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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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- 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.