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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- Transforming higher education using WebVR: a case study(IEEE, 2022-07-14) Rocha Estrada, Francisco Javier; Glasserman Morales, Leonardo David; Ruiz Ramírez, Jessica Alejandra; Instituto Tecnológico y de Estudios Superiores de Monterrey; González González, Carina S.The transformation of education through emerging technologies has been an imperative due to the pandemic of COVID-19, which has forced higher education institutions to propose strategies to provide better experiences for their students. The objective of this research was to identify the challenges and opportunities of using WebVR tools for the development of academic activities, with the intention of interpreting how these technological tools are combined with educational practices among teachers and students. The context was placed in an activity of a graduate level course in online format, in a private higher education institution in Mexico. A qualitative study was conducted with a case study design to account for the perception of the participants regarding the value of the user experience, the analysis of the integrated tools and the contribution of this WebVR tool to the development of competencies in educational practice. The results show that if the technical requirements and a basic level of appropriation of digital competencies are met, including this type of emerging technology will bring benefits to the educational practice, such as the development of transversal and disciplinary competencies, improvement of interaction and socialization of participants, as well as motivation by incorporating playful elements.
- Transformando la educación superior mediante WebVR:Un caso de estudio.(IEEE, 2022-07-14) Glasserman Morales, Leonardo David; Ruiz Ramirez, Jessica Alejandra; Rocha Estrada, Francisco Javier; Tecnológico de Monterrey; https://ror.org/03ayjn504The transformation of education through emerging technologies has been an imperative due to the pandemic of COVID-19, which has forced higher education institutions to propose strategies to provide better experiences for their students. The objective of this research was to identify the challenges and opportunities of using WebVR tools for the development of academic activities, with the intention of interpreting how these technological tools are combined with educational practices among teachers and students. The context was placed in an activity of a graduate level course in online format, in a private higher education institution in Mexico. A qualitative study was conducted with a case study design to account for the perception of the participants regarding the value of the user experience, the analysis of the integrated tools and the contribution of this WebVR tool to the development of competencies in educational practice. The results show that if the technical requirements and a basic level of appropriation of digital competencies are met, including this type of emerging technology will bring benefits to the educational practice, such as the development of transversal and disciplinary competencies, improvement of interaction and socialization of participants, as well as motivation by incorporating playful elements.
- Challenge-based learning an emergent educational model for Engineering Education in the post-COVID era(IEEE, 2021-10-08) Membrillo Hernández, Jorge; Tecnológico de Monterrey, CCM; Instituto Tecnológico y de Estudios Superiores de MonterreyThe transformation of education is constant, technological advances, the evolution of science, new concepts, new challenges, new experiences and global situations such as the COVID-19 pandemic make it necessary to have educational models that go at the same speed of change and adaptation. In the same way, teachers must be increasingly prepared and open, receptive, willing to face current challenges through continuous training so that they can keep up with the pace of development. In the same way, students are increasingly technological, active and voracious in acquiring knowledge. In general, students today are “digital natives” and teachers aged 40 and over are mostly “technological migrants” which puts the faculty at a disadvantage that has to be reduced to the maximum.
- Model approximation of an arm of the NAO™ robot using system identification(IEEE, 2021-02-26) Jimenez Vazquez, Enrique; Ayala Rodriguez, Julieta; Navarro Duran, David; López Caudana, Edgar Omar; https://ror.org/03ayjn504This paper proposes a methodology to obtain a model approximation for the SoftBank NAO™ robot. It is worth to stress that the NAO™ robot is a closed commercial platform, namely, most of the parameter values are not available. Then, to improve the knowledge about dynamic behavior and to carry out further analysis, a mathematical model is necessary. The identification is achieved by basic knowledge form undergraduate control engineering courses, such as system identification, classic control, state space and robot dynamics. Model identification allow us to obtain unknown parameters of a first-order approximation of the mechanical dynamics for the NAO™ robotic arm. Additionally, a theoretical dynamic model is obtained by means of the Euler-Lagrange approach. Both viewpoints are complemented in order to compute the missing model parameters and to obtain a satisfactory approach. This demonstrates that even simple models can replicate without significant error the system dynamics.
- RoboTICs:Implementation of a robotic assistive platform in a mathematics high school class(IEEE, 2019-08-01) López Caudana, Edgar Omar; Baltazar Reyes, German; Garcia Acevedo, Rodrigo; Ponce Cruz, Pedro; Mazon, Nancy; Membrillo Hernández, Jorge; https://ror.org/03ayjn504The Mathematics program created by the Mexican Ministry of Public Education (SEP) aims to have high school students with active development of a critical, logical thinking, creativity, and broad general knowledge to be able to argue and structure their ideas practically and logically. Although there have been constant changes in educational programs to improve, Mexico has consistently placed itself in the last places of The Program for International Student Assessment (PISA), a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. One of the reasons given is that Mexican students are not sufficiently motivated during classes, resulting in a decline in academic qualifications. In the present report, we developed and implemented an experimental protocol that allows us to improve the levels of focusing on high school students during a math class using an NAO robot. Three different scenarios were studied: one with a mathematics teacher traditionally giving a complete class, another where the robot teaches the course and finally one where both the teacher and the robot cooperate to provide explanations and exercises. Electroencephalogram (EEG) readings were used in the students to observe levels of attention, while a group of Psychology students monitored their physical behavior through a body language analysis protocol.
- Student engagement outside the classroom:analysis of a challenge-based learning strategy in biotechnology engineering(IEEE, 2019-04-09) Membrillo Hernández, Jorge; Muñoz Soto, Rodrigo Balam; Rodríguez Sánchez, Álvaro C.; Díaz Quiñonez, José Alberto; Vázquez Villegas, Olga Patricia; Castillo Reyna, Josefina; Ramírez Medrano, Alicia; Escuela de Ingeniería y Ciencias, Tecnológico de Monterrey; https://ror.org/03ayjn504Currently, there is great concern about the increasing percentage of school dropouts at all school levels, therefore student engagement has been at the center of the discussion of the use, design and implementation of innovative teaching techniques that promote student interest, awaken passion for the discipline of each program and through educational activities decrease the percentage of desertion in undergraduate studies. The Tec21 model, implemented at the Tecnologico de Monterrey, aims to reduce school dropout through the acquisition of new knowledge through the resolution of real-life challenges. Here we report on a learning experience based on the Tec21 model for students of the Biotechnology Engineering program who were taken out of the school to the Epidemiological Diagnosis and Reference Institute and exposed to solve challenges related to the analysis of nucleotide sequences of genomes of current infectious germs. Study modules to support the solution of the challenges were designed to boost transversal competences such ethics, collaborative work, resilience and critical thinking. Analyses of achievement indicators, such as learning gain, and a student engagement survey showed that this active learning experience was 20 to 40% more efficient than that of students who remained in traditional classroom education. Interestingly, the academic challenge, the active learning, the staff-student interaction, the enriching educational experience, the supportive learning environment and work interacting learning, were also considerably higher. Our results support the idea that student achievement is directly linked to engagement and demonstrated that having a Challenge Based Learning experience helps to increase student´s commitment.
- 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 MonterreyMassive 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.
- Gamification in MOOCs: Engagement application test in energy sustainability courses(IEEE, 2019-03-05) Romero-Rodriguez, Luis M.; Ramirez-Montoya, Maria Soledad; Valenzuela González, Jaime Ricardo; Tecnologico de MonterreyMassive 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 study 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 (E-MIGA). 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.