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Gamified Environments as a Pedagogical Strategy in University Education
(2025)
Marcos Chacón-Castro
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Juan Murillo-Morera
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Jadán Guerrero, Janio
The technological boom, the updating and the use of digital tools has caused education to undergo changes to face new educational needs, granting and giving prominence to virtuality as a means of autonomous, disciplined and efficient learning. In that order of ideas, this research aims to implement an Escape Room as a strategy to strengthen digital skills in undergraduate students. The online game, designed in the form of a virtual ‘Escape Room’ with various rooms, poses a series of associated challenges to young people for the development and validation of digital skills necessary for the training process they will face. The strategy is based on the action research methodology: planning, observation, action and reflection. The Escape Room integrates the dynamics, elements and mechanics of the game, with the purpose of increasing motivation in learning digital tools in University Education. In the process of evaluating the intervention, an intervention will be applied to 800 students from first to third cycle of a private university. The findings obtained have shown an impact on motivational change through a proactive attitude in learning, the use of digital tools and the creation of virtual content.
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Music Education with Artificial Intelligence for Inclusive and Sustainable Early Childhood Learning
(2025)
Margarita Roldan-Cardona
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Marcos Chacón-Castro
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Jadán Guerrero, Janio
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Luis Salvador-Ullauri
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Patricia Acosta-Vargas
This study aims to evaluate the impact of a didactic strategy that incorporates generative artificial intelligence (AI) into music education, supporting oral language development in preschool children and promoting inclusive and sustainable early childhood learning. Using an action-research approach, a mixed-methods design was applied to assess the performance of 15 children aged 3 to 6 years, divided into experimental and control groups. The experimental group participated in AI-supported activities using tools such as Genially, Educaplay, and Wordwall, whereas the control group employed traditional methods. Quantitative data from pre-and post-tests, as well as qualitative observations, revealed that AI-enhanced sessions improved motivation, pronunciation, and engagement, particularly among children aged 5 and 6 years old. Although statistical tests showed no significant differences between groups, the intervention demonstrated pedagogical effectiveness by increasing interest and participation. The novelty of this work lies in applying generative AI in early music education to personalize learning and reduce inequality, aligning with several Sustainable Development Goals (SDGs 3, 4, 9, and 10). The findings offer valuable insights into designing inclusive educational experiences through the integration of ICT and AI, highlighting the need to enhance teacher training in emerging digital pedagogies and promote accessible music-based learning in diverse educational settings.
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The Impact of Card Games on Enhancing Financial Education and Daily Life Skills for Older Adults
(2024)
Marcos Chacón-Castro
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Jenny Rengifo
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Arias Flores, Hugo Patricio
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Jadán Guerrero, Janio
Life expectancy is steadily increasing, and by the year 2030 it is estimated that one in six people in the world will be over 60 years of age. However, this aging population brings with it mental health challenges, with an alarming 20% of older adults facing mental disorders, with depression being the most prevalent. The purpose of this research article is to implement a gamified tool using pictograms to teach financial education to older adults. The methodology employed encompasses a literature review, the design of the gamified tool and the implementation of a pilot test with 11 older adults. According to the results obtained, they reveal that the game designed with pictograms is highly effective in the acquisition of financial knowledge and skills by older adults, thus concluding that gamification and the use of pictograms stand as valuable approaches for active and meaningful teaching, adapting effectively to different demographic groups.
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Using Unplugged Gamification in the Classroom in a Scenario with Limited Technological Access
(2024)
Cleofe Genoveva Alvites-Huamani
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Marcos Chacón-Castro
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Luis Paredes
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Karina Delgado-Valdivieso
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Jadán Guerrero, Janio
Nowadays, human actions tend to be directed towards digital environments. Access to information and communication has increased exponentially for general society with the advancement of technology, so it is vital that social actors have access to technology. However, in schools in developing countries such as Ecuador, there are still limitations in technological infrastructure. In this context, this study presents the procedure carried out to design and implement the unplugged gamification proposal, that is, without the use of technology in the classroom, due to limited access to technological resources and personnel with a lack of training in the application of technologies. For the development of the proposal, a series of sequential processes of four phases were followed, which were planning and organization phase I, initiation of the investigation (Situational Diagnosis) phase II, which allowed deciding to carry out disconnected gamification, design and structure, phase III and finally the implementation of the disconnected gamification phase IV. The situational diagnosis carried out with 44 teachers from a public school in rural Ecuador revealed that gamification without technology is an effective alternative in environments with limited access to infrastructure and technological equipment
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Dragon Ball Z, The Legendary Tribes: A Gamified Experience in English
(2024)
Harry Chica
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Marcos Chacón-Castro
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Jadán Guerrero, Janio
Gamification is a methodology as well as a ludic medium that is growing in popularity and is increasingly used to motivate students and enable active learning. The objective of this research is to design and evaluate a contextualized gamification such as “Dragon Ball Z” to improve the communicative skills of students in a high school in Colombia at A1 level of English. This study used a mixed non-experimental design approach, where an intervention was conducted with a sample of 22 high school students, divided into 4 groups (tribes). For the application, interactive digital tools were used in a series of 26 sessions composed of activities divided into “missions”, which allowed students to acquire English skills in a playful and participatory way. Students’ progress was assessed using rubrics and qualitative data were collected. Finally, it was shown to be a successful strategy for learning English; this methodology generated a playful, motivating and enriching environment, which promoted student participation, interest and meaningful learning. The results support the importance of using this type of strategies in language teaching, and suggest that contextualizing learning methods to the students’ current context can improve their academic performance and classroom participation.
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A didactic proposal for teaching factorization cases of expressions of the form ax<sup>2</sup>+by+cx+ay+exy+f through Mathigon
(2024)
Paola Alejandra Balda Álvaréz
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Marcos Chacón-Castro
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Romina Soledad Busain
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Jadán Guerrero, Janio
This paper presents the results of research conducted in a classroom setting with eighth-grade students in a public school in Argentina. The experience aimed, within the framework of an algebra course, to introduce the design and results of the implementation of a didactic proposal designed to establish relationships between expressions of the form ax<sup>2</sup>+by+cx+ay+exy+f, with a, b ∈ N and c, d, e, f ∈ Z, as a product of factors through the virtual manipulative Mathigon. The evidence collected leads to the identification that algebraic work using virtual manipulatives allows students to give a different meaning to mathematics, explore various forms of representation, and construct their own knowledge.
51
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Automated Music Composition Software Using Algorithms and Melodic Generators
(2025)
Sebastian Garcia Surianu
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Marcos Chacón-Castro
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Martha Sánchez
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Jadán Guerrero, Janio
This paper deals with the design and development of the software ‘AUTOMATIC COMPOSER’, a creative tool for the automated generation of polyphonic musical compositions. The problem statement focuses on the need to provide composers with an accessible and versatile tool for musical experimentation. The methodology employed includes the design of algorithms for melody generation, the development of an interactive user interface and the implementation of a system of melodic generators based on mathematical concepts. The main findings and results demonstrate the software’s ability to generate complex and varied scores, allowing users to control multiple aspects of the composition, such as articulations, dynamics, metric sequences, scales, rhythmic durations, instrumental ranges, melodic contours, rests, and metric mixtures. The main conclusion highlights the potential of the software as an innovative tool in the field of automated music composition, offering new creative possibilities for composers and musicians.
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Machine Learning Techniques for Academic Prediction: Comparative Analysis of Random Forest, XGBoost and Classical Techniques CaseT
(2025)
Edwin Alexander Aguilar Sanchez
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Marcos Chacón-Castro
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Jadán Guerrero, Janio
The use of machine learning techniques has transformed various sectors, including education, by allowing for more accurate prediction of students’ academic preferences. The main objective of this study is to compare the effectiveness of classical algorithms, such as Logistic Regression, Support Vector Machines (SVM), and K-Nearest Neighbors (KNN), with advanced algorithms, such as Random Forest and XGBoost, in predicting academic program choices in students at a technical university in Ecuador. The methodology used included the use of a dataset of 1,170 student responses, which were processed and analyzed using these algorithms. The techniques were evaluated using metrics such as precision, recall, and F1-score. The results obtained indicate that the advanced algorithms, particularly XGBoost, significantly outperform the classical ones in terms of precision, reaching 89.3%. Although the classical algorithms demonstrated faster execution times, their lower precision makes them less suitable for complex prediction tasks. In conclusion, advanced algorithms are presented as more effective tools for academic planning and optimization of educational resources, providing the possibility of personalizing learning and improving decision-making in educational institutions.
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Promoting Water Culture Through Augmented Reality and Gamified Experiences
(2025)
Jadán Guerrero, Janio
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Arias Flores, Hugo Patricio
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Piedra Ansatuña, Mario
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Marcos Chacón-Castro
This article examines the design and development process of interactive and immersive learning environments focused on conservation, management and responsible use of water. Using the Game Thinking methodology, interdisciplinary groups were formed, consisting of students from three different Master’s programs, along with designers, programmers, experts from the Quito Metropolitan Public Water and Sanitation Company (EPMAPS), and members of Foundation for the Support of Sustainable Development in Ecuador (FADSE). A total of 135 participants contributed diverse perspectives in education, user experience, technology, and sustainability. The objective was to develop proposals that would connect with children, young people, and adults to raise awareness about responsible water use, the consequences of waste, the contamination of water sources and simulate the consequences of water decisions in urban and rural environments. The study demonstrated that master’s students can play a significant role in addressing real urban challenges and that, when properly guided, their ideas can lead to innovative solutions aligned with emerging technologies. The developed solutions were evaluated by the students themselves alongside their peers, revealing that interactive tools not only promote active participation but also strengthen the emotional connection with the new water culture. Furthermore, the project emphasized accessibility, scalability, and cultural relevance, ensuring inclusive and sustainable educational solutions. In the future, the study will aim to assess the impact of these initiatives on public awareness and behavior.
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Evaluating Web Accessibility in Countries Included in the Latin American Artificial Intelligence Index
(2025)
Patricia Acosta-Vargas
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Belén Salvador-Acosta
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Mauricio Loachamín-Valencia
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Marcos Chacón-Castro
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Jadán Guerrero, Janio
This study examines the relationship between the Latin American Artificial Intelligence Index (ILIA) and the Web Accessibility Index (WAIN) in 19 Latin American countries to evaluate how technological innovation aligns with digital inclusivity. Results reveal notable disparities: Uruguay, Chile, and Brazil excel in both indices, whereas Jamaica and Venezuela face critical challenges. Significantly, high scores in artificial intelligence adoption do not always correlate with improved web accessibility, underscoring the need for integrated strategies that prioritize compliance with the Web Content Accessibility Guidelines (WCAG) 2.2 and inclusive design. The research highlights accessibility as a fundamental pillar for sustainable digital ecosystems and equitable access to technology. Limitations include the regional focus on Latin America, the reliance on automated tools, and the dynamic nature of technology. Future research should incorporate longitudinal analyses, user-centered evaluations, and comparative studies across diverse regions to develop comprehensive frameworks that are grounded in empirical evidence. By aligning technological progress with inclusivity, this study emphasizes the importance of fostering sustainable and accessible digital environments. Recommendations include adopting accessibility standards in early development stages, enhancing public policy, and prioritizing universal design. These steps are essential to achieving the Sustainable Development Goals (SDGs) related to reducing inequalities and promoting inclusive institutions. This work is a foundation for advancing equitable digital ecosystems in Latin America.
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