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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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- Co-designing a financial literacy videogame: A participatory research-based approach in complex scenarios(ESIC 2024, 2024-10-13) Ramírez Montoya, María Soledad; Patiño Zúñiga, Irma Azeneth; Villalba Condori, Klinge Orlando; https://ror.org/03ayjn504This study examines the co-design of a financial literacy videogame as a pedagogical innovation aimed at fostering sustainable economic principles among university students. The co-design process and game development is informed by the needs and preferences of its end-users to ensure the game's educational content is relevant and impactful. This methodology brings together learners, educators, and game developers to co-design a financial literacy video game integrating educational technology and e-learning principles to create an inclusive, engaging learning environment. By simulating real-world financial dilemmas within the game's narrative, players experience firsthand the consequences of their choices, encouraging critical reflection on their personal and collective financial behaviors. Players navigate complex financial scenarios, promoting strategic thinking and responsible decision-making. The effectiveness of the game was assessed using a mixed-methods approach, evaluating financial knowledge, attitudes, and behaviors. Findings indicate participants demonstrated marked improvements in financial knowledge, and decision-making skills. The paper discusses the implications of these results, the potential of gamification in learning complex subjects, and the advantages of participatory design in creating meaningful educational experiences.
- 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.
- Stories about gender inequalities and influence factors: a science club case study(Routledge, 2023-08-03) Buenestado Fernández, Mariana; Ibarra Vázquez, Gerardo; Patiño Zúñiga, Irma Azeneth; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504This article explores the perception of gender inequality in science and the influencing factors. Data was collected through in-depth interviews with students belonging to a science club; we present it as a case study. This research sheds light on what high school and university students studying Science, Technology, Engineering, and Mathematics (STEM) perceive in Mexico, where the gender gap is the highest of all scientific disciplines, considering the relationship between science and gender through their study experiences and perspectives. The findings mainly revealed two positions: (1) denial of gender inequalities; and (2) recognition of gender inequalities associated with biological, psychological, and social factors. It is precisely this last factor that is based on a feminist position. How students define and label inequalities varies according to their participation in previous formative experiences linked to gender and contextual influences. Science education activities with a gender perspective are necessary in non-formal education spaces such as science clubs. In this sense, this work offers recommendations that can stimulate the design of training actions for a better-balanced integration of science and gender.
- Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications(2023-06-19) Patiño Zúñiga, Irma Azeneth; Ramírez Montoya, María Soledad; Ibarra Vázquez, Gerardo; https://ror.org/03ayjn504Complex thinking is a desired competency in 21st-century university students, so technology-based teaching and learning strategies must be carefully considered when training them in complex reasoning skills. This systematic review aims to map research on the use of teaching and learning strategies supported by technology to enhance complex thinking skills in university students. This review reports results according to PRISMA (preferred reporting items for systematic reviews and meta-analyses) guidelines. The search strategy was performed in June 2022 in Scopus and Web of Science databases. Of 151 records initially identified between 2018 and 2022, 32 papers were included in the final synthesis per the inclusion and exclusion criteria. The results of this review indicate that (1) tech-based strategies for complex thinking development are based on active learning approaches including problem-based learning, case-based learning, collaboration-driven and discussion-based learning, project-based learning, assessment- and feedback-oriented activities, and mind mapping techniques; (2) most of the documented strategies were implemented in hybrid contexts; (3) traditional instructional materials commonly used for promoting higher order thinking skills such as reading assignments, videos, and eliciting/reflexive questions are still effective in fostering complex thinking when delivered through technology; and (4) custom-built technological development for complex thinking development software that incorporates emerging technologies is scarce at present. Further research is needed to document the interventions that train students interactively in complex thinking skills using Education 4.0 technologies.
- Digital competency as a key to the financial inclusion of young people in complex scenarios: A focus groups study(Sage, 2023-04-19) Buenestado Fernández, Mariana; Ramírez Montoya, María Soledad; Ibarra Vázquez, Gerardo; Patiño Zúñiga, Irma Azeneth; Instituto Tecnológico y de Estudios Superiores de MonterreyYoung people’s financial and digital literacy have been studied independently and in-depth during the last decades. However, digital financial literacy as a compound concept is novel and still needs to be explored in the scientific literature. This work investigated young people’s perception of their digital financial culture, identified factors that hinder or facilitate it, and explored their preferences in the training modalities for improvement. Twenty-two focus groups were carried out in different Mexican educational institutions based on diversity criteria. The evidence shows that: (1) young people perceive the need for digital financial education linked mainly to the understanding of critical concepts, the use of mobile applications, online financial operations, and digital financial security; (2) some voluntarily exclude themselves from online finance, this being one of the main obstacles in the development of digital financial culture; (3) the digital financial culture gap is accentuated more among young people in public educational institutions and upper secondary education; (4) they have a preference for emerging technological and digital resources for their training in digital finance. These findings make it possible to contextualize training proposals that favor the financial inclusion of young people in complex scenarios brought about by the digital transformation of the economy and society.
- Components of computational thinking in citizen science games and its contribution to reasoning for complexity through digital game-based learning: A framework proposal(Taylor and Francis, 2023-03-21) Alfaro Ponce, Berenice; Patiño Zúñiga, Irma Azeneth; Sanabria Zepeda, Jorge Carlos; Tecnológico de Monterrey; https://ror.org/03ayjn504Education has undergone many changes in teaching and learning, intensified by the significant technological developments that have responded to the fourth industrial revolution and other emergent situations. In this context, developing information and communication technologies has become vital in supporting new ways and learning models in the various educational levels to address a complicated environment where individuals must have complex and computational skills to respond to challenges. This study proposes a complex thinking framework that links citizen science and digital game-based learning to develop university students’ computational thinking skills. The results indicate that (a) it is possible to consider the sub-competencies of complex thinking in the design of a digital citizenscience game to develop computational thinking, and (b) the digital game-based learning framework for citizen science topics can potentially increase students’ engagement and teamwork in data collection and analysis while building their knowledge and computational thinking skills, and their complex thinking competency and sub-competencies.
- Active learning and education 4.0 for complex thinking training: analysis of two case studies in open education(Springer, 2023-01-25) Ramírez Montoya, María Soledad; Patiño Zúñiga, Irma Azeneth; Buenestado Fernández, Mariana; Instituto Tecnológico y de Estudios Superiores de MonterreyThis article focuses on empirically analyzing the final products designed by 147 academics from 11 countries who participated in an international open education movement workshop by answering the research questions “What are the technopedagogical components of the products designed by the participants to encourage the open educational movement? and what practice of the open educational movement is being executed?” The article starts with a conceptual basis that describes the concepts of Active learning, Education 4.0, Complex Thinking and Open Education. It presents (1) the case study methodology on which this research is based, (2) two case studies on open education, (3) a game‑based intervention proposal to support instructors in training university students in complex thinking skills based on Education 4.0 technologies and game‑based learning principles, (4) and a discussion of the findings and opportunities for further work in the area. The findings of this study reveal that (A) the use of emerging and 4.0 technologies in initiatives of the open education movement continue to increase; (B) most of the open education initiatives designed by academics participating in the workshops were focused on the production of OER; and (C) inclusive access to education and continuing professional development of teachers is a constant concern addressed in open education initiatives. The results of this research suggest that training and development interventions implying the creation or design of open education initiatives should focus on encouraging all kinds of open education practices (i.e. use, production, dissemination and mobilization)