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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- Unveiling success: an analysis of academic performance predictors in a private high school in mexico through learning analytics(Springer Link, 2024-08-05) Velarde Camaqui, Davis; Peláez Sánchez, Iris Cristina; Viehmann, Cristina Mariana; https://ror.org/03ayjn504The article explores the effect of fathers’ educational level and high school type on the academic performance of students in three faculties of a private university in Mexico. Learning analytics helps to this research, so the study uses a quantitative analysis and a two-factor ANOVA model to examine the relationship between socioeconomic variables and academic variables on student performance. The dataset includes sociodemographic and academic information of first-semester students, as well as enrollment in different academic programs. The results show that students who graduated from the same system preparatory school have higher academic performance compared to students who did not. Additionally, the educational level of the father has a significant effect on academic performance. When analyzing results by academic career, it is observed that the effect of type of high school on academic performance is significant in the Medicine population but not in the Engineering population. There is also a significant difference in academic performance between the type of high school graduates and non-graduates in the Engineering population. In conclusion, the study highlights the importance of socioeconomic variables and high school characteristics in predicting academic performance. The findings can provide insights for improving educational practices and interventions to enhance student outcomes.
- Equity in hyperconnectivity: are there gender differences in the metaverses?(Springer Link, 2024-08-05) Peláez Sánchez, Iris Cristina; Velarde Camaqui, Davis; https://ror.org/03ayjn504Digital natives have the opportunity to live in a hyperconnected world; however, differences still exist in society, such as the gender digital divide. Thus, the metaverse represents an option for hyperconnected interaction, although there is still a knowledge gap regarding the differences in interaction among young people in this digital environment. The study’s main objective was to compare the interaction of digital natives in the metaverse. The study population (n = 88) was established based on the age of adolescents between 15 and 29 years old identified as digital natives with constant digital interaction. The study results demonstrate that metaverses are virtual environments where young people can interact similarly, as evidenced by the Mann-Whitney U test (p = .769 > .05). However, each dimension showed notable results. For instance, regarding behavior, women (n = 19, 47.5%) exhibited positive behavior, while men considered their behavior hostile within the metaverse (n = 18, 37.5%).
- Explorando los desafíos emocionales en tiempos de COVID-19: el impacto del estado de ánimo en la satisfacción académica de los estudiantes universitarios de ciencias farmacéuticas en los Países Bajos(2023-12-05) Peláez Sánchez, Iris Cristina; Velarde Camaqui, Davis; Viehmann, Cristina Mariana; Tecnológico de Monterrey; Consejo Mexicano de Investigación Educativa (COMIE)El confinamiento redujo eficazmente la propagación del COVID-19 al limitar los contactos sociales, pero tuvo efectos psicológicos significativos, como estrés, ansiedad y depresión. Este estudio analizó el impacto de los efectos psicológicos, la situación de vida y ciertas variables demográficas en la satisfacción académica de 341 estudiantes universitarios de Ciencias Farmacéuticas en los Países Bajos. Los hallazgos revelan que el estrés (𝛽=-.224, p=0.004) influyó significativamente en los niveles de satisfacción académica, mientras que la ansiedad y la depresión no mostraron influencia significativa. Este estudio resalta la importancia de monitorear la salud mental de los estudiantes para mejorar su satisfacción y rendimiento académico.
- Digital gender gap at the high school level: the case of computer technicians in Mexico(2023-07-15) Peláez Sánchez, Iris Cristina; George Reyes, Carlos Enrique; Glasserman Morales, Leonardo David; Tecnológico de Monterrey; https://ror.org/03ayjn504The gender gap has generated inequalities in women due to barriers that limit their progress and participation in various areas of their lives. Barriers and inequalities that bound women within the digital world have been identified, generating a fracture called the digital gender gap or gender digital divide. This phenomenon can be maximized or decreased depending on diverse factors such as access to education or development of digital skills. In this regard, a lack of aspirations to select scientific and technical paths among young people has been observed due to this digital fracture. The complexity has been evidenced in young women underestimating their digital abilities and having a technophobia that directly limits their interaction within the digital world. This study presents the results of the digital media literacy level of 124 participants (men=73, women=44, and non-binary students=7) in a technical high school in Mexico related to their educational experience and their perception of activities and school spaces. Men with a positive perception exhibit a higher level of media literacy (M=75.26, SD=11.675) compared to those with a negative perception (M=67.05, SD=15.309). On the other hand, women with a positive perception have a higher level of media literacy (M=77.78, SD=10.744) than women with a negative perception (M=64.25, SD=13.134). These results highlight the importance of promoting activities and school spaces that foster communicative and media skills, especially among women, with the aim of closing the gender gap in the digital realm.
- Gender digital divide: the complexity of digital media literacy among high school students with professional technical training in Mexico(2023-07-15) Peláez Sánchez, Iris Cristina; George Reyes, Carlos Enrique; Glasserman Morales, Leonardo David; https://ror.org/03ayjn504; The International Academic Forum (IAFOR)Nowadays, society faces a new era of digitization and virtualization due to the Fourth Industrial Revolution. This era has influenced all the complex aspects of human life. Therefore, it is vital to promote the digital media literacy of students in all educational levels, but it is needed in high school as a step before higher education. On the other hand, the digital gender divide represents a digital fracture that causes a lower representation of women in the digital world and access to STEM careers, even affecting female students' learning due to factors such as technophobia or stereotypes associated with feminine and masculine roles. This study presents the perception of the complex level of digital media literacy of 124 students (men=73, women=44, and non-binary students=7) in a high school center with technical professional training in computer science in Mexico. The data collection employed an instrument that measured three dimensions of digital media literacy based on gender. The sample considered just male participants in all groups, highlighting a gender gap in technical and professional education. However, men had a lower level in all three dimensions: Access to Digital Information (ADI) (M=3.05), Interpretation of Digital Information (IDI) (M=3.05), and Production and Socialization of Digital Communication (PSDC) (M=3.02) compared to women (ADI: M=3.10; IDI: M=3.10; PSDC: M=3.21). Although the results indicate differences in media literacy among high school students with professional technical training, the interaction between men and women is highly similar.
- Desigualdades y diferencias que promueven la brecha digital de género en la actualidad y limitan la inclusión digital de mujeres(2022-11-12) Peláez Sánchez, Iris Cristina; Glasserman Morales, Leonardo David; Instituto Tecnológico y de Estudios Superiores de Monterrey; Red de Investigadores Educativos Chihuahua A.C.La brecha digital de género (BDG) es un fenómeno que limita específicamente a las mujeres en el mundo digital. La BDG exhibe las desigualdades de acceso, uso y apropiación de las tecnologías de la información y la comunicación (TIC) de las mujeres respecto a sus pares. Por lo que se requiere identificar las diversas barreras y desigualdades que siguen sumergiendo a las mujeres en esta brecha digital. Además, este fenómeno multidimensional exterioriza las diferencias que existen entre el uso y apropiación de las TIC entre hombres y mujeres, lo que afecta su integración en el mundo digital dentro de diversos ámbitos: social, educativo, laboral, entre otros. Para tal fin, se realizó una revisión de literatura con la intención de identificar las principales diferencias y desigualdades con respecto a la BDG y la inclusión digital de mujeres a través de un análisis documental con datos cualitativos empleando la herramienta de MAXQDA. Los resultados muestran que sigue existiendo una predominante barrera en este fenómeno, los estereotipos y roles de género que sumergen a la mujer en una exclusión digital. Además, se identificaron diferencias de: a) interacción y uso de las TIC y b) actitud e interés hacia las TIC. The gender digital divide (GDB) is a phenomenon that limits explicitly women in the digital world. The GDB shows the inequalities of access, use, and appropriation of women's information and communication technologies (ICTs) concerning their peers. It is, therefore, necessary to identify the various barriers and inequalities that continue to immerse women in this digital divide. In addition, this multidimensional phenomenon externalizes the differences between the use and appropriation of ICTs between men and women, which affects their integration into the digital world in various areas: social, educational, and labor, among others. The study is a literature review that seeks to identify the main differences and inequalities related to GDD and women's digital inclusion through a documentary analysis with qualitative data through MAXQDA. The results show that there is still a predominant barrier to this phenomenon, gender stereotypes and roles that submerge women in digital exclusion. In addition, differences were identified in: a) interaction and use of ICTs and b) attitude and interest towards ICT.