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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- 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.
- Horizons architecture with virtual reality for complexity environments: Mixed methods(JOTSE, 2023-12) Ramírez Montoya, María Soledad; Martínez Pérez, Sandra; Zepeda Orantes, Laura Patricia; https://ror.org/03ayjn504In the field of complexity, new methodologies emerge, such as horizon architecture, which help to focus solutions that can be integrated to foster innovation in university education. Technologies are also opening up opportunities for training, such as virtual and augmented reality. This article aims to answer the question: What innovations do postgraduate students perceive in environments using horizons architecture to integrate virtual reality? In this project’s training experience for students, the horizons architecture strategy was implemented with virtual reality resources and emerging technologies. The present research was conducted with a mixed methodology, using a concurrent triangulation design. The participants were chosen from a sample for non-probability convenience. Three instruments were administered to 99 graduate students in Humanities and Education: i) a semi-structured questionnaire with demographic data and interests in contributing to the Sustainable Development Goals (SDGs), ii) a semi-structured questionnaire on students’ perceptions of learning and innovative projects, and iii) a validated Likert-scale questionnaire on elements and types of educational innovation. Virtual and augmented reality supported the distance education modalities and project presentations. The results show that: (a) open and systemic innovation, (b) creation of new products and services, (c) the potential of horizons architecture strategy, (d) motivation boosted by virtual and augmented reality, and (e) critical aspects of integrating virtual and augmented reality (technical and academic). It is concluded that horizons architecture with virtual reality in university education encourages complex reasoning and invites the search for new solutions. The challenge is to train citizens with critical, scientific, systemic, innovative and entrepreneurial thinking, who are also empathetic, cooperative and committed to sustainable development. This study may be valuable to teachers, entrepreneurs, and decision-makers interested in innovative educational environments and technologies, especially those in graduate education.
- 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.
- Impact of teaching workload on scientific productivity: multidimensional analysis in the complexity of a mexican private university(MDPI, 2023-05-04) Ramírez Montoya, María Soledad; Ceballos Cancino, Héctor Gibrán; Martínez Pérez, Sandra; Romero Rodríguez, Luis Miguel; Instituto Tecnológico y de Estudios Superiores de Monterrey; https://ror.org/03ayjn504Researchers primarily dedicate their time to teaching in Latin American universities. For this reason, it is essential to determine how teaching time affects (or contributes to) the scientific productivity of researchers working under these conditions. We analyzed the incidence of gender, groups taught at undergraduate and graduate levels, the researcher proficiency level, and the number of thesis students advised, among others, for the impact on the scientific productivity (annual publications) of a group of professors. We analyzed the data using both statistical and regression methods. Contrary to our initial hypothesis, the number of groups taught does not significantly influence research productivity; it is affected by other factors such as belonging to the Mexican Researcher System (SNI) or having a researcher or administrative position at the institution. Our results can help guide the formulation of academic and research policies that contribute to the scientific productivity of Latin American universities
- Digital accreditations in MOOC-based training on sustainability: Factors that influence terminal efficiency(AJET, 2022-02-21) Ramírez Montoya, María Soledad; Martínez Pérez, Sandra; Rodríguez Abitia, Guillermo; Lopez Caudana, Edgar; Instituto Tecnológico y de Estudios Superiores de MonterreyDigital certificates in massive open online course (MOOC) learning experiences provide alternative credentials linked to lifelong learning. The Bi-National Laboratory on Smart Sustainable Energy Management and Technology Training provided the context for this research. This project was undertaken by Mexican and United States universities, businesses and governmental organisations, having granted 17,776 certifications in sustainability and 10,705 labour competence certificates. The research focused on analysing the factors that promote digital credentials, from the point of view of participant and platform characteristics, in the framework of MOOCs in energy sustainability, through the MexicoX and edX platforms. Using the ex post facto method, two validated instruments were applied to analyse motivation and self-regulation processes. A total of 4,002 useful responses were gathered from participants in 35 MOOC courses. The results account for six determinant factors for digital accreditation: perceived usefulness, self-efficacy, knowledge domain and expertise, group work disposition, achievement drive, and performance strategic thinking. We highlight implications for research on educational innovation and for educational practice in MOOCs. These data may be of interest to academics, researchers and decision-makers interested in training through distance environments
- Using Robotics to Enhance Active Learning in Mathematics: A Multi-Scenario Study(2020-12-04) Lopez Caudana, Edgar; Ramírez Montoya, María Soledad; Martínez Pérez, Sandra; Rodríguez Abitia, Guillermo; Instituto Tecnológico y de Estudios Superiores de MonterreyThe use of technology, which is linked to active learning strategies, can contribute to better outcomes in Mathematics education. We analyse the conditions that are necessary for achieving an e ective learning of Mathematics, aided by a robotic platform. Within this framework, the question raised was “What are the conditions that promote e ective active math learning with robotic support?” Interventions at di erent educational scenarios were carried in order to explore three educational levels: elementary, secondary, and high school. Qualitative and quantitative analyses were performed, comparing the control and treatment groups for all scenarios through examinations, direct observations, and testimonials. The findings point to three key conditions: level, motivation, and teacher training. The obtained results show a very favourable impact on the attention and motivation of the students, and they allow for establishing the conditions that need to be met for an efective relationship between the teacher and the technological tool, so that better learning outcomes in Mathematics are more likely to be obtained.