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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- Essential elements for implementing AI tools in elementary school: A systematic literature review(MDPI, 2024-11-26) Arriola Mendoza, Jorge; Valerio Ureña, Gabriel; Tecnologico de Monterrey; Meletiou Mavrotheris, MariaThe global use of Artificial Intelligence (AI) has attracted considerable attention, and its integration into educational systems is a priority that warrants further exploration. In collaboration with UNESCO, numerous organizations have proposed parameters advocating for the inclusion of AI in basic education systems. A systematic literature review (SLR) was conducted to identify these parameters from the existing research. Although these parameters have been mentioned in some studies, they are generally not prioritized in the research landscape. AI tools are primarily used to support students, while teachers typically employ a pedagogical approach centered on in-class activities. Additionally, essential conditions related to research requirements and involvement from the private and third sectors showed consistent adherence across the examined studies. However, it was found that only 52% of the studies included an ethical declaration regarding the data collected by AI during research development, especially regarding studies involving children. This review provides a guide for educational communities looking to enhance pedagogical practices through AI integration into their educational environments, but who may be uncertain about where to begin. Questions related to AI modality selection, pedagogical relevance, ethical considerations, and procedural guidelines for integrating AI into curricula are addressed through the insights provided in this review.
- University professors' willingness, enablers, and barriers for incorporating memes with the socratic method to enhance critical thinking.(Evolutionary Studies in Imaginative Culture (ESIC), 2024-08-15) Rodriguéz Guillén, Maricarmen Patricia; Ortuño Campos, Joaquin Mauricio; Valerio Ureña, Gabriel; Tecnológico de Monterrey; Enaam ShakerCritical thinking is crucial in today’s environments, yet university students show low levels, requiring targeted interventions. The Socratic method is recognized for critical thinking development, while Internet memes offer a promising approach to enhancing this skill and promoting evidence-based argumentation. Previous studies suggest that professors perceive both positively in higher education. Nevertheless, the literature lacks insight into professors' willingness, enablers, and barriers for adopting them together. Therefore, this qualitative study, using semi-structured interviews with eleven Mexican university professors, explores their willingness to incorporate a combination of the Socratic method and Internet memes to enhance critical thinking, and examines their underlying enablers and barriers. The study found that professors are familiar with both tools and willing to using them together to foster critical thinking, citing enablers like students' affinity for memes and the method's reflective power. However, they also identified barriers such as limited curriculum time, restrictive classroom layouts, and a generational gap affecting mutual understanding of memes. This study concludes that the research agenda of Higher Education Institutions (HEIs) could include the combined use of memes and the Socratic method to leverage the benefits of both, which include the Socratic method's reflective depth, and the innovative engagement offered by Internet memes.
- Social Network Analysis of Edutubers(2022-05-19) Pasquel López, Cynthia; Rodríguez Aceves, Lucía; Valerio Ureña, Gabriel; Instituto Tecnológico y de Estudios Superiores de Monterrey; Hernández Montoya, DianaThe popularity of educational videos has increased in recent years. In 2018, YouTube announced a $20 million investment to support educational video creators and organized the YouTube EduCon event to bring them together and form a community. The COVID-19 pandemic pushed educational institutions to use resources contained in public repositories, such as YouTube. The objective of this research study was to explore the dynamics of EduTubers to understand the motivations for their interactions. We used social network analysis (SNA) with YouTube data to analyze the dynamics of EduTubers’ recommendation networks. Meaningful insights reveal a relationship between the level of digital engagement and the level of out-degree. Additionally, we confirm that educhannel homophily has a positive effect on the level of reciprocity. The main contribution lies in the use of theoretical concepts (reciprocity and homophily), focusing on the intrinsic motivations of EduTubers to recommend other channels. The practical implications of the results suggest that educhannels that initiate and grow digital engagement are more likely to participate in a recommendation network.