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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- Robots Teaching Teachers: Acceptanceof Technology in Higher Education(2025-01-01) López Caudana, Edgar Omar; Suarez Brito, Paloma; Baena Rojas, Jose Jaime; admmsernaThis study aimed to investigate teacher perceptions of using advanced technological tools, specifically the NAO robot, in co-teaching settings to enhance class development and promote complex thinking in higher education. Complex thinking is a crucial skill in higher education, enabling students to effectively address and solve multifaceted problems.
- Examining the level of perceived achievement of complex thinking competency in health sciences students and its relevance to the graduate profile(Elsevier, 2024-06) Suárez Brito, Paloma; Vázquez Parra, José Carlos; López Caudana, Edgar Omar; Buenestado Fernández, Mariana; Instituto para el Futuro de la Educación, Tecnológico de Monterrey; https://ror.org/03ayjn504This article presents the findings of a study conducted on health sciences students in their last semester of training regarding their perceived achievement of the complex thinking competency and its sub-competencies. The objective was to gain insight into how these students perceive the cognitive competencies and skills acquired during their university career as relevant to meet the challenges of their future professions. This study contrasts the perception of achievement of complex thinking competence by gender of the participants, as well as compared to students from other disciplines, with the intention of identifying significant differences. This competency's selection lies in its relevance to decision-making when facing problems, which is fundamental for any contemporary professional. This study relied on a representative convenience sample of graduating candidates from a university in western Mexico. Methodologically, the researchers used descriptive analyses and a validated instrument. The results indicated that the sample students' perceived achievement was very high and balanced, i.e., no significant differences existed by gender or the perception of their sub-competencies. This study revealed a significant difference compared to other disciplinary areas; the medical and health sciences graduate candidates' perceived achievement of competency development was higher.
- 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.
- 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.
- The impact of national culture in the development of complexity reasoning skills: An international comparison(2023-10-10) Rodríguez Abitia, Guillermo; Ramírez Montoya, María Soledad; Martínez Pérez, Sandra; López Caudana, Edgar Omar; https://ror.org/03hsf0573; https://ror.org/03ayjn504; https://ror.org/03yxnpp24There is a clear inequality in gender distribution for the STEM areas (Science, Technology, Engineering, and Mathematics). Furthermore, there is a noticeable lack of diversity and a socio-economic gap that requires actionable solutions. To explore potential factors that affect the participation of women in STEM, this paper reviews two possible groups of determinants: national culture and complexity thinking. A survey with 684 respondents from higher education institutions in Chile, Ecuador, Mexico, and Spain was undertaken. The instrument measured four components of complexity thinking namely critical, scientific, innovative, and systemic). Using analysis of variance between two groups and between multiple groups, differences were observed between the countries’ samples and between genders. Once the significance was confirmed, boxplots for each dimension were elaborated to facilitate the visualization of the distributions. The scores were compared with the national culture values to seek possible behavioral patterns in the data. The results reveal two groups between the observed countries. Also, there are clear indications of a relationship between the national culture dimensions and the complex thinking components.
- Information communication technologies, artificial intelligence, and social robotics:a complex-thinking vector in higher education?(Journal of Social Studies Education Research (JSSER), 2023-06-21) Baena Rojas, José Jaime; Castillo Martínez, Isolda Margarita; Mendez Garduño, Juana Isabel; Suárez Brito, Paloma; López Caudana, Edgar Omar; https://ror.org/03ayjn504Various technological devices, especially information communications technologies (ICTs), have become increasingly remarkable in higher education to help develop students' skills and qualifications. Considering this trend, supported by several academic theories, this paper proposes a breakthrough guidebook for universities and other scholastic environments based on reasoning-for-complexity using mainly artificial intelligence (AI) and social robotics (SR). The current research provides the instructions to follow in a real class supported by AI and SR with a precise compendium of steps. On the one hand, this is done by reviewing previous studies on educational processes with AI and SR and synthesizing their findings to draw out common themes from the literature. These topics are categorized into clusters in the form of guiding questions that professors can use to prepare their classes. On the other hand, it describes the students' steps for completing the activities. These were developed with previous forms to establish different profiles and apply custom-made assessment activities. The final part of this paper involves a set of reflections regarding these two technological resources (AI and SR) to demonstrate their utility in education.
- 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.
- Aprendizaje de los componentes del pensamiento computacional mediado por una aplicación virtual de la educación 4.0 en el entorno del pensamiento complejo(Revistes Digitals de la Universitat Autònoma de Barcelona, 2023-05-02) George Reyes, Carlos Enrique; Ruíz Ramírez, Jessica Alejandra; Contreras Fuentes, Yessica Betzabe; López Caudana, Edgar Omar; https://ror.org/03ayjn504La Educación 4.0 y sus aplicaciones como la realidad virtual basada en web (WebVR) pueden ser útiles para fortalecer el aprendizaje de los estudiantes, debido a que el uso de esta tecnología en la enseñanza permite la participación en escenarios de realidad simulada que fortalecen la interacción y el desarrollo de competencias comunicativas y de colaboración. En esta investigación se evaluó tanto la aceptación como el rendimiento académico de 258 alumnos que participaron en una experiencia de aprendizaje de los componentes del pensamiento computacional mediante la implementación de un rally de conocimientos que fue diseñado en un mundo virtual tridimensional. El estudio consideró un grupo experimental y uno de control. Los resultados indican que existe un nivel de aceptación alto para adoptar los escenarios virtuales como espacio para el aprendizaje y que el rendimiento académico de los estudiantes mostró una mejoría cuando se generó en la aplicación de realidad simulada. Sin embargo, existen oportunidades que requieren ser atendidas para implementar con éxito estas experiencias, como el acceso a computadoras con alta capacidad de procesamiento y el desarrollo de habilidades digitales tanto de docentes como de estudiantes.
- Pensamiento computacional basado en realidad virtual y razonamiento complejo: caso de estudio secuencial(RED- Revista de Educación a Distancia, 2023-01-31) George Reyes, Carlos Enrique; López Caudana, Edgar Omar; Ramírez Montoya, María Soledad; Ruiz Ramírez, Jessica Alejandra; Instituto Tecnológico y de Estudios Superiores de MonterreyEl desarrollo del Pensamiento Computacional (PC) en la formación escolar es considerado indispensable para habilitar a los estudiantes en la resolución de problemas complejos mediante el despliegue de habilidades como la identificación de patrones y el diseño de algoritmos. En este artículo se describe la evaluación de una experiencia de aprendizaje de los componentes del PC desde el enfoque del razonamiento complejo (R4C) utilizando una aplicación de realidad virtual basada en web (WebVR) llamada Virtual Campus. El método fue intrínseco de caso único con diseño de estudio secuencial basado en métodos cuantitativos. Se aplicaron dos instrumentos a 176 estudiantes universitarios, el primero para medir la aceptación del entorno virtual y el segundo para valorar el desarrollo del razonamiento complejo. Los resultados indican que la evaluación del virtual campus y sus herramientas satisfactorio, con valoraciones muy favorable en cuanto a la facilidad e intención de uso, asimismo, la experiencia de aprendizaje en 3D permitió escalar principalmente las competencias de pensamiento científico y crítico. Por lo anterior, se puede afirmar que la convergencia PC-R4C-WebVR generara dinámicas de aprendizaje innovadoras, alineadas con las demandas de una educación en constante cambio y que contribuyen en la mejora de prácticas para la resolución problemas.
- Imbricación del metaverso en la complejidad de la educación 4.0:Aproximación desde un análisis de la literatura(2023-01-07) Ramírez Montoya, María Soledad; George Reyes, Carlos Enrique; López Caudana, Edgar Omar; Instituto Tecnológico y de Estudios Superiores de MonterreyEl Metaverso como objeto de estudio se ha incrementado debido a su potencial para crear entornos inmersivos para acercar a las personas a realidades alternas. Aunque las investigaciones realizadas permiten conocer aspectos conceptuales y de aplicación, existe un conocimiento limitado sobre cómo se imbrica con la complejidad de la educación 4.0. En este estudio se realizó una revisión sistemática de la literatura (SLR) con 231 investigaciones recopiladas de Scopus y Web of Science en las que se imbricó el Metaverso con los componentes de la educación 4.0. Los resultados evidenciaron: (a) un amplio crecimiento de las publicaciones desde el año 2022, (b) el predominio del uso del Metaverso en la industria del diseño de algoritmos y las ventas al detalle, (c) una fuerte colaboración para desarrollar infraestructura 4.0 entre investigadores de Estados Unidos de Norteamérica, Corea del Sur, China, Reino Unido y Japón, (d) la aplicación del Metaverso utilizando tecnologías inmersivas, aumentadas y el diseño de avatares, así como su aplicación como estrategia de elearning. Se concluye que el tema ha despertado interés en la academia, no solo por su incidencia en el conocimiento de las tecnologías emergentes, sino también por su trascendencia en la evolución de ecosistemas digitales.