CRIS :: Universidad Indoamérica

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Digital science fiction as a narrative mediator for STEM motivation in elementary education: a mixed-methods study
(2026)
Londoño Proaño, Cristián
;
Perez Gavilanes, Veronica Maricela
This study aims to analyze the impact of the digital science fiction story “The Infinite Name of the Stars” on motivation toward STEM (science, technology and mathematics) subjects in elementary school students. A mixed approach was applied, combining a quasi-experimental pretest-posttest quantitative design with ethnographic observation in the classroom. The sample has 110 students. The quantitative results showed a stable and positive attitude toward science, with slight increases in curiosity, taste for mathematics and preference for science fiction narrative materials. The qualitative findings revealed enthusiasm, imagination and symbolic appropriation, expressed in dramatizations, infographics, and drawings. The triangulation of the findings suggests that science fiction narrative favors meaningful learning by connecting emotion, imagination, and scientific knowledge. In conclusion, the digital story functioned as a narrative mediator to promote motivation and scientific literacy from the literary experience.
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A brief review of robotics and artificial intelligence in education
(2025)
Sebastián Aucapiña
;
Manuel Cardona
;
Varela Aldas, José
New technologies are consistently integrated into the educational sector to improve its processes and improve learning outcomes. This paper presents a systematic review of the use of robots and artificial intelligence (AI) in education, with a particular focus on systems that incorporate voice recognition or conversational interaction. Educational robots have increasingly supported learning environments, from primary schools to higher education, enhancing motivation, engagement, and participation. Robots with humanoid features and voice capabilities, such as chatbots or speech recognition modules, are especially effective at capturing student attention and fostering interactive learning experiences. The review includes 30 peer-reviewed articles published in the last decade, identified using a PRISMA-based methodology. Studies were selected based on clear methodologies, measurable outcomes, and relevance to general education, excluding medical or highly specialized STEM applications. Mixedmethod analysis combines quantitative assessments of learning gains with qualitative insights into student perceptions. The findings highlight consistent improvements in motivation and classroom dynamics, although cognitive benefits vary depending on educational level, robot design, and integration with pedagogical goals. Limitations include a high reliance on simulations, a strong geographical bias toward English-speaking countries, and a lack of local data sets. In addition, some studies did not find significant learning improvements, highlighting that these technologies should complement rather than replace human teachers. The review identifies future research needs, such as domain adaptation for real-world applications and more extensive studies in underrepresented regions such as Latin America. In general, voice-enabled educational robots demonstrate great potential as interactive learning assistants when thoughtfully implemented, contributing to more engaging, adaptable, and effective educational environments. © 2025 IEEE.
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Shuar Cosmovision in the Teaching and Learning Process in Palora Country
(2025)
Quezada-Sarmiento, Pablo Alejandro
;
Xavier Andrés Barnuevo-Solís
;
Julio Cesar Amaguaya-Mendoza
;
Patricia Marisol Chango-Cañaveral
;
Eduardo Bladimir Aguirre-Maldonado
This research explores the importance of ancestral knowledge, such as myths, which are transmitted orally in different families in cultural communities. However, this knowledge combined with popular knowledge can also be applied to education. Therefore, the objective of this work was to design a methodological strategy for ninth grade general education students through a variety of didactic resources in the fields of knowledge of language and national literature and knowledge of language and literature spanish. The work is based on the popular myth of the community “Shakaim/The God of Work”, in which morals and moral values are taught, incorporating popular knowledge, such as reading comprehension
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