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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/03ayjn504
Researchers 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
Gamification in MOOCs: Engagement application test in energy sustainability courses
(IEEE, 2019-04) Valenzuela González, Jaime Ricardo; Romero Rodríguez, Luis Miguel; Ramírez Montoya, María Soledad; Tecnologico de Monterrey
Massive open online courses (MOOCs) have triggered a sudden change in the educational scene. Its characteristics of being free, heterogeneous, multi-thematic, and fostering lifelong learning have completely changed the instructional design scene, allowing these innovations and new architectures of teaching and learning to be included. However, MOOCs have been criticized by the scientiﬁc community for their high dropout rates and low overall completion rates, which has called into question their effectiveness as a pedagogical tool. This paper analyzes how the application of gamiﬁcation strategies in MOOCs on energy sustainability affects participants’ engagement and seeks to identify what types of interactive gamiﬁcation media are more useful in generating interest and motivation in students. In order to do so, a mixed quasi-experimental method is used. A gamiﬁcation board with challenges, badges, and leaderboards to a sample is used, and at the same time, this platform is analyzed using the integrated theoretical gamiﬁcation model in e-learning environments. In the MOOCs where gamiﬁcation strategies were applied, a global completion rate of 14.43% was obtained, while in those without gamiﬁcation, 6.162% was obtained. Likewise, the degree of student engagement with respect to the completion rate of activities was much higher in the gamiﬁed platform (28.032%) than in the traditional design (13.252%). The results show that applying gamiﬁcation strategies in MOOCs achieves a higher level of engagement and student motivation.

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