Artículo

Search Results

Now showing 1 - 2 of 2

Effectiveness of using ChatGPT as a tool to strengthen benefits of the flipped learning strategy
(MDPI, 2024-06-18) Huesca Juárez, Gilberto; Martínez Treviño, Yolanda; Molina Espinosa, Jose Martín; Sanromán Calleros, Ana Raquel; Martínez Román, Roberto; Cendejas Castro, Eduardo Antonio; Bustos Gardea, Raime Alejandro; https://ror.org/03ayjn504
In this study, we evaluate how ChatGPT complements and enriches the traditional flipped learning strategy in higher education, particularly in engineering courses. Using an experimental design involving 356 students from basic programming courses in undergraduate engineering programs, we compared the normalized learning gain between groups that used the ChatGPT-assisted flipped learning strategy (focus groups) and those that followed a traditional video-based flipped learning methodology (control groups). The intervention lasted ten weeks, with two sessions of two hours each week. A pre-test–post-test analysis revealed that the focus groups showed significant improvement in normalized learning gain values compared to the control groups. These results confirm that incorporating ChatGPT into the flipped learning strategy can significantly enhance student performance by providing a more active, interactive, and personalized approach during the teaching–learning process. We conclude that the flipped learning strategy, upgraded with the assistance of ChatGPT, provides an effective means to improve understanding and application of complex concepts in programming courses, with potential to be extended to other areas of study in higher education. This study opens routes for future research on the integration of artificial intelligence into innovative pedagogical strategies with the goal of scaffolding the learning experience and improving educational outcomes.
Facilitating mathematical competencies development for undergraduate students
(Frontiers, 2022-06-02) Ruiz Loza, Sergio; Medina Herrera, Linda Margarita; Molina Espinosa, José Martín; Huesca Juárez, Gilberto; Computer Science Department, Tecnologico de Monterrey, Mexico City, Mexico; Institute for the Future of Education, Tecnologico de Monterrey, Mexico City, Mexico; https://ror.org/03ayjn504
In this article we show how to facilitate the development of mathematical skills using 3D surface visualization tools and virtual environments in an online, project-based learning context. The “Lumen” software is presented, which is an ad-hoc solution, designed and developed to visualize and combine mathematical surfaces in 3D, based on their associated equations. Several activities were designed with the use of Lumen, to measure the learning gain and problem-solving skills of the students, obtaining that a mean learning gain of 43% was observed on 242 students on the analysis of the pre- and post-tests for the first monitored activity, while a mean learning gain of 30% was observed on 210 students on the analysis of the second monitored activity. Based on these analyses, we make the point that although remote learning in the context of the COVID-19 pandemic poses difficult challenges for learners and professors, the use of ad-hoc technological applications is an important resource that supports the reinterpretation of the learning process, as it shifts the focus to the development of skills through active learning.

Artículo

Browse

Filters

Settings

Sort By

Results per page

Search Results