methodology to demonstrate the improvement of their skills. The results indicated students’ perceived improvement in the sub-competencies of systemic, creative, scientific, and innovative thinking; however, their perceptions did not align with that of the tutor who reviewed the delivered scientific product. The conclusion was that although the training experience helped strengthen the students’ skills, variables that are determinants for a student to develop the knowledge necessary to prepare scientific documents and their derived products remain to be analyzed.
- Communicating Educational Innovation projects in Latin America mediated by the scaling of complex thinking: contribution of the UNESCO-ICDE Chair in Mexico(Online Journal of Communication and Media Technologies, 2024-06-02) George Reyes, Carlos Enrique; López Caudana, Edgar Omar; Gómez Rodríguez, Víctor Gustavo; https://ror.org/03ayjn504The United Nations Educational, Scientific and Cultural Organization (UNESCO) Chair in the open educational movement for Latin America aims to promote scientific, technological, entrepreneurial, and innovative development. In Mexico, face-to-face bootcamps occur every two years, where prototypes of high-value solutions for education are developed using design and active learning methodologies, with the aim of scaling complex thinking and sustainable development. In the 2023 edition, 94 academicians from 12 countries participated (Argentina, Bolivia, Chile, Colombia, Ecuador, Germany, Guatemala, Mexico, Peru, Spain, the Dominican Republic, and the United Kingdom). Experts from Tecnológico de Monterrey, the Open University, the University of Leeds, and Siemens Stiftung supervised the process. This article presents the prototyped proposals and the results of applying the Play2Train4C methodology, enabling participants to develop educational innovation projects under the paradigm of complex thinking. The results indicate that (1) the participants managed to prototype ten proposals validated by experts and (2) their perceptions of their systemic, critical, scientific, and innovative thinking (sub-competencies of complex thinking) improved by the end of the bootcamp. The conclusion was that the UNESCO Chair boosted solution-building skills for the complex problems arising in Latin America and enabled key agents in education to improve their complex thinking skills for quality education, as promulgated by sustainable development goal 4.
- A platform for learning entrepreneurship and complex thinking: Questionnaire validation for evaluation(JSSER, 2024-05-29) López Caudana, Edgar Omar; George Reyes, Carlos Enrique; Martínez Pérez, Sandra; https://ror.org/03ayjn504Digital learning platforms as scaffolds for learning in formal and informal educational scenarios have had few assessments to determine their acceptance and success in fostering high order thinking skills. The primary objective of this study was to develop, validate, and assess the reliability of an instrument designed to measure the acceptance of a platform dedicated to nurturing complex thinking skills in social, scientific, and technological entrepreneurship. The methodology developed to systematize this process involved four stages: 1) instrument development based on the UTAUT2 model, 2) computation of the Kappa coefficient to select experts for instrument validation, 3) application of the Simplified Digital Delphi Method for validation, and 4) analysis of instrument reliability using Cronbach's alpha and McDonald's Omega coefficients. The results were 1) a questionnaire consisting of 9 dimensions and 22 items, all validated by experts and exhibiting an acceptable level of quality, exceeding the 0.8 coefficient threshold indicative of good item quality; and 2) the development of a methodology named EAAP that systematizes and objectifies the task of creating and refining an instrument and readying it for implementation. This work emphasizes the need to assess the acceptance of digital learning platforms to identify areas for improvement and promote the development of instruments using reliable methodologies.
- Financial literacy in mexican university students: an instrument for its measurement in the environment of complexity(Hipatia Press, 2023-11-28) George Reyes, Carlos Enrique; Ramírez Montoya, María Soledad; Patiño Zúñiga, Irma Azeneth; López Caudana, Edgar Omar; https://ror.org/03ayjn504; https://ror.org/031f8kt38Financial literacy is a skill that students must develop in order to cultivate their economic well-being in the medium and long term. This paper presents the design, construction and validation of a literacy measurement scale from the imbrication of complex thinking with the literacies of financial knowledge, behavior and attitude. Content validity was analyzed from the judgment of 13 experts through the application of the Simplified Digital Delphi method and a reliability study was carried out considering 112 university students. The results show a solid internal consistency because the items obtained a Cronbach's alpha greater than 0.8, as well as positive correlations between the dimensions that comprise it. Therefore, it is a valid and reliable instrument that allows the verification of financial knowledge, behaviors, and attitudes. It is suggested that future studies could incorporate variables related to the use of digital financial applications.
- Gender digital divide in education 4.0: A systematic literature review of factors and strategies for inclusion(2023-11-16) Peláez Sánchez, Iris Cristina; George Reyes, Carlos Enrique; Glasserman Morales, Leonardo David; Tecnológico de Monterrey; https://ror.org/03ayjn504The gender digital divide (GDD) is a phenomenon that refers to the inequalities and differences between men and women in accessing the digital ecosystem in various environments, such as the scenarios of Education 4.0. Bridging the GDD in access, use, and appropriation of technologies would promote the digital inclusion in spaces traditionally dominated by men. A systematic literature review was conducted using seven databases, considering Scopus and Web of Science. Through this, the factors with the most significant impact on the widening of this type of gap were identified. The findings suggest that the elements that limit the GDD are (a) access and use of technologies, (b) social barriers, and (c) gender stereotypes and roles. On the other hand, factors that need to be considered for the digital inclusion of women were identified as follows: (a) the mode of interaction with technologies, (b) digital competencies in Education 4.0, (c) the mode of technology-mediated teaching and learning, (d) digital competencies in the workplace, and (e) digital participation. It is concluded that more digital inclusion strategies are needed to reduce the GDD, thus requiring greater participation from society and universities to achieve digital equity.
- Complex and design thinking: proof-of-concept to validate the i4C methodology for improving scientific entrepreneurship skills(Pontificia Universidad Católica de Chile, 2023-11-13) George Reyes, Carlos Enrique; López Caudana, Edgar Omar; Juhani Lavonen, Jari Matti; https://ror.org/03ayjn504; https://ror.org/040af2s02This article aims to show the results of a proof-of-concept designed to validate a learning method that imbricates complex and design thinking to improve students’ perception of scientific and entrepreneurial skills. Forty-three graduate students from three Latin American universities, 16 from Colombia, 12 from Ecuador, and 15 from Mexico, participated in an online web platform with a virtual tutor to collect the necessary data to do the test. A pretest and posttest questionnaire measured eight dimensions of the various skills related to this type of entrepreneurship. The i4C method, implemented in an extracurricular course, involves circulating through the iterative stages of identifying, ideating, inventing, and informing; it favorably impacted and improved the students' scientific and entrepreneurial skills. The elaboration and validation of the method help students develop strategies to form the skills necessary to participate in a society that demands entrepreneurship. It is a valid tool for training experiences that promote the achievement of entrepreneurial practices.
- Research competencies in university students: Intertwining complex thinking and Education 4.0(2023-10-09) George Reyes, Carlos Enrique; López Caudana, Edgar Omar; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504Research competencies are skills that university students must develop to create and socialize scientific products during their academic live. In this research, an experience was implemented to improve the students’ competency levels through its imbrication with complex thinking and the use of Education 4.0 applications, such as remote team workflow development apps, web-based virtual reality, and social robotics. The study was sequential-quantitative and descriptive. A questionnaire was applied before and after the experience to know the perception of 105 Mexican university students, later a rubric was implemented for the teacher’s assessment. The results indicate that the students perceived an improvement in their research skills, however, the evaluation showed a difference between the student’s perception and the teacher’s regarding improvement in said skills. The experience can be scaled to other scenarios, where disruptive teaching strategies can support research skills development.
- Study habits developed by mexican higher education students during the complexity of the COVID-19 pandemic(MDPI, 2023-05-30) George Reyes, Carlos Enrique; Glasserman Morales, Leonardo David; Rocha Estrada, Francisco Javier; Ruíz Ramírez, Jessica Alejandra; https://ror.org/03ayjn504; Reichgelt, HanDuring the first 700 days of the COVID-19 pandemic in Mexico, higher education institutions adopted different types of technology-supported learning to provide continuity of teaching activities. The pandemic forced students to change their study habits to face the challenges of learning in the distance modality while using technologies for learning and knowledge. In this research, a questionnaire called “Survey of Study Habits for University Students after more than 700 days of the Pandemic in Mexico” was applied to inquire about habits that were strengthened or emerged in undergraduate and graduate university students who participated in non-face-to-face learning environments during the pandemic. The study involved 3000 students from public (n = 1500) and private (n = 1500) universities located in six areas of Mexico (comprising 32 states). The findings indicated that most of the students acquired at least one digital device and expanded their internet service, and perceived an improvement in their self-study skills and greater autonomous learning development.
- The metaverse and complex thinking:opportunities, experiences, and future lines of research(Frontiers, 2023-05-25) George Reyes, Carlos Enrique; Peláez Sánchez, Iris Cristina; Glasserman Morales, Leonardo David; López Caudana, Edgar Omar; https://ror.org/03ayjn504; Hussain, SajjadResearch trends about the Metaverse have increased in recent years due to its potential to create immersive realities, where complex thinking becomes relevant as an ability to promote emerging ways to understand and explain the different realities that comprise a digital society. Although some investigations allow us to know both topics’ concepts and applications, scientific literature production about them is scarce. In this work, we conducted a systematic review of the literature (SLR), analyzing 234 publications from various databases, including Scopus and Web of Science, to understand how studies about the Metaverse overlap with the components of complex thought. The results showed that there has been extensive exploration of the Metaverse since 2022. The prevalence of the Metaverse aligns with the design of algorithms and retail sales, and it primarily correlates with virtual reality technology. Likewise, various reference frameworks and taxonomies have been designed to explain the operation of the Metaverse in different formative spaces. We concluded that examining the Metaverse from the perspective of critical, systemic, scientific, and innovative thinking can open lines of research that affect the knowledge of immersive technologies and the evolution of disruptive digital ecosystems.