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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- Fostering 4.0 digital literacy skills through attributes of openness: a review(Athabasca University, 2024-11-01) Chiappe, Andrés; Díaz Ramírez, Juan Manuel; Ramírez Montoya, María Soledad; https://ror.org/02sqgkj21; https://ror.org/03ayjn504During the last decade, a growing interest in open educational resources (OER) has developed among educational researchers worldwide. This trend involves the examination of possible effects over diverse learning domains such as the development of literacy and digital skills in the context of the fourth industrial revolution. To address this matter, a systematic literature review was conducted using PRISMA processes on 62 research articles published in high-impact peer-reviewed journals indexed in two major academic databases (Scielo and Scopus). Data collected during this literature review showed certain conditions that must be met to ensure a successful learning setup when OER are involved. Moreover, qualitative analysis revealed that certain attributes of openness are often more influential than others in the development of adequate literacy skills for the artificial intelligence era; also, there is an overall positive perception, from students and teachers alike, about the introduction of the attributes of openness and open materials into learning practices.
- Co-designing a financial literacy videogame: A participatory research-based approach in complex scenarios(ESIC 2024, 2024-10-13) Ramírez Montoya, María Soledad; Patiño Zúñiga, Irma Azeneth; Villalba Condori, Klinge Orlando; https://ror.org/03ayjn504This study examines the co-design of a financial literacy videogame as a pedagogical innovation aimed at fostering sustainable economic principles among university students. The co-design process and game development is informed by the needs and preferences of its end-users to ensure the game's educational content is relevant and impactful. This methodology brings together learners, educators, and game developers to co-design a financial literacy video game integrating educational technology and e-learning principles to create an inclusive, engaging learning environment. By simulating real-world financial dilemmas within the game's narrative, players experience firsthand the consequences of their choices, encouraging critical reflection on their personal and collective financial behaviors. Players navigate complex financial scenarios, promoting strategic thinking and responsible decision-making. The effectiveness of the game was assessed using a mixed-methods approach, evaluating financial knowledge, attitudes, and behaviors. Findings indicate participants demonstrated marked improvements in financial knowledge, and decision-making skills. The paper discusses the implications of these results, the potential of gamification in learning complex subjects, and the advantages of participatory design in creating meaningful educational experiences.
- Designing a digital ecosystem for complex thinking: Integrating open educational resources with sustainable development goals(ESIC 2024, 2024-10-13) Ramírez Montoya, María Soledad; Turpo Gebera, Osbaldo; https://ror.org/03ayjn504This paper presents an approach to sustainability education through the design and testing of a digital ecosystem integrating Open Educational Resources (OER) within complex learning environments. By employing OER in the pedagogical strategy, the study aligns with the United Nations' Sustainable Development Goals, aiming to ensure inclusive and equitable quality education. We examine how these resources, coupled with self-regulated learning strategies, prepare learners to address sustainability challenges. The research demonstrates the utility of OER in facilitating accessible innovative teaching and learning methods that can be customized to various educational contexts, supporting curriculum development that embeds sustainable principles. The role of OER in educational technology and e-learning is explored, emphasizing their potential to democratize access to education and enable a participatory approach to learning. The findings indicate that OER facilitate the acquisition of knowledge and skills pertinent to sustainability and empower learners to become proactive, self-directed participants in their educational journey towards sustainability. Finally, the paper offers insights into inclusive education practices that foster sustainability, thereby contributing to a more sustainable future.
- The transformative potential of Open Educational Resources for teacher education and practice(Taylor @ Francis Online, 2024-09-30) Cubides Lopez, Sandra Milena; Chiappe, Andres; Ramírez Montoya, María Soledad; https://ror.org/02sqgkj21; https://ror.org/03ayjn504Open educational resources (OER) have significant potential for transforming teacher education in developing countries, yet this remains underexplored. This systematic literature review analyzes 98 articles to understand the impact and innovative prospects of OER’s ‘openness’ attributes on teacher education over the past two decades. While free access to OER is a crucial benefit and contributes to teacher education programmes, effective OER use relies on the proper application of other attributes. Thus, adaptation allows tailoring of materials to specific needs, promoting flexibility and contextualised learning, which are vital for effective teacher education. Free access addresses barriers like the digital divide and ensures content quality and sustainability, enabling equitable access to educational resources. Collaborative practices through OER foster knowledge co-construction and the development of essential 21st-century skills for teachers. The combination of formal and informal learning and remixing enriches teacher education by integrating structured curricula with personalised learning paths. This broader view of ‘openness’ beyond mere access provides insights for reshaping teacher education programmes to be more innovative and responsive to the evolving needs of educators in developing countries. The findings offer guidance for policies and practices to cultivate a new generation of empowered, adaptive teachers through OER integration.
- Global insights in giftedness research: mapping current characteristics and challenges(2024-09-17) Quintero Gámez, Lorena Alicia; Sanabria Zepeda, Jorge Carlos; Tecnologico de Monterrey; https://ror.org/03ayjn504; Tarman, BulentIdentifying gifted students in today’s complex context requires precision in both the definition of the concept and its constituent characteristics. However, there are discrepancies worldwide in the instruments established to diagnose gifted students. This study undertook a systematic literature review (SLR) to identify the most representative characteristics of this profile. A database of 676 articles from Scopus and WoS was analyzed, of which 37 were screened for further study using a content analysis approach. The study aimed to answer two research questions: (1) What are the prevailing characteristics of research on giftedness? (2) What are the challenges and barriers to current research and practice in gifted research? These inquiries were addressed through a series of disaggregated questions divided into four categories: publication metrics, study methodology, identification and support of giftedeness, and technology used. The main findings were a) the lack of standardized measures for identifying gifted individuals; b) the important role of teacher training in identifying and supporting gifted profiles; and c) the inherent limitations of research on giftedness, which constrain the generalizability of its findings. It was concluded that emotional intelligence plays a critical role in giftedness. Key challenges identified include discrepancies in giftedness identification instruments and the impact of cultural and socio-economic factors on gifted education.
- Theoretical analysis of the piston ring pack for predicting friction and power loss in an internal combustion engine(University of Belgrade, Faculty of Mechanical Engineering, Kraljice Marije 16 (room 502), 11000 Belgrade, Serbia, 2024-09-09) Menacer, Brahim; Narayan X, Sunny; Tuninetti, Víctor; Department of Mechanics and Advanced Materials, Campus Monterrey, School of Engineering and Sciences, Tecnológico de Monterrey, Av. Eugenio Garza Sada 2501 Sur, Tecnológico, 64849 Monterrey, N.L., Mexico; https://ror.org/023rr0h32; https://ror.org/03ayjn504; https://ror.org/04v0snf24; Radaković, ZoranThe piston ring is considered an essential element in the operation of the internal combustion engine to improve its efficiency and reduce its emissions. It is resistant to high temperature and high-pressure gases in the combustion chamber. A one-dimensional analysis method of lubrication between piston rings and cylinder liner in mixed lubrication conditions is developed in this article by using the GT-Suite simulation software. We applied the finite difference numerical method to solve the Reynolds equation to obtain the variation during an engine cycle of the following parameters; film thickness, frictional force, and power loss. The solution results presented can be used to improve the design of the piston ring pack in internal combustion engines and is available for industry usage.
- Computational shape design optimization of femoral implants: towards efficient forging manufacturing(MDPI, 2024-09) Tuninetti, Víctor; Fuentes, Geovanni; Oñate Soto, Angelo Giovanni; Narayan X, Sunny; Celentano, Diego; García Herrera, Claudio; Menacer, Brahim; Pincheira, Gonzalo; Garrido, César; Valle, Rodrigo; Department of Mechanics and Advanced Materials, Campus Monterrey, School of Engineering and Sciences, Tecnológico de Monterrey, Av. Eugenio Garza Sada 2501 Sur, Tecnológico, 64849 Monterrey, N.L., Mexico; https://ror.org/04v0snf24; https://ror.org/0460jpj73; https://ror.org/03ayjn504; https://ror.org/04teye511; https://ror.org/02ma57s91; https://ror.org/023rr0h32; https://ror.org/01s4gpq44; https://ror.org/04dndfk38; NARAYAN, ROGERTotal hip replacement is one of the most successful orthopedic operations in modern times. Osteolysis of the femur bone results in implant loosening and failure due to improper loading. To reduce induced stress, enhance load transfer, and minimize stress, the use of Ti-6Al-4V alloy in bone implants was investigated. The objective of this study was to perform a three-dimensional finite element analysis (FEA) of the femoral stem to optimize its shape and analyze the developed deformations and stresses under operational loads. In addition, the challenges associated with the manufacturing optimization of the femoral stem using large strain-based finite element modeling were addressed. The numerical findings showed that the optimized femoral stem using Ti-6Al-4V alloy under the normal daily activities of a person presented a strains distribution that promote uniform load transfer from the proximal to the distal area, and provided a mass reduction of 26%. The stress distribution was found to range from 700 to 0.2 MPa in the critical neck area of the implant. The developed computational tool allows for improved customized designs that lower the risk of prosthesis loss due to stress shielding.
- MAICC model: development of complex thinking through citizen science project evaluation(Frontiers, 2024-08-30) Olivo Montaño, Pamela Geraldine; Sanabria Zepeda, Jorge Carlos; Molina Espinosa, José Martín; Quintero Gámez, Lorena; Velarde Camaqui, Davis; Sánchez Salgado, Lisset Abril; Gonzalez Mendoza, Miguel; Breda, Adriana; Morales Maure, Luisa; Álvarez Icaza Longoria, Inés; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/021018s57; https://ror.org/0070j0q91; Montoya, Miguel AAs traditional education systems struggle to keep up with technological advances, incorporating open science into Education 5.0 is critical to addressing student skills gaps. In this study, the MAICC model is introduced, a tool designed to foster complex thinking in higher education students through the evaluation of citizen science projects. It integrates research-based learning and service learning, and helps develop critical and reflective skills by applying them to real-life settings. To assess student engagement and skills development, a mixed methods approach combining qualitative and quantitative analysis was used. Findings indicate that the MAICC model promotes complex thinking, enhances critical thinking through citizen science project evaluation, and features an emphasis on citizen science and educational technology. Discussion highlights citizen science’s important role in education and suggests future research exploring its wider application across disciplines and contexts to enhance 21st century skills.
- Scale to measure student perception in collaborative online international learning experiences: design and validation(Frontiers, 2024-08-15) Rozo Garcia, Hugo Alexander; Alcántar Nieblas, Carolina; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504Digital education is favorably positioned as a learning option; it employs various strategies, pedagogies, and methodologies, including collaborative online international learning experiences (COIL). This alternative, inherent to the digital era, transcends traditional educational methods by boosting technology to enhance learning experiences. Its given purpose is to improve learning gains, foster interculturality, internationalizing the curriculum, and strengthening skills necessary for the 21st century. Moreover, it can potentially address global educational needs that have not been fulfilled in the past.
- Navigating the pitfalls: analyzing the behavior of LLMs as a coding assistant for computer science students - a systematic review of the literature(IEEEXplore, 2024-08-14) Pirzado, Farman Ali; Ahmed, Awais; Mendoza Urdiales, Roman Alejandro; Terashima Marin, Hugo; https://ror.org/03ayjn504; https://ror.org/04qr3zq92In recent years, large language models (LLMs) have been employed significantly in different domains of computing education. Nevertheless, these models have been focused on essential adherence to their integration as coding assistants in computing education. However, attention has been switched to thoroughly examining and analyzing LLM behavior, particularly in computing education for programming tasks such as code generation, code explanation, and programming error message explanation. Therefore, it becomes imperative to understand their behavior to examine potential pitfalls. This article addresses this gap systematically and details how different LLM-based coding chatbots, such as ChatGPT, Codex, Copilot, and others, react to various coding inputs within computing education. To achieve this objective, we collected and analyzed articles from 2021 to 2024, and 72 studies were thoroughly examined. These objectives include investigating the existing limitations and challenges associated with utilizing these systems for coding tasks, assessing their responses to prompts containing coding syntax, examining the impact of their output on student learning, and evaluating their performance as debugging tools. The findings of this review highlight that it is premature to incorporate these systems into computing education due to their limitations that may limit their effectiveness as comprehensive coding assistants for computer science students. These limitations include issues with handling prompts containing code snippets, potential negative impacts on student learning, limited debugging capabilities, and other ineffectiveness. The finding also reports multiple research directions that can be considered in future research related to LLMs in computing education.
