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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- 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.
- 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.
- La educación dialógica en la primaria y su relación con la educación ciudadana(2024-01-05) Viehmann, Cristina Mariana; Peláez Sánchez, Iris Cristina; Velarde Camaqui, Davis; https://ror.org/03ayjn504La enseñanza dialógica es una base fundamental para la educación porque brinda a los estudiantes oportunidades de intercambiar opiniones en diversos contextos. Este estudio tuvo como objetivo investigar en qué medida la percepción de una educación dialógica influye en los niveles de formación cívica y ética en los estudiantes de sexto grado de primaria de escuelas públicas y privadas en México. Además de analizar la relación que existe entre la educación dialógica percibida y la formación ciudadana y ética, otro de los objetivos del estudio fue establecer si estas diferencias significativas persisten entre grupos de niñas y niños de escuelas públicas y privadas. Se observó que, en los resultados del estudio, la prueba de U de Mann-Whitney para muestras independientes arrojó valores significativos para la variante estadística U. Los resultados mostraron niveles más altos en la evaluación de la formación cívica y ética en el alumnado que sí percibe una educación dialógica, en comparación con los estudiantes que no la perciben.
- Gender digital divide in education 4.0: A systematic literature review of factors and strategies for inclusion(2023-11-16) Peláez Sánchez, Iris Cristina; George Reyes, Carlos Enrique; Glasserman Morales, Leonardo David; Tecnológico de Monterrey; https://ror.org/03ayjn504The gender digital divide (GDD) is a phenomenon that refers to the inequalities and differences between men and women in accessing the digital ecosystem in various environments, such as the scenarios of Education 4.0. Bridging the GDD in access, use, and appropriation of technologies would promote the digital inclusion in spaces traditionally dominated by men. A systematic literature review was conducted using seven databases, considering Scopus and Web of Science. Through this, the factors with the most significant impact on the widening of this type of gap were identified. The findings suggest that the elements that limit the GDD are (a) access and use of technologies, (b) social barriers, and (c) gender stereotypes and roles. On the other hand, factors that need to be considered for the digital inclusion of women were identified as follows: (a) the mode of interaction with technologies, (b) digital competencies in Education 4.0, (c) the mode of technology-mediated teaching and learning, (d) digital competencies in the workplace, and (e) digital participation. It is concluded that more digital inclusion strategies are needed to reduce the GDD, thus requiring greater participation from society and universities to achieve digital equity.
- Gender digital divide and women's digital inclusion: a systematic mapping(2023-10-25) Peláez Sánchez, Iris Cristina; Glasserman Morales, Leonardo David; https://ror.org/03ayjn504The digital divide is a multiple phenomenon that visualizes inequalities in the access, use, and appropriation of information and communication technologies (ICTs) of disadvantaged groups to others. There are currently several digital divides, such as a) the Gender Digital Divide (GDD), b) the generational digital divide, c) the disability digital divide, d) the educational digital divide, and e) the geographic digital divide. Specifically, the Gender Digital Divide exhibits a digital divide between women and men. This issue can be increased or decreased depending on the specific background of each woman. This study aims to provide a current and comprehensive overview of recent studies about the gender digital divide from 2017 to 2021, identifying key topics that require further exploration for a complete understanding of the topic through a systematic mapping. Findings show that recent studies have focused on analyzing the differences and inequalities between women and men regarding access, use, and appropriation of ICTs. For future years, it is needed more research on the subject.
- 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.
- The impact of Duolingo in developing students’ linguistic competence: an aspect of communicative language competences(2023-04-28) Peláez Sánchez, Iris Cristina; Velásquez Durán, Anabel; de Almeida, RogérioThis paper reports the impact of a type of m-learning on developing students’ linguistic and communicative competence in English as a second language. This study is a Mexican-based case using Duolingo to improve virtual courses in higher education students whose first language is Spanish. This study is a quasi-experimental research that analyzed pre-test and post-test results on a sample of 40 participants (control group of 20 participants and experimental group of 20 participants). The measuring instruments were designed for this specific study and focused on testing the six components of linguistic competence according to CEFR at level A2 (2018). A pilot test was previously conducted, and pre-test (0.81) and post-test (0.98) coefficients were considered acceptable according to Cronbach’s Alpha. This study addressed the following questions: a) How does Duolingo contribute to the development of linguistic competence in higher education students and support English learning in virtual courses via the m-learning methodology? and b) Which components were improved in student´s linguistic competence after using Duolingo? Results revealed a profound improvement in the experimental group participants. The post-test result of the experimental group is superior (M=43.75) compared with the control group (M=30.35), mainly in the phonological control (+5.20) and the orthographic control (+2.65) compared with the control group, whose score slightly increased primarily attributed to the English virtual classes.
- Desigualdades y diferencias que promueven la brecha digital de género en la actualidad y limitan la inclusión(2022-12-21) Peláez Sánchez, Iris Cristina; Glasserman Morales, Leonardo David; Instituto Tecnológico y de Estudios Superiores de MonterreyLa brecha digital de género (BDG) es un fenómeno que limita específicamente a las mujeres en el mundo digital. La BDG exhibe las desigualdades de acceso, uso y apropiación de las tecnologías de la información y la comunicación (TIC) de las mujeres respecto a sus pares, por lo que se requiere identificar las diversas barreras y desigualdades que siguen sumergiendo a las mujeres en esta brecha digital. Además, este fenómeno multidimensional exterioriza las diferencias que existen entre el uso y apropiación de las TIC entre hombres y mujeres, lo que afecta su integración en el mundo digital dentro de diversos ámbitos: social, educativo, laboral, entre otros. Para tal fin, se realizó una revisión de literatura con la intención de identificar las principales diferencias y desigualdades con respecto a la BDG y la inclusión digital de mujeres a través de un análisis documental con datos cualitativos empleando la herramienta de Maxqda. Los resultados muestran que sigue existiendo una predominante barrera en este fenómeno, los estereotipos y roles de género que sumergen a la mujer en una exclusión digital. Además se identificaron diferencias de a) interacción y uso de las TIC y b) actitud e interés hacia las TIC.