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.
- Iberoamerican perspectives on complex thinking: assessing higher education students' perceived maturity level(2024) Ramírez Montoya, María Soledad; Rodés Paragarino, Virginia; Pelerino Rodés, Sabina; Rabago Mayer, Lucia Margarita; https://ror.org/03ayjn504; University of AlicanteExploring the maturity of complex thinking among higher education students presents a critical insight into modern educational outcomes. This study aims to assess the perceived maturity levels of complex thinking in university students in Iberoamerica. Utilizing the eComplexity questionnaire, this research analyzes data from almost 3,000 cases through stages of pilot testing, validation, and implementation activities. The methodology involved a quantitative approach, incorporating statistical analysis of questionnaire responses. The population includes a diverse sample of students from various cultural and educational backgrounds. Key findings include: (a) no significant variations in complex thinking maturity levels based on gender, (b) the correlation between complex thinking maturity and academic disciplines, (d) significant different on complex thinking competence considering their components (knowledge, skills, and attitudes or values) by academic disciplines. This study provides valuable insights for educational communities, society at large, and policymakers, emphasizing the need for targeted strategies to foster complex thinking competence in higher education.
- 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.
- Computational and complex thinking: exploratory descriptive study of microlearning for sustainability(2024) Tenorio Sepúlveda, Gloria Concepción; González González, Carina Soledad; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; University of AlicanteComputational and complex thinking are indispensable competencies for resolving complex problems; global challenges make it imperative to address them transdisciplinary. This research aimed to analyze the application of computational and complex thinking in higher education students through a microcourse oriented toward sustainable development goal seven (SDG 7) to identify disciplinary and gender differences. An exploratory, descriptive study was conducted with 322 higher education students in five different disciplines in 4 Latin American countries, implementing E4C&CT, a digital ecosystem with microcourses oriented to the SDG. The findings highlight that (a) students in the Engineering and Technology and Social Sciences areas who did not disclose their gender attained the highest mean scores when using computational and complex thinking to design a renewable energy system; second were men and women from the Humanities Sciences area, and (b) when using these competencies to design solar photovoltaic systems for a home, women from the Social Sciences area had lower results than the group average; this information can help develop personalized training paths. This study is useful for teachers who want to implement microlearning targeting global problems, society desiring to be educated in these topics, and decision-makers in Engineering and Technology, Humanities, Medical Sciences, and Natural and Social sciences.
- 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.
- Next-Gen information architecture: open STEAM platforms(2024-08) González Pérez, Laura Icela; Enciso Gonzalez, Juan Antonio; Lindín, Carles; Vicario Solórzano, Claudia Marina; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; University of AlicanteSmart technologies in educational platforms need a new vision to organize attributes and characteristics that facilitate search and retrieval. This study reports the evaluation results of Open Educational Platforms (OEPs) in Science, Technology, Engineering, Arts, and Mathematics (STEAM). In a webinar, participants selected OEPs using a structured instrument provided during the session. The instrument includes a two-section rubric. The first section validates the obligatory metadata and adherence to an open license. The second quantitatively assesses the quality of the OEPs in seven dimensions. The questions guiding this research were: Which OEPs in STEAM aligned with the principles of open education scored the highest quality assessment, and in which dimensions? Which dimensions obtained the lowest means? 1) The highest-scoring STEAM OEPs were Khan Academy and GeoGebra, scoring highest in the dimensions "Smart Components," "Learner Support," and "Technical Support." 2) On average, the dimensions with the lowest scores were "Smart Components," "Learner Support," and "Technical Support." OEP developers should consider a new information architecture with metadata for demarcations that require new data sets for greater long-term scalability.
- Navigating digital competence in higher education: analyzing instrument design and validation for industry 5.0(2024) Peláez-Sánchez, Iris Cristina; Glasserman-Morales, Leonardo David; Rocha Feregrino, Gerardo; International Association for Continuing Engineering EducationWhen we refer to Industry 5.0, the use of robots and AI to enhance productivity and economic growth came into our minds as stated by Kemendi, Michelberger, and Mesjasz-Lech (2022). This new phase involves a synergy between human creativity and technological precision based on human centrality, sustainability, and resilience. Technological advancements enable a collaborative work environment between advanced technology and human ingenuity, essential for global prosperity (Leng et al., 2022). In this context, the pressing need for future professionals to possess robust digital competencies to interact with intelligent machines effectively is recognized (Xu et al. 2021), alongside the emphasis on soft skills such as communication (George-Reyes, Peláez-Sánchez and Glasserman-Morales, 2024), creativity, collaboration and critical thinking (Ungureanu, 2020). Corporations and educational institutions must take a holistic approach to training their workforce to adapt to emerging roles demanded by Industry 5.0. (Matsumoto-Royo, Ramírez-Montoya, and Glasserman-Morales, 2022). Engineering professionals must have technical knowledge and interpersonal skills to lead in Industry 5.0 (Ahmad et al., 2023; Bakkar Kaul, 2023). This approach develops a sustainable industrial ecosystem where education prepares individuals for changing work environments (Ghobakhloo et al., 2023). Continuing engineering and higher education must be rethought to develop skills for adapting to technological changes, including creativity, communication, teamwork, and leadership (Suciu et al., 2023).
- 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.
- 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.
