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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- eComplexity: psychometric properties to test the validity and reliability of the instrument(ERIC, 2024-07) Castillo Martínez, Isolda Margarita; Velarde Camaqui, Davis; Ramírez Montoya, María Soledad; Sanabria Zepeda, Jorge Carlos; https://ror.org/03ayjn504Reasoning for complexity is a fundamental competency in these complex times for solutions to social problems and decision-making. The purpose of this paper is to demonstrate the validity and reliability of the eComplexity instrument by presenting its psychometric properties. The instrument consists of a Likert-type scale questionnaire designed to measure college students' perceptions of their mastery levels of complex reasoning competency as well as the subcompetencies that comprise it. The instrument was applied to higher education students in different countries of Latin America and Spain. The questionnaire articulates four types of thinking: systemic, scientific, critical and innovative and consists of 25 items. The methodology used was instrumental and psychometric, which seeks to demonstrate the validity and reliability of the eComplexity questionnaire. The results obtained from the research were as follows: The exploratory factor analysis indicated a Kaiser-Meyer-Olkin index (KMO) > .80, a significance of p< .05 and a Cronbach's Alpha value of 0.93. Likewise, a Confirmatory Factor Analysis was carried out and was possible to corroborate the internal structure validity of the instrument. In addition to Cronbach's Alpha coefficient, McDonald's Omega, and Guttman's Lambda coefficients were calculated to calculate reliability. With the results obtained it was possible to conclude that the instrument is valid and reliable, can be used in various university contexts to support integrated training necessary to address current challenges and contribute to educational research. It is recommended for future studies that the research can be expanded by using an instrument that can move from perceptual terms to measuring levels of complex reasoning mastery, but it is valuable to contrast with the students' perception to have a broader vision.
- Enhancing STEAM education through augmented reality: the EduAR open platform experience(Frontiers, 2024-05-27) Velarde Camaqui, Davis; Celaya Ramirez, Rosario; Contreras Fuentes, Yéssica Betzabe; Sanabria Zepeda, Jorge Carlos; https://ror.org/03ayjn504; https://ror.org/0297axj39Quality education is pivotal for fostering innovation and development, with Augmented Reality (AR) offering transformative learning experiences. The absence of open-access platforms for AR resources hinders the democratization of educational technology. This study introduces EduAR, an open-access platform designed to provide validated AR resources for STEAM education, aiming to enhance learning processes and promote equitable access to quality education. Employing a mixed-methods approach, the platform’s usability was assessed using the System Usability Scale (SUS), where it achieved a high usability score, highlighting its user-friendliness and effectiveness. Additionally, qualitative feedback through focus groups provided insights into the platform’s impact on learning engagement and skill development. The study yielded the following findings: (a) Incorporating AR in STEAM disciplines through an open validated platform is an effective strategy for enriching learning and teaching processes; (b) The EduAR platform allows effective adoption due to its high usability and accessibility; (c) Design-Based Research is useful when looking to improve an AR educational platform; (d) EduAR is a valuable tool for providing equitable access to quality educational resources; and (e) EduAR promotes problem-solving and critical thinking among students. This comprehensive research underscores the potential of EduAR in enhancing educational outcomes, establishing a solid foundation for future advancements in educational technology and open educational resources (OER). Its benefit is foreseen for both teachers and researchers interested in the implementation of AR in courses within the framework of openness.
- Exploring complex thinking in latin american universities: comparative analysis between programs and alternative credentials(Taylor @ Francis Online, 2024-03-17) Ramírez Montoya, María Soledad; Quintero Gámez, Lorena; Sanabria Zepeda, Jorge Carlos; Portuguez Castro, May Iliana; https://ror.org/03ayjn504Training the high-order competency of complex thinking encompasses addressing its sub-competencies of critical, innovative, scientific and systemic thinking. In this framework, how do the practices of reasoning for complexity in Latin American institutions differ from other regions? This study focused on comparing training practices that promote complex thinking in national and international educational entities through analysis of their programs and alternative professional credentials to identify best educational practices. The comparative education method benchmarked the selected institutions and compared the best educational practices. The four categories of analysis were the philosophical, theoretical, and political components and the educational process. A significant-document analysis was applied to publications found on the websites of 19 educational institutions, and the data were triangulated. The findings accounted for (a) educational institutions seeking to educate individuals who can improve the quality of life in society and contribute to sustainable development, (b) educational practices aimed at developing complex thinking competencies and lifelong learning as essential for new educational models, (c) the collaboration of researchers, faculty, and other stakeholders, and appropriate tools for formative assessment, promoting the development of complex reasoning competencies in changing environments, and (d) educational processes focused on developing high skills, innovation, and digital transformation as essential for designing the future of education. This study is intended to be of value to managers, decision-makers, professors, researchers, and society interested in creating new programs to develop high-level capabilities, such as complex thinking.
- Cultivating higher order competencies:Complex thinking in latin american university context(Springer Link, 2024-02-14) Sanabria Zepeda, Jorge Carlos; Ramírez Montoya, María Soledad; García Peñalvo, Francisco José; Cruz Sandoval, Marco Antonio; https://ror.org/03ayjn504; https://ror.org/02f40zc51In the rapidly evolving context of Education 4.0, the urgency to cultivate complex cognitive competencies is increasingly paramount, especially within the multifaceted educational landscape of Latin America. Despite this, there exists a paucity of scholarly inquiry investigating the nuanced perceptions of these competencies across various academic disciplines, genders, and nationalities within the region. To address this research gap, the present study offers an exhaustive multivariate descriptive statistical analysis, examining the perceptions of complex cognitive skills among undergraduate students in Latin America. Drawing upon a sample of 150 students from diverse Latin American nations, the investigation reveals marked disparities in the perception of complex cognitive competencies as a function of gender, academic discipline, and nationality. Specifically, male students consistently reported a higher self-assessment of their complex cognitive abilities compared to their female counterparts, a trend that was observed across multiple nations. Additionally, students enrolled in social science programs exhibited higher self-ratings of their competencies compared to those in technology-oriented disciplines, thereby underscoring the necessity for pedagogical refinements in curriculum design. Conducted under the rigorous ethical supervision of the R4C Interdisciplinary Research Group and the Institute for the Future of Education (IFE) at Tecnologico de Monterrey, this study not only provides invaluable insights for educators seeking to enhance their pedagogical approaches but also establishes a foundation for subsequent research in this critically underexplored area.
- AI platform model on 4IR megatrend challenges: complex thinking by active and transformational learning(Emerald Publishing Limited, 2024-02-06) Olivo Montaño, Pamela Geraldine; Sanabria Zepeda, Jorge Carlos; https://ror.org/03ayjn504The objective of this study is to propose a model for the implementation of a technological platform for participants to develop solutions to problems related to the Fourth Industrial Revolution (4IR) megatrends, and taking advantage of artificial intelligence (AI) to develop their complex thinking through co-creation work.
- Reusable educational resources for developing complex thinking on open platforms(Springer, 2023-12-01) Sanabria Zepeda, Jorge Carlos; Alfaro Ponce, Berenice; González Pérez, Laura Icela; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; https://ror.org/01fh86n78In the context of rapid technological advancements and the increasing availability of Open Educational Resources (OER), there is a growing need to foster complex thinking skills in higher education. The study aims to characterize OER platforms that facilitate the development of such skills, grounded in UNESCO’s recommendations and the evolving definitions of complex thinking. Utilizing a Systematic Literature Review (SLR), the research focuses on three key questions: the type of open license allowing 5R activities, the technical options based on the ALMS Framework, and the sub-competencies of complex thinking that can be nurtured through OER. The study identifies and categorizes key platforms conducive to the development of complex thinking skills, namely innovative, critical, scientific, and systemic thinking. These platforms are analyzed based on their licensing types and technical capabilities. Findings indicate that most of the platforms studied support 5R activities under Creative Commons licenses, require advanced editing skills, and more than half address multiple subcompetencies of complex thinking. The study concludes that the adaptation, reuse, and redistribution of OER can significantly contribute to fostering complex thinking skills, aligning educational practices with 21st-century demands. Recommendations include the development of frameworks by higher education institutions to normalize OER platforms and meet students’ needs, as well as future research to assess user behavior and sustainability of these platforms.
- AI-Based platform design for complex thinking assessment: a case study of an ideathon using the transition design approach(Taylor @ Francis Online, 2023-11-28) Sanabria Zepeda, Jorge Carlos; Alfaro Ponce, Berenice; Argüelles Cruz, Amadeo; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; https://ror.org/059sp8j34Emerging Artificial Intelligence-enhanced technology platforms in education warrant attention to exploring new learning strategies and dynamics. Keeping up with the accelerating momentum to bring classic traditional learning activities to Artificial Intelligence-supported platforms may unbalance the interest in developing the participants’ higher-order thinking. This article presents case study research of an Artificial Intelligence-based technological platform to measure complex thinking traits of higher education participants in an Ideathon learning scenario. The didactical strategy was grounded in the Transition Design approach, with Sharing Economy as the challenge. An overview of the process for developing Artificial Intelligence-supported activities, the challenges and risks identified in the development, and a classification model and enhancements for future implementation in a subsequent pilot are presented. The findings set a guideline for balancing Artificial Intelligence-powered educational activities and the development of the participants’ complex thinking.
- 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.
- Citizen science's influence on public policy for addressing complexity:a systematic review of tech-based projects in higher education(Journal of Social Studies Education Research, 2023) Alfaro Ponce, Berenice; Sanabria Zepeda, Jorge Carlos; Rivero Zambrano, Luis Francisco; Muñoz Ibáñez, Cristopher Antonio; Tecnológico de Monterrey; https://ror.org/03ayjn504Citizen science’s (CS) deployment and benefit over the last ten years have been remarkably substantial in their contributions to the massification of citizen participation in tech-based CS projects. Insights into how CS projects influence community changes through proposals of actions and public policies are essential to understanding how they facilitate citizens' advocacy in decisionmaking at various ecosystem levels. To this end, we conducted a systematic literature review of tech-based CS projects published between 2017 and 2022, in which the participation of the tertiary education sector played a central role. We used a guideline that education plays a fundamental role in developing technology-based CS projects. The more educational processes, such as incorporating activities that strengthen complex thinking in citizens, the greater their involvement in decision-making to propose public policies that address their current problems. Findings suggested that a) there is significant involvement of the educational system with CS; b) CS projects do not comply with the innovation helixes; c) tech-based CS projects usually indirectly develop competencies and sub-competencies of complex thinking, and d) social actions are clearly articulated through these competencies and sub-competencies that determine the complete cycle of tech-based CS projects, which result in organized actions or public policies. To sum up, this study serves as a call for long-term co-design projects that consider both the individual development of the participants and the integral impact on decision-making at all levels
- Engagement and social impact in tech-based citizen science initiatives for achieving the SDGs: A systematic literature review with a perspective on complex thinking(Sustainability Editorial Office, 2022-09-02) Sanabria Zepeda, Jorge Carlos; Alfaro Ponce, Berenice; González Peña, Omar Israel; Terashima Marín, Hugo; Ortiz Bayliss, José Carlos; Institute for the Future of Education, Tecnologico de Monterrey; School of Architecture, Art and Design, Tecnologico de MonterreyRecent years have witnessed significant achievements and technological advances in Citizen Science (CS) projects; nevertheless, significant global challenges are present. Proof of this is the joint efforts of international organisations to achieve the 2030 SDG agenda in a complex environment. Thus, UNESCO has recognised CS among the initiatives that could bridge the Science, Technology, and Innovation gap as a substantial resource given its power to bring the general public closer. Although tech-based CS projects keep rising, there is limited knowledge about which type of projects might allow participants to develop higher-complex thinking skills. To this end, this study describes a Systematic Literature Review (SLR) and analysis of 49 CS projects over the last 5 years concerning the technology utilised, the level of citizen involvement, and the intended social impact. The results of the analysis evidenced a) broad implementation in Europe on issues of the built environment, disaster risk, and environmental and animal monitoring; b) prevalence of helix configurations other than the Triple, Quadruple, and Quintuple Helix innovation models; c) a focus on technological developments to improve living conditions in the city; d) an opportunity to develop applied native technologies; e) limited development of participants’ complex thinking, constrained to low levels of involvement; and f) an opportunity to develop native technologies and promote a higher level of citizen participation, leading to more significant impact whilst developing complex thinking.