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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- Competencies for sustainable development and open education: research in higher education(Springer Link, 2024-10-23) Montes Martínez, Ruth; Portugal Toro, Arlene; Tworek, Michael; Antón Ares, Paloma; Ramirez Montoya, María Soledad; https://ror.org/03ayjn504Transforming society to create a sustainable world requires structural changes in each person’s perceptions and actions. This research aimed to identify the sustainable development competencies possessed or evidenced by future primary education teachers, and the skills they must use and reuse to design resources and open educational practices for learning or educating about sustainable development. The study employed a mixed research method with a sample of 28 students with bachelor’s degree in Primary Education who participated in a learning experience focused on developing educational and social entrepreneurship projects with a vision of sustainable development. The students responded to a Likert scale questionnaire to self-evaluate their knowledge, skills, and attitudes regarding sustainable development and open education. The projects developed by the students were analyzed, and a focus group was held to learn their opinions regarding the experience and learning. The results show a significant change in the students regarding a) knowledge about sustainable development, b) skills and actions for open education, c) awareness about sustainable development, and d) values and actions focused on sustainable development.
- 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.
