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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- Social entrepreneurship and complex thinking competencies with an open technology platform: a gender approach(2024-11-01) Ramírez Montoya, María Soledad; Vázquez Parra, José Carlos; Echaniz Barrondo, Arantza; https://ror.org/03ayjn504; https://ror.org/00ne6sr39In addition to specialized disciplinary training, cross-disciplinary skills are relevant to lifelong learning. One such skill is complex thinking, which involves integrating different reasoning to solve problems. To ensure that all students can achieve the same professional learning goals, in this paper, we present the results of an analysis of students’ perceived achievement of complex thinking competency through self-managed activities on an open education technology platform that diagnoses, develops, and evaluates social entrepreneurship competency. The research objective was to identify statistically significant gender differences in the two competencies (complex thinking and social entrepreneurship) in a group of students attending a technological university in Mexico. Methodologically, a multivariate descriptive analysis calculated arithmetic means and standard deviations, supplemented by boxplot and violin plot analyses and a scatter plot with lines of central tendency. In addition, a t-test analysis with a p-value of 90% was performed to identify the statistical significance of differences in the mean values by gender. The findings confirmed a statistically significant gender gap in the development and level attained in the students’ perceived achievement of both competencies (social entrepreneurship = 0.007 p-value; complex thinking = 0.068 p-value). Women showed the best results after using this technological platform. This study highlights the need to design technological tools for developing disciplinary and cross-disciplinary competencies from a gender perspective, to promote educational innovations that equitably ensure lifelong learning.
- Fostering complex thinking through educational simulators in higher education(2024-10-21) Pacheco Velázquez, Ernesto Armando; Arana Solares, Iván Andrés; Rodríguez Castelblanco, Astrid Xiomara; Ramírez Echeverri, Sergio Augusto; Tecnologico de Monterrey; https://ror.org/03ayjn504; University of AlicanteThe increasing importance of serious games and simulations in higher education is undeniable. These methodologies promote active learning by allow-ing students to directly engage in their educational process through practice and experimentation, facilitating a deeper understanding of concepts. Additionally, they provide a safe environment where students can make mistakes without real-world consequences, enabling them to learn from their errors and improve their skills without associated risks. This study aims to present and evaluate the effec-tiveness of a logistics simulator as an innovative educational tool for the devel-opment of complex thinking. The integration of simulators and serious games into the educational process has been shown to significantly enhance the critical competencies necessary for professional success in an increasingly complex and dynamic environment. Complex thinking, a cognitive approach that integrates multiple types of thinking, is essential for understanding and managing the inher-ent complexity of various phenomena and systems. This study explores how Ed-ucation 4.0 and open innovation practices contribute to the development of com-plex thinking, enabling students to apply critical, systemic, scientific, and inno-vative thinking principles in practical situations. The V-Logistics platform is highlighted as an effective tool for fostering these competencies, demonstrating its impact on student engagement, learning outcomes, and the continuous profes-sional development of educators. The findings underscore the simulator's effec-tiveness in promoting deep and meaningful learning, preparing students to navi-gate and transform their environment with advanced technological and educa-tional methods.
- Scaling social, scientific, and technological entrepreneurship skills: designing the OpenEdR4C platform(Springer Link, 2024-08-05) George Reyes, Carlos Enrique; López Caudana, Edgar Omar; Suárez Brito, Paloma; Alcantar Nieblas, Carolina; https://ror.org/03ayjn504The development of entrepreneurship skills in higher education is necessary to train citizens to identify opportunities and solve problems in an increasingly complex society. However, training at the university is not enough, so experiences must be designed that help students strengthen social, scientific and technological entrepreneurship skills through a hinge competence: complex thinking. This paper shows a proposal for the design of a web platform through a project called OpenEdR4C that imbricates complex thinking-entrepreneurship and whose purpose is to contribute to the training of students and lifelong learners with skills and competencies necessary to face the challenges of today’s world and develop their potential as entrepreneurs and committed and innovative citizens. The description of the OpenEdR4C project, its objectives, stages, as well as the first pre-prototype that will become a learning platform is presented.
- Social robotics and development of investigative skills: complex thinking as a pivotal notion to produce academic documents(Springer Link, 2024-08-05) George Reyes, Carlos Enrique; López Caudana, Edgar Omar; Suárez Brito, Paloma; https://ror.org/03ayjn504To establish a relationship between social robotics (SR) and the development of research skills (HI) in university students, a hinge notion must be found that allows both terms to overlap and from there lay the foundations that favor the construction of teaching strategies. Disruptive initiatives based on educational innovation and mediated by the use of humanoid robots (NAO) that serve to scale basic academic research skills. The purpose of this study is to propose a referential scaffolding that enables the scaling of investigative skills in higher education students through the imbrication of the components of complex thinking (CP) with the characteristics and dimensions of social robotics. The result is a framework that proposes to understand the way in which the RS-PC-HI relationship can be used to positively influence the performance of students to appropriately elaborate products related to scientific writing. It is concluded that by using the proposed frame of reference it will be possible to generate formative and motivating experiences that generate not only knowledge related to academic research but also its derived products.
- 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.
- Transforming logistics education by a virtual logistics simulation generator: UX pilot study(2024-06) Ramírez Montoya, María Soledad; Rodés Paragarino, Virginia; Pacheco Velázquez, Ernesto Armando; Ramírez Echeverri, Sergio Augusto; https://ror.org/03ayjn504; https://ror.org/03y3y9v44; IEEEIn the era of Industry 5.0 and the impact of the changes in the supply chain, educational institutions, SMEs, and the labor market are challenged by technological advancements. The "Simulations for Learning" (S4L) project responds to this challenge by introducing the Virtual Logistics, asimulation generator platform designed to transform logistics education through enhanced decision-making skills and customizable simulations. This tool allows students to design and adapt logistics networks, tailoring their educational experience to real-world logistics scenarios, and by doing so, creating simulation-based serious games. A pilot study was conducted with 249 students from eight universities across five Latin American countries to assess the usability of this simulation generator on logistics education. The study revealed significant findings: (a) the simulation generator provides learners with flexible and tailored educational experiences. (b) the Interface and Performance and Effectiveness aspects of the Virtual Logistics were highly rated, achieving an "Excellent" usability level; (c) however, Content Organization and Navigation were perceived as slightly less effective, receiving a "Good" usability rating and highlighting areas in need of improvement. These results demonstrate student’s satisfaction, and therefore, the transformative potential of simulation-based learning tools in logistics education. Virtual Logistics offers valuable guidance for educators, policymakers, and industry leaders, aligning educational tools with dynamic requirements, ensuring that future professionals are well-equipped to face the complexities of the modern logistics landscape.
- Clinical competencies and complexity in students: systematic literature review(2024) Jimenez Botello, Luis Clemente; Rozo Garcia, Hugo Alexander; Garcia Peñalvo, Francisco José; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; University of AlicanteThe achievement of clinical competencies by health students contributes to better patient care. The objective of this study was to know how clinical competencies are related to complex thinking in students. To achieve the objective, a systematic literature review was carried out, using the SCOPUS and WoS databases; with keywords from “clinical competencies” AND “complexity” AND “students” between the years of 2015 to 2024, the search results were narrowed using PRISMA, with quality criteria. The results show: a) The keywords related clinical competencies with educational aspects and different health careers; b) The journals related to education and health at level Q1 and Q2 are what had the most publications; c) The level of training was mainly undergraduate and nursing was the profession with the most publications; d) The types of complex thinking were: scientific thinking and critical thinking. The relationship between clinical competencies and complexity is through complex thinking, in particular scientific thinking and critical thinking. This study is intended to be of value to better understand how complex thinking processes contribute to improving the achievement of clinical competencies in health students.
- Technological and social entrepreneurship in higher education: a non-supervised algorithm for complex thinking profiling(2024) Ramírez Montoya, María Soledad; Álvarez Icaza Longoria, Inés; Escutia Gutiérrez, Raymundo; Tariq, Rasikh; Chaabi, Hasnaa; Casillas Muñoz, Fidel Antonio Guadalupe; https://ror.org/03ayjn504; University of AlicanteUnderstanding the impact of technological and social entrepreneurship education on students' critical thinking and innovation skills is crucial in adapting higher education to contemporary challenges. This study aimed to evaluate the effectiveness of a non-supervised algorithm for complex thinking profiling in strengthening these skills among university students. Using the eComplexity instrument, the study collected data from 1,071 participants in various disciplines, with pre-test and post-test evaluations. Clustering analysis was performed to identify response patterns, and the results were visualized using Principal Component Analysis (PCA). The key findings include: (a) Cluster 0 showed a significant decline in scientific and critical thinking skills, (b) Cluster 1 exhibited substantial improvement in critical and innovative thinking, (c) Cluster 2 demonstrated a decrease in scores despite initial high performance, and (d) differentiated instructional approaches are needed to address varied responses. The distinguishing value of this study lies in its implications for educational communities, societal development, and decision-makers, highlighting the need for tailored entrepreneurship education to promote sustainable innovation and societal progress.
- Complex thinking for understanding reality: qualitative analysis with intercultural expert dialogues(2024) Ramírez Montoya, María Soledad; Rodés Paragarino, Virginia; Wilberforce, Awotwe Tabbi; https://ror.org/03ayjn504; https://ror.org/0220mzb33; University of AlicanteThe prism of the complex thinking perspective highlights an approach that transforms a particular view into a holistic vision that contemplates the various realities comprising the phenomenon of study. Complex thinking integrates cognitive, contextual, and social elements. This study aimed to analyze the potential and challenges of a complex thinking educational model through expert intercultural dialogues to improve the development of complex thinking in different contexts. The qualitative method utilized semi-structured group interviews with high-level experts in complex thinking and education (exploring philosophical, theoretical, educational, and political dimensions). Thematic, sentiment, and co-occurrence network analyses were conducted. The findings revealed: (a) complex thinking and social justice are critical themes in educational discourse, (b) there is a positive sentiment toward theoretical advances but a critical view of political influences, (c) educational themes interconnect through holistic approaches, and (d) frequent use of terms related to education, complexity, and social justice underscores their centrality. The study is of value to high-ability trainers in academic, social, or business settings.
- Empowering scientific entrepreneurship: impact of a self-managed educational platform 4.0 for the development of complex thinking(2024) López Caudana, Edgar Omar; Rodriguez Abitia, Guillermo; Martínez Pérez, Sandra; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; University of AlicanteThe advance of technology has transformed education, enabling the development of sophisticated educational platforms that integrate robotics and artificial intelligence. This study investigates the impact of a student selfmanaged educational platform 4.0 using robotics and artificial intelligence to promote scientific entrepreneurship. Although university students are familiar with science and entrepreneurship, they do not see themselves as entrepreneurs with technology and scientific knowledge to achieve personal and professional growth objectives. This study shows a technological platform that helps them achieve their goals. Over 400 participants responded to pre- and post-test perception surveys of scientific entrepreneurship subject to One-Way ANOVA. The results indicate that the platform promotes developing entrepreneurial skills in different areas of knowledge, highlighting its contextual effectiveness, including an academic setting for scientific entrepreneurship. The study shows that Education 4.0 technology oriented toward scientific entrepreneurship allows the participant to verify their competency mastery due to the training process before graduation. This educational platform is an appropriate and valuable tool for promoting entrepreneurship in academic settings.
