Conferencia
Permanent URI for this collectionhttps://hdl.handle.net/11285/636053
Presentación o disertación realizada dentro de un congreso o evento similar, o como evento académico independiente, tales como: Conferencia inaugural, conferencia magistral, conferencia de clausura.
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- Promoción y facilitación de la cooperación internacional para la educación y/o ciencia abierta(2025-01) Martínez Pérez, Sandra; Patiño Zúñiga, Irma AzenethConferencia Magistral: Promoción y facilitación de la cooperación internacional para la educación y/o ciencia abierta - Estancia UNESCO 2025
- Formative assessment in DGBL: a qualitative analysis of players perceptions of game-based feedback in complex scenario(Springer Link, 2024-10-23) Ramirez Montoya, María Soledad; Patiño Zúñiga, Irma Azeneth; Hernandez, L. E.; https://ror.org/03ayjn504Formative assessment in Digital Game-Based Learning (DGBL) involves evaluating students' learning progress through interactions within a game environment. This study aimed to analyze players’ perceptions of game-based feedback during a DGBL intervention among university students. Utilizing a qualitative approach, data were gathered through learning analytics embedded in the game, an online survey and video recordings of the game sessions. The study engaged 11 university students enrolled in a private higher education institution in Mexico, analyzing the data through content analysis and descriptive statistics. The study identified several key findings: (a) the game provided four types of feedback: guided, diegetic, outcome, and static; (b) these feedback types are integrated with game mechanics, quizzes, minigames, and NPCs; (c) perceptions of content-related feedback efficacy varied, with 27.3% average, 54.5% good, and 18.2% excellent, while game-related feedback was rated 9.1% poor, 36.4%average, 45.5% good, and 9.1% excellent; (d) specific feedback types influenced players’ financial behaviors, such as investing and saving strategies. These findings have significant implications for educational communities and decisionmakers, highlighting the importance of effectively integrating feedback mechanisms in educational games to enhance learning outcomes and behavior modification.
- Serious games affordances in financial complex scenarios: an activity theory analysis(Springer Link, 2024-10-23) Ramirez Montoya, María Soledad; Patiño Zúñiga, Irma Azeneth; Morales Chan, Miguel Antonio; Cárdenas Rodríguez, Yiny Paola; https://ror.org/03ayjn504Serious Games in education are designed to foster learning and skills development through structured play, specifically targeting educational outcomes rather than entertainment. This study aims to identify the learning affordances of a Serious Game for enhancing financial literacy among university students within complex financial scenarios. This study aimed to identify the learning affordances of a serious game designed to enhance financial literacy among university students, particularly within complex financial scenarios. Utilizing a qualitative research design, data were collected through a combination of surveys with open-ended questions and learning analytics derived from the game. Activity Theory-based content analysis was conducted on responses from 143 university students at a private institution in Mexico, using QDA Miner 5. The findings from this study reveal: (a) a diversity of perceived learning gains across six financial domains—Budgeting, Savings, Credit and Debt, Retirement, Investments, and Other; (b) a significant emphasis on financial concepts and the management of minor expenses, highlighting the game’s focus on comprehensive money management skills; and (c) key game elements linked to learning gains included savings minigames, ant minigames, quizzes, tasks, and time constraints. These results underscore the potential of serious games in fostering a practical understanding of financial literacy, suggesting important implications for educational communities and decision-makers in designing and implementing more effective educational technologies.
- Usage pédagogique des jeux numériques en classe : conceptions et compétences numériques des futurs enseignants de FLE(2023-11-16) Patiño Zúñiga, Irma Azeneth; Valdez Vega, Orlando; Martínez Cantú, Aurora Guadalupe; Serrato Salazar, Dan Isaí; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/007y6q934L'utilisation de jeux numériques dans l'enseignement continue d'augmenter vu qu’ils offrent des possibilités d'apprentissage interactif et motivant pour les apprenants (Marín-Diaz et al., 2020), mais leur utilisation en classe dépend des conceptions et des compétences numériques des enseignants (Venkatesh et al., 2003). Cette étude vise à examiner les perceptions des futurs enseignants de FLE pour développer leur formation professionnelle en matière d'utilisation pédagogique des jeux numériques.
- Training teaching personnel in incorporating generative artificial intelligence in higher education:A complex thinking(2023-08) Ramírez Montoya, María Soledad; Oliva Córdova, Luis Magdiel; Patiño Zúñiga, Irma Azeneth; https://ror.org/03ayjn504; https://ror.org/00prsav78With the growing popularity of generative artificial intelligence models, there is a need to train educators with the knowledge and skills to leverage these technologies for enhanced learning experiences. This paper presents the results of a study that aimed to analyze the perspectives of educators regarding the integration of generative artificial intelligence for teaching in formal educational settings. The study employed a survey method of data collection to examine the views of 115 educators working in higher education institutions in Ecuador, Guatemala, and Mexico. The findings suggest that educators perceive AIbased tools as valuable resources for enhancing various aspects of teaching and learning given that most of the participants expressed positive perceptions of the AI-based tools for automated assessment and student emotion detection. Additionally, educators identified challenges and limitations related to the digital divide and unequal access to technology. Their participants' concerns include the potential replacement of teachers, dependence on technology, ethical considerations surrounding bias, data privacy as well as academic integrity when utilizing AI-assisted tools related to the originality and authorship of AI-generated content. This research provides insights into the current state of the field in the Latin American region and recommendations to train educators to effectively integrate generative AI in higher education institutions.
- Exploring the potential of game-based learning for promoting academic integrity and complex thinking(TEEM, 2023) Ramírez Montoya, María Soledad; Alfaro Ponce, Berenice; Patiño Zúñiga, Irma AzenethAcademic integrity refers to the adherence to ethical principles and values in academic settings. It involves the responsible and ethical use of information, proper citation and referencing, avoidance of plagiarism, honesty in examinations and assignments, and compliance with institutional and disciplinary guidelines and policies. The aim of this paper is to present the results of a game based intervention designed to train university students in academic integrity and complex thinking. In this qualitative study, thematic analysis was utilized to analyze data collected using an online questionnaire. Participants’ responses reveal their interactions with the game allowed them to openly discuss academic integrity issues in a safe, consequence-free environment. Our findings indicate that (A) the use of games as a means of interaction is a feasible approach to raise students' awareness of academic integrity since they allow open discussions on strategies to avoid involvement in situations of academic dishonesty; (B) the game mechanics designed to generate student interactions allow for the development of the sub-competencies of complex thinking; and (C) most of the participants perceived the game as a playful and useful learning experience. This research sheds light on the potential of game-based interactions to foster constructive dialogue and reflection on academic integrity.
