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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- Psychometric properties of a scale to measure social entrepreneurship competency in mexican university students(Emerald insight, 2024-07-10) Alcántar Nieblas, Carolina; Glasserman Morales, Leonardo David; Vázquez Parra, Jorge Carlos; https://ror.org/03ayjn504The purposes of this study were to calculate the confirmatory factor analysis in the measurement model using robust measures (McDonald’s omega and Cronbach’s alpha) to ensure the reliability of the proposed scale and to explore the measurement invariance of the scale per the participants’ gender.
- The impact of large language models on higher education: exploring the connection between AI and Education 4.0(Frontiers, 2024-06-14) Peláez Sánchez, Iris Cristina; Velarde Camaqui, Davis; Glasserman Morales, Leonardo David; https://ror.org/03ayjn504; https://ror.org/0297axj39; Hernández Montoya, DianaThe digital transformation has profoundly affected every facet of human life, with technological advancements potentially reshaping the economy, society, and our daily living and working modalities. Artificial Intelligence (AI), particularly Generative AI (GAI), has emerged as a pivotal disruption in education, showcasing the capability to produce diverse and context-relevant content. Generative Artificial Intelligence (GAI) has revolutionized natural language processing, computer vision, and creative arts. Large language models (LLMs) like GPT-4 and Open Assistant and tools like DALL-E and Midjourney for the visual and creative domain are increasingly used for various tasks by students and others with critical information needs. AI presents novel avenues for crafting effective learning activities and developing enhanced technology-driven learning applications in the educational sector. However, integrating AI with a pedagogical focus pose challenge. Education 4.0, which integrates emerging technologies and innovative strategies, aims to prepare new generations for a technologically fluid world. This systematic literature review aims to analyze the use of LLMs in higher education within the context of Education 4.0’s pedagogical approaches, identifying trends and challenges from a selection of 83 relevant articles out of an initial set of 841 papers. The findings underscore the significant potential of LLMs to enrich higher education, aligning with Education 4.0 by fostering more autonomous, collaborative, and interactive learning. It highlights the necessity for human oversight to ensure the quality and accuracy of AI-generated content. It addresses ethical and legal challenges to ensure equitable implementation, suggesting an exploration of LLM integration that complements human interaction while maintaining academic integrity and pedagogical foundation.
- Evaluación de la seguridad digital para la complejidad en estudiantes universitarios: diseño y validación del instrumento Complex-ADS(CISDE, 2024-05-30) George Reyes, Carlos Enrique; Rocha Estrada, Francisco Javier; Glasserman Morales, Leonardo David; Avello Martínez, Raidell; https://ror.org/03ayjn504; https://ror.org/05m031e17Las tecnologías de la información y comunicación se han vuelto más relevantes en la vida de las personas, a partir de la transformación de los escenarios formativos provocados por la pandemia por COVID-19 se reinició el debate respecto a la urgencia de fortalecer la alfabetización de estudiantes universitarios para participar en los escenarios virtuales de forma segura. En este artículo se elaboró, validó y analizó la confiabilidad de un instrumento para evaluar la alfabetización en seguridad digital desde el enfoque del pensamiento complejo. Se analizó la validez de contenido del instrumento a partir del juicio de 12 expertos mediante la aplicación del método Delphi Digital Simplificado y se realizó un estudio de confiabilidad con la colaboración de 254 estudiantes universitarios. Los resultados indican que el instrumento acabado tiene la validez apropiada para ser aplicado ya que supera el límite aceptable del coeficiente V de Aiken, además tiene una consistencia interna sólida debido a que cada uno de los ítems obtuvo un indicador de Omega de McDonald mayor a 0.8, así como por las correlaciones positivas entre las dimensiones que lo conforman. Por lo anterior, se confirma que es instrumento que consta de 42 ítems distribuidos en siete dimensiones es válido y fiable ya que permite medir de forma sólida los niveles de alfabetización en seguridad digital. Los estudios derivados de la aplicación de este instrumento deberán incorporar al cuestionario variables contextuales para hacer nuevas validaciones que se ajusten a diversos niveles y modalidades educativas.
- Validation of a scale to measure the adoption of open educational resources: students'perspective(2024-05-26) Glasserman Morales, Leonardo David; Alcántar Nieblas, Carolina; Romero Rodriguez, José Maria; https://ror.org/03ayjn504; https://ror.org/04njjy449It is increasingly evident that using technological resources has broadly impacted people's lives, including their education. One of the technologies implemented for several years is Open Educational Resources (OER), with elements of open practice to mitigate the impact of the digital divide. This article describes the validation process of an instrument to measure the adoption of OER as perceived by higher education students in Mexico (means, standard deviations and normality, construct validity and reliability). The study included 392 participants, of whom 117 (29.8%) were male, 273 (69.6%) were female and 2 (.5%) did not identify with either sex. Ages ranged from 18 to 62 years (M= 22.0 years, SD= 5.8). The instrument underwent descriptive statistics techniques, univariate normality analyses, and Confirmatory Factor Analysis using the maximum likelihood estimation method. The reliability of the measurement model was confirmed using Cronbach's Alpha and McDonald's Omega index. The resulting validated instrument investigates students' perceived usefulness, perceived ease of use, attitude, subjunctive standards, and behavioral control. For future studies, the application of the scale is suggested because of its manageable number of items and ease of administration, along with the examination of other validity tests that will help increase the robustness of the proposed measurement model, this measurement scale will be useful for teachers and researchers interested in understanding the impact of OER in education.
- EGame-flow: psychometric properties of the scale in the mexican context(Emerald insight, 2024-05-17) Alcántar Nieblas, Carolina; Glasserman Morales, Leonardo David; Pacheco Velázquez, Ernesto Armando; Ramírez Echeverri, Sergio Augusto; https://ror.org/03ayjn504; https://ror.org/03y3y9v44The present study examined the psychometric properties of the EGame- flow scale in a Mexican sample, presenting evidence of construct validity (exploratory factor analysis and confirmatory factor analysis), reliability (Cronbach’s alpha and McDonald’s omega) and discriminant validity (mean variance extracted).
- Playing to learn: developing self-directed learning skills through serious games(© Emerald Publishing Limited, 2024-05-14) Pacheco Velázquez, Ernesto Armando; Rodés Paragarino, Virginia; Glasserman Morales, Leonardo David; Carlos Arroyo, Martina; Tecnologico de Monterrey; https://ror.org/03ayjn504Purpose. Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills. Design/methodology/approach. This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills. Findings. The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments. Research limitations/implications. The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions. Practical implications. The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students’ self-management, initiative and love for learning. Social implications. The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions. Originality/value. This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students.
- The social innovation profile in students as a transformation strategy: structural equation modeling(Frontiers, 2024-03-08) Glasserman Morales, Leonardo David; Alcántar Nieblas, Carolina; Nava Lara, Sergio Alberto; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/01aff2v68The development of social entrepreneurship competencies in university students favors the generation of proposals for solutions to different social problems, thus promoting a positive social impact capable of transforming people’s living conditions. This study aims to analyze the relationship between the dimensions of social entrepreneurship competence: entrepreneurial management, social value, leadership, effective communication and social innovation. A total of 408 higher education students from 13 countries and six different disciplinary areas participated in the study, ranging in age from 18 to 58 years (M = 22.4, SD = 6.0). The social entrepreneurship instrument was used, which is composed of 28 items grouped into five dimensions. A structural equation model was calculated. The findings indicate that entrepreneurial management, social value, and leadership are directly and positively related to personal competencies and social innovation. These results prove the importance of social entrepreneurship training in the development of social innovation in students, it is important that educational institutions in general carry out a review of their curricula and programs that take into account the development of social innovation competence as a factor that can enhance social change.
- Demographic and school factors associated with digital competences in higher education students(Bastas, 2024-02-26) Glasserman Morales, Leonardo David; Alcántar Nieblas, Carolina; Sisto, Marcela Ines; Tecnologico de Monterrey; Universidad Católica de Argentina; https://ror.org/03ayjn504; https://ror.org/0422kzb24Nowadays, digital competencies encompass skills and attitudes with technical, informational, content, media, and communication aspects that are crucial for students and future professionals. Hence, there is a need to investigate the possible correlations between demographic and contextual variables and the development of digital competencies in higher education. This paper reports on several university-student demographic factors associated with digital competencies. The work used a quantitative approach with descriptive statistical techniques such as a means test and Pearson correlation analysis. The findings identified that (a) there are statistically significant differences between the mean obtained in the previous semester in digital competencies and the gender of the students, (b) there are no statistically significant differences in the final mean for digital competencies and the students’ institution of origin, and (c) the variables included in the study are statistically significant. They also found that the mean attained by the university students in the previous semester had a strong predictive power of student performance; in contrast, the student’s high school institution of origin variable was a weak predictor of their digital competency. This paper presents the findings and implications for practice and research.
- Development of social entrepreneurship competencies and complex thinking in an intensive course of open educational innovation(Hipatia Press, 2024-02-22) Vázquez Parra, José Carlos; Alcántar Nieblas, Carolina; Glasserman Morales, Leonardo David; Nuñez Rodriguez, Xiomara; https://ror.org/03ayjn504; https://ror.org/051xcrt66This article aims to show the results of implementing a training methodology in a group of participants within an intensive course on educational innovation. The motivation for this course was to promote innovative ideas that could be scaled into possible open educational entrepreneurship projects. Based on descriptive statistical analysis, that included a multivariate statistical analysis, an analysis of means and nonparametric tests of the data comparison of medians and ranges and Spearman's correlation, this article considered the SEL4C methodology, which was intended to support the ideation process and develop the participants' perceived achievement of social entrepreneurship and complex thinking competencies. The proposed methodology was validated to develop social innovation ideas even in a limited time and improved the participants' perception of achieving both competencies. This article contributes to the validation studies of this methodology and the academic approaches that seek efficient tools for acquiring and developing transdisciplinary competencies.
- Digital environments of education 4.0 and complex thinking:Communicative literacy to close the digital gender gap(The open University, 2024-02-15) George Reyes, Carlos Enrique; Peláez Sánchez, Iris Cristina; Glasserman Morales, Leonardo David; Tecnológico de Monterrey; https://ror.org/03ayjn504The gender digital divide (GDD) is a social phenomenon that denies citizens access to technologies, the internet, and the services associated with Education 4.0. Reducing this gap requires communicative literacy, which allows scaling knowledge, skills, and attitudes to create forms of media expression to interact effectively in virtual environments. Education 4.0 is a modern approach to education that focuses on preparing students to thrive in a digital and technological world. Additionally, Education 4.0 is based on three pedagogical principles, including Cyber pedagogy, Heutagogy, and Peeragogy, which emphasize the use of technology, self-determined learning, and collaboration, respectively. A mixed study was conducted with the participation of 124 Mexican students of technical-professional education. The study’s objective was to analyze how they scaled their communicative literacy and complex thinking through a formative experience based on the pedagogical framework of Education 4.0 in digital environments called metaverses to bridge the GDD in Mexico. Quantitative results show only significant differences in systemic thinking (z = –2.113, p = 0.035 < 0.05), where women had a slightly higher mean (M = 25.36) than men (M = 25.11). Qualitative results support the finding of women excelling in systemic thinking, as participants expressed comments related to systemic thinking (90%). This suggests that immersive digital environments can effectively enhance communicative literacy and complex thinking. Additionally, they can be spaces where both women and men achieve similar levels of digital literacy.