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%).
- Augmented reality as a driver to enhance engagement in high school students(Springer Link, 2024-08-05) Velarde Camaqui, Davis; Sanabria Zepeda, Jorge Carlos; https://ror.org/03ayjn504Educational innovation supported by Information and Communication Technologies (ICT) is presented as a way to promote quality education and improve student competencies. The integration of ICTs in schools facilitates access to information and knowledge, eliminating barriers of time and space. To achieve effective integration, it is important to consider Technologies for Learning and Knowledge (TAC), which seek to understand the entire teaching-learning process. Technologies such as augmented reality (AR) have proven to provide immersive experiences and enriching education, by offering significant opportunities to interact with different scenarios and facilitate the understanding of complex concepts. However, studies on the implementation of AR in education have mainly focused on the university level, but research has also been conducted at secondary and elementary school levels, showing positive effects on socio-emotional aspects, cognitive development and academic performance. Thus, the implementation of AR at the high school level is a niche to improve students’ academic engagement and motivation. To address this topic, a mixed study combining quantitative and qualitative approaches is proposed. This is achieved by implementing a Systematic Literature Review and proposing an AR initial incorporation model. The results show a lack of implementation of AR at the high school level. The implications of this study include to make a valuable contribution to the instructional design and technology field, specifically as a case study for high school education, which is an area that warrants additional investigation, particularly in Latin American contexts.
- Instructional design for AR learning experiences: impact on academic engagement(2024) Velarde Camaqui, Davis; Quintero Gámez, Lorena; Sanabria Zepeda, Jorge Carlos; https://ror.org/03ayjn504; University of AlicanteAugmented Reality (AR) has emerged as a revolutionary tool in the educational domain, offering new forms of interaction and learning. Recent studies have shown that AR can significantly increase student motivation and engagement by allowing them to interact with content in a more immersive manner. Furthermore, AR facilitates the visualization of abstract concepts, making learning more acces-sible and comprehensible for students of varying levels. Despite these benefits, its integration into mainstream courses presents several challenges to its imple-mentation. This study aims at assessing a technological instructional design con-ceived to promote academic engagement in an AR-supported course. A quasi-experimental design was adopted based on the research-by-design methodology. The intervention with 160 high school students was facilitated through the Edu-AR platform, which offers various AR resources. The results indicated that the experimental group showed a significant increase in academic engagement com-pared to the control group. Qualitative findings revealed that structured AR activi-ties were highly engaging and helped students understand complex concepts, though technical challenges and the need for teacher training were noted. These findings suggest that a systematic and continuous approach to AR integration can positively influence student engagement and offer new perspectives for educators and instructional designers. The study highlights the importance of incorporating AR in a planned manner and providing ongoing support to teachers to maximize its educational potential.
- Comparison of the effectiveness of flipped classroom using videos and ChatGPT in chemical engineering education(2024) Velarde Camaqui, Davis; Delgado Fabián, Mónica; https://ror.org/03ayjn504; University of AlicanteThe teaching of chemical engineering in higher education presents multiple challenges due to the complexity and abstraction of its fundamental concepts. Traditional methodologies often fail to fully engage students or foster deep understanding, highlighting the need for innovative pedagogical approaches. This study compares the effectiveness of two tools used in the flipped classroom methodology: educational videos and ChatGPT, an interactive artificial intelligence tool. Conducted over the second semester of 2023 with 45 third-semester Chemical Engineering students at a private university in Mexico, the study randomly assigned students to either the video group or the ChatGPT group. Data was collected using the PEPAI questionnaire, supplemented by classroom observations and performance assessments. The Mann-Whitney U test revealed significant differences in notetaking and preparedness for class exercises, with the video group outperforming the ChatGPT group. However, no significant differences were found in other areas such as content clarity, time spent, and ease of collaborative activities. These findings suggest that while ChatGPT has potential, it is still in a settling phase for both students and teachers. The study underscores the importance of careful integration of new technologies in education and provides practical guidelines for enhancing flipped classroom experiences.
- 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.
- Flowchart for choosing inferential statistical test(IATED DIGITAL LIBRARY, 2023-11-15) Velarde Camaqui, Davis; Díaz Méndez, Rosa Elvia; https://ror.org/03ayjn504It has been reported in the academic literature that higher education students, particularly from disciplines that do not focus on mathematics, deal with adverse emotions when faced with problems related to statistics (Feinberg & Halperin, 1978). This phenomenon can impair the learning process and has been linked to negative academic outcomes (Onwuegbuzie & Daley, 1999). It has been suggested that providing students with additional support material may be a valuable alternative in this context (Martyn Chamberlain et al., 2014). Flowcharts are a type of graphic organizers that seek to show the sequence of steps to be followed within a process (Grosskinsky et al., 2019), basically, they help to represent algorithms in a graphical way. The present work proposes a flowchart based on scientific evidence that serves as a guide for the student, in order to allow him to make better decisions when choosing the appropriate statistical test according to his research objectives. Particularly, it focuses on tests of inferential statistics, such as those that fall into the categories of normality, associations, correlations, differences and experimental. As in other studies focused on the realization of a flow diagram (Edward & Rosli, 2021; Toledo-Chávarri et al., 2020; Yanco et al., 2019), the methodology of this paper was the summarized realization of different theoretical proposals where the recommended proposals to recognize the proposed research hypotheses are made known. In conclusion, this paper presents a summary of scientific evidence where researchers, new or not, can make decisions when choosing inferential tests, especially in the social sciences.
