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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- Horizons of education 5.0 with AI through strategic leadership in the global context: case study research(IEEE Xplore, 2025-01-01) Ramirez Montoya, María Soledad; Maraboto Quepons, José Manuel; Enciso González, Juan Antonio; Miranda Mendoza, Jhonattan; https://ror.org/03ayjn504In the rapidly evolving landscape of education, the concept of Education 5.0 emerges as a transformative paradigm that integrates personalized learning, sustainable development, Artificial Intelligence (AI), and advanced technologies. How can educational institutions integrate AI and advanced technologies in the framework of Education 5.0 and Global Strategic Leadership to enhance personalized learning, promote sustainable development goals (SDGs), and facilitate innovative solutions in dynamic educational environments? This study investigates the case of the postgraduate course “Strategic Leadership in the Global Context,” where the Horizons Architecture method was applied with AI and advanced technologies to identify Education 5.0 components that foster innovative learning environments. The research employed the case study method, with the key components of Education 5.0: competencies, method, technology, infrastructure, stakeholders, and sustainability. The study population included managers, directors, and business leaders. The results indicated that (a) personalized learning links to shared goals for sustainable development; (b) Horizon scanning facilitates the search for solutions for all stakeholders; (c) the strategic integration of AI and advanced technologies enhances personalized learning experiences; (d) strategic leadership fosters agility and open innovation; and (e) collaborative partnerships drive sustainable educational transformations. This research provides a differentiated perspective for educational communities, society at large, and policymakers by illuminating pathways to navigate the complexities of Education 5.0. It underscores the imperative of proactive leadership and strategic foresight to shape future-ready educational ecosystems.
- Harnessing open language models: a systematic literature review unleashing AI's potential for a smarter future(IEEE Xplore, 2025-01-01) García-López I.M., Ramirez-Montoya M.S., Molina-Espinosa J.M.; https://ror.org/03ayjn504This study provides a systematic literature review (SLR) on Open Large Language Models (OLLM), which are large-scale natural language processing (NLP) models with accessible source code, configuration, and training data for the community. Recent advances in supervised and unsupervised learning techniques have improved the accuracy and contextual capabilities of OLLMs, enabling advanced applications in conversational interaction and long-text analysis. This research explored the applications and socioeconomic impacts of OLLMs in various industries, such as healthcare, education, and business management, demonstrating how these models optimize the efficiency and personalization of different processes. The study also addresses the ethical and operational challenges associated with OLLMs, such as bias management, data privacy and security, decision-making transparency, and technological dependency. Strategies are proposed to mitigate these issues, including regular ethics audits and the adoption of explainable AI frameworks. Finally, the study emphasizes the importance of maintaining a balance between OLLMs and human skills, the need for robust governance frameworks to ensure the ethical and legal operation of these models, and the promotion of continuous innovation to expand their capabilities for a positive and lasting impact on society.
- Social entrepreneurship competences for the development of complex thinking: a comparative study by gender in postgraduate students(IEEE Xplore, 2025-01-01) Ramirez Montoya, María Soledad; Martínez Pérez, Sandra; Zepeda Orantes, Laura Patricia; https://ror.org/03ayjn504In the context of complexity and opportunities for the future of education, promoting social entrepreneurship brings new possibilities for education and development in society. In this sense, the study of entrepreneurship in the educational context is of high value for educational institutions. This paper aims to contribute to the academic literature in understanding the differences in the development of social entrepreneurship competences among men and women pursuing postgraduate studies. The study used mixed methods and a concurrent triangulation design. Three instruments were applied: two semi-structured questionnaires and a validated Likert scale. The sample consisted of 89 students(31 men and 58 women) from 11 countries who were studying for a postgraduate degree in Humanities and Education. The question that triggered the present study was: Are there differences in the development of social entrepreneurship competences between men and women in a graduate program in the humanities and education? The overall results show that women scored higher than men, but the difference is not significant. The findings indicate that the horizon architecture model is a suitable method for deploying social entrepreneurship competences without gender barriers in the entrepreneur formation. Multidisciplinarity and long-range perspective in projects stand out as drivers of social entrepreneurship. This study can be of value to teachers, entrepreneurs, and decision-makers interested in innovative educational environments.
- Digital educational ecosystem with artificial intelligence: evaluation of complex and computational thinking(Springer Link, 2024-10-23) Valenzuela-Arvizu, S. Y., Ramírez-Montoya, M. S., & García-Peñalvo, F.J.; https://ror.org/03ayjn504Due to the social, work, and technological demands characterizing 21st-century society, developing complex and computational thinking skills in the university environment is essential. This document aims to present the current status of a research plan for a doctoral thesis that analyses how university students’ development of computational and complex thinking skills are correlated using training experiences in an AI driven digital ecosystem. This research utilizes a mixed method concurrent design with a triangulation strategy, that is, the collection of quantitative and qualitative data carried out simultaneously (QUAN-Qual). The expected results will enable the development of an evaluation prototype for educational ecosystems with integration of AI. The document is organized into six sections: a) introduction: context and motivation underlying this research project, b) the state of the art of the primary theoretical constructs, c) the hypothesis and research objectives, d) the methodology followed, e) the status of the thesis and f) expected contributions. The research project will contribute to educational innovation, generating valuable knowledge by designing an evaluation prototype for digital ecosystems integrated with AI focused on developing complex and computational thinking skills in university students.
- User experience in digital ecosystems with integration of Artificial Intelligence: a systematic literature mapping from 2010 to 2024(Springer Link, 2024-10-23) Valenzuela-Arvizu, S. Y., Ramírez-Montoya, M. S., & García-Peñalvo, F.J.; https://ror.org/03ayjn504Analyzing users’ experience in digital ecosystems (DE) is essential to ensure effective spaces capable of satisfying their needs and interests. The present study analyzed the publications in the Scopus and Web of Science (WoS) databases from 2010 to 2024 on the study topic of “user experience (UX) in DEs that integrate artificial intelligence (AI).” One hundred eighty-two published articles were reviewed using the Systematic Mapping methodology. Inclusion, exclusion, and quality criteria were applied to obtain the most relevant information. The results showed a) the preponderance of empirical research articles over theoretical/conceptual; b) the mixed methodology approach and the concurrent triangulation design were the most used; c) the main areas of interest were Health, Education, and Technology, which reflects in d) the contexts of the most cited articles and e) the areas of specialization of the main journals analyzed; f) the United States tops the list of the leading countries in this research topic, followed by China and Australia; and e) the studies emphasized assessing the usability and satisfaction with chatbots, the most prevalent and studied AI tool. This review provides a framework for identifying the state of the art of the research topic, making it possible to identify current and emerging research trends.
- 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.
