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INFLUENCE OF ATTITUDES AND ALCOHOL CONSUMPTION ON TOBACCO USE AMONG UNIVERSITY STUDENTS IN ECUADOR: AN EXPLANATORY MODEL WITH SEM [INFLUENCIA DE LAS ACTITUDES AL CONSUMO DE ALCOHOL EN EL CONSUMO DE ALCOHOL Y TABACO EN UNIVERSITARIOS DEL ECUADOR: UN MODELO EXPLICATIVO CON SEM]

2023 , Moreta-Herrera R. , Bassante C. , Bonilla Yucailla, Daniela , Salinas-Palma A. , Paredes-Proaño A. , Dominguez-Lara S.

Objective: Establish an explanatory model through latent variables analysis of tobacco consumption based on alcohol consumption and alcohol consumption based on attitudes towards consumption in a sample of university students in Ecuador. Method: Descriptive correlational and explanatory design using SEM (Structural Equation Modeling) techniques. Participants: 546 students (69.2% women) aged between 17 and 41 years old (M= 21.3 years old; SD= 2.6), from four universities (45.1% public ones) in two cities of Ecuador. Results: The predominance of alcohol consumption is high; the prevalence of tobacco consumption is low, and attitudes towards alcohol consumption are ambivalent. Alcohol attitudes predict alcohol consumption (R2= .57) and alcohol consumption predicts tobacco consumption (R2= .26). Attitudes and consumption provide an explanatory model for tobacco consumption with X2= 662.59; p< .001; df= 480; X2/gl= 1.4; CFI= .95; TLI= .94; SRMR= .049; RMSEA= .026 [.021 - .031]. Conclusions: The study of attitudes and consumption behaviors are important for a better understanding about alcohol and tobacco consumption in university students. © 2023 Instituto de Investigacion de Drogodependencias. All rights reserved.

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Emotional intelligence, engagement and academic self-efficacy. Analysis mediation within Ecuadorian universities [Inteligencia emocional, compromiso y autoeficacia académica. Análisis de mediación en universitarios ecuatorianos]

2022 , Bonilla Yucailla, Daniela , Balseca-Acosta A. , Cárdenas Pérez, María José , Moya-Ramírez D.

elements of individuals are necessary to know the impact they maintain in the educational context. They are strong internal motivators that direct the behaviour of the individual to carry out various activities, as well as their achievement and success. There is evidence of the capacities that students have for monitoring, controling and regulating their own behaviours in the learning process. Historically, academic performance has been associated with intelligence in general, but other elements such as self-monitoring, self-control, self-regulation, self-motivation and others are key for preventing school failure and maintaining an adequate school performance. Within educational research, phenomena such as Emotional Intelligence, Engagement and Academic Self-efficacy stand out due to their impact on academic performance. There are several studies that analyse the existing dynamics of these three variables, although separately, so that a multifactorial study could expand the current conception of these internal elements and their effect on education. The objectives were to identify the current state of emotional intelligence, engagement and academic self-efficacy in a sample of university students from Ecuador, as well as the relationship between these variables and the indirect effect of Emotional Intelligence on Academic Self-efficacy through Academic Engagement. Therefore, this study is a descriptive correlational, determination and partial mediation analysis is carried out through SEM using the Brief Emotional Intelligence Inventory for Senior Citizens, the Utrecht Work Engagement Scale and the Scale of Perceived Self-efficacy Specific to Academic Situations. The sample was made up of 500 students (57.5 women and 42.4 % men), between 18 and 45 years old (M = 24.5 years; SD = 6.9), from two universities in Ambato and Quito in Ecuador and of 11 undergraduate majors. The selection of the participants was developed through an intentional non-probabilistic sampling with inclusion criteria, which are: a) Be legally enrolled in one of the universities in this study; b) Voluntary participation in the study; c) Signed participation consent and c) Be of legal age. Like results, in general, the levels of Emotional Intelligence, Engagement and Self-efficacy are normal among students. Although in Academic Engagement, 30 % are in a risk zone. The relationship between Emotional Intelligence (r= 0.522; p<.01) and Academic Engagement (r = 0.326; p <.01) in Academic Self-efficacy is confirmed. These variables together form an explanatory model that can predict changes in variance by 30.6 %. The theoretical model proposed by means of structural linear regression has an adequate adjustment indicator χ2= 252.9; p<.; 001 df = 116; X2/df = 2.1; CFI=.96; TLI=.95; RMSEA=.049 [.040 -.057]; SRMR=.042. In addition, Emotional Intelligence has an indirect effect on Academic Self-efficacy through Academic Engagement ab=.0031; p<.01. Among the conclusions of the study, it is mentioned that Emotional Intelligence and Academic Engagement are predictors of Academic Self-efficacy. Therefore, their interest and management in the educational context is relevant. Moreover, the Academic Engagement is a partial mediation variable between Emotional Intelligence and Academic Self-efficacy in university students in Ecuador. Emotional Intelligence has as a property the ability to exert not only direct effects, but also partial indirect through a third variable. Among the implications of the study are that the use of more contemporary methods such as SEM allows a broader vision of the modelling of academic behaviour, which is a significant contribution because it significantly reduces measurement bias. In addition, these results contribute to the future development of psycho educational intervention processes that contribute to the improvement of the academic performance of students and to the teaching-learning processes in general. Finally, it is important to replicate similar studies in order to generalize these findings. © 2022, Interdisciplinaria. All Rights Reserved.

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Lextutor Program as a Tool to Teach ESL Vocabulary

2024 , Villamarin G. , Espinosa L. , Barrionuevo K.

There is a growing trend among educators to embrace novel technology to enhance English language acquisition. It is imperative to be updated with new trends in learning, apart from the traditional methods. The study aims to have a positive impact on the way teachers introduce new vocabulary by equip-ping them with innovative and effective approaches to teaching vocabulary through corpus analysis and the use of technology. It will enable students, from beginners to advanced, to reach a real internalization of new words to get a deeper global understanding of the language. Nowadays, there are a significant number of programs freely available on the Web that offer us resources for language learning. This research focuses on vocabulary acquisition by applying a software called Lextutor.ca that displays several tools for linguistic analysis and learning English as a second or foreign language. This program works by man-aging corpora for academic purposes. It will allow users to have access to the storage corpora to obtain the most- relevant vocabulary of the language studied and practice it with contextualized exercises. For this purpose, six tools were selected due to their practicality and easy handling. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

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Flipped classroom as a learning strategy in reading comprehension: A case study of higher education

2023 , Burbano-Anacona, Wilmer Efraín , López Aguilar D.V. , Penaherrera D.I.G. , Paredes Jimenes, Christian Luis

This research carries out a study on the inverted class as a learning strategy in the reading comprehension of university students; taking into consideration that the currently inverted class as a didactic strategy promotes significant learning in students. The objective of this research is to analyze the use of the flipped classroom to improve reading comprehension in the English language in university students. The research is of an experimental nature through a quantitative and qualitative information approach, this allows the data obtained to be classified according to the perceptions of the study population and then planned, and then tabulated to measure the trend they had and therefore, the ADDIE methodology is applied for the development of the gamification resources that were used in the development of the teaching-learning process of the English classes; As a technique, the survey was applied both in the pre-test and in the post-test; Likewise, the technology acceptance model was applied in order to know if the resources applied in the flipped classroom were the most appropriate, as well as the investigation by means of testing the hypothesis that the flipped classroom as a learning strategy improves reading comprehension in university students in the area of English. The results obtained in this experimentation with third-level English students were quite positive, where it was possible to show that when applying the flipped classroom, as well as the gamification resources in synchronous and asynchronous classes, creativity, motivation and collaborative work in the reading comprehension of this language. Finally, it is concluded that the flipped classroom as a learning strategy is directly related to the new educational models that can be used in all fields of knowledge; which allows for breaking the digital gap that exists; Likewise, the student can study according to her learning style; at his own pace, mode, and time that he deems necessary for the generation of knowledge. © 2023 IEEE.

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Higher education students’ perceptions of ChatGPT: A global study of early reactions

2025 , Dejan Ravšelj , Damijana Keržič , Nina Tomaževič , Lan Umek , Nejc Brezovar , Noorminshah A. Iahad , Ali Abdulla Abdulla , Anait Akopyan , Magdalena Waleska Aldana Segura , Jehan AlHumaid , Mohamed Farouk Allam , Maria Alló , Raphael Papa Kweku Andoh , Octavian Andronic , Yarhands Dissou Arthur , Fatih Aydın , Amira Badran , Roxana Balbontín-Alvarado , Helmi Ben Saad , Andrea Bencsik , Isaac Benning , Adrian Besimi , Denilson da Silva Bezerra , Chiara Buizza , Roberto Burro , Anthony Bwalya , Cristina Cachero , Patricia Castillo-Briceno , Harold Castro , Ching Sing Chai , Constadina Charalambous , Thomas K. F. Chiu , Otilia Clipa , Ruggero Colombari , Luis José H. Corral Escobedo , Elísio Costa , Radu George Crețulescu , Marta Crispino , Nicola Cucari , Fergus Dalton , Meva Demir Kaya , Ivo Dumić-Čule , Diena Dwidienawati , Ryan Ebardo , Daniel Lawer Egbenya , MoezAlIslam Ezzat Faris , Miroslav Fečko , Paulo Ferrinho , Adrian Florea , Chun Yuen Fong , Zoë Francis , Alberto Ghilardi , Belinka González-Fernández , Daniela Hau , Md. Shamim Hossain , Theo Hug , Fany Inasius , Maryam Jaffar Ismail , Hatidža Jahić , Morrison Omokiniovo Jessa , Marika Kapanadze , Sujita Kumar Kar , Elham Talib Kateeb , Feridun Kaya , Hanaa Ouda Khadri , Masao Kikuchi , Vitaliy Mykolayovych Kobets , Katerina Metodieva Kostova , Evita Krasmane , Jesus Lau , Wai Him Crystal Law , Florin Lazăr , Lejla Lazović-Pita , Vivian Wing Yan Lee , Jingtai Li , López Aguilar, Diego , Adrian Luca , Ruth Garcia Luciano , Juan D. Machin-Mastromatteo , Marwa Madi , Alexandre Lourenço Manguele , Rubén Francisco Manrique , Thumah Mapulanga , Frederic Marimon , Galia Ilieva Marinova , Marta Mas-Machuca , Oliva Mejía-Rodríguez , Maria Meletiou-Mavrotheris , Silvia Mariela Méndez-Prado , José Manuel Meza-Cano , Evija Mirķe , Alpana Mishra , Ondrej Mital , Cristina Mollica , Daniel Ionel Morariu , Natalia Mospan , Angel Mukuka , Silvana Guadalupe Navarro Jiménez , Irena Nikaj , Maria Mihaylova Nisheva , Efi Nisiforou , Joseph Njiku , Singhanat Nomnian , Lulzime Nuredini-Mehmedi , Ernest Nyamekye , Alka Obadić , Abdelmohsen Hamed Okela , Dorit Olenik-Shemesh , Izabela Ostoj , Kevin Javier Peralta-Rizzo , Almir Peštek , Amila Pilav-Velić , Dilma Rosanda Miranda Pires , Eyal Rabin , Daniela Raccanello , Agustine Ramie , Md. Mamun ur Rashid , Robert A. P. Reuter , Valentina Reyes , Ana Sofia Rodrigues , Paul Rodway , Silvia Ručinská , Shorena Sadzaglishvili , Ashraf Atta M. S. Salem , Gordana Savić , Astrid Schepman , Samia Mokhtar Shahpo , Abdelmajid Snouber , Emma Soler , Bengi Sonyel , Eliza Stefanova , Anna Stone , Artur Strzelecki , Tetsuji Tanaka , Carolina Tapia Cortes , Andrea Teira-Fachado , Henri Tilga , Jelena Titko , Maryna Tolmach , Dedi Turmudi , Laura Varela-Candamio , Ioanna Vekiri , Giada Vicentini , Erisher Woyo , Özlem Yorulmaz , Said A. S. Yunus , Ana-Maria Zamfir , Munyaradzi Zhou , Aleksander Aristovnik , Chengliang Wang

The paper presents the most comprehensive and large-scale global study to date on how higher education students perceived the use of ChatGPT in early 2024. With a sample of 23,218 students from 109 countries and territories, the study reveals that students primarily used ChatGPT for brainstorming, summarizing texts, and finding research articles, with a few using it for professional and creative writing. They found it useful for simplifying complex information and summarizing content, but less reliable for providing information and supporting classroom learning, though some considered its information clearer than that from peers and teachers. Moreover, students agreed on the need for AI regulations at all levels due to concerns about ChatGPT promoting cheating, plagiarism, and social isolation. However, they believed ChatGPT could potentially enhance their access to knowledge and improve their learning experience, study efficiency, and chances of achieving good grades. While ChatGPT was perceived as effective in potentially improving AI literacy, digital communication, and content creation skills, it was less useful for interpersonal communication, decision-making, numeracy, native language proficiency, and the development of critical thinking skills. Students also felt that ChatGPT would boost demand for AI-related skills and facilitate remote work without significantly impacting unemployment. Emotionally, students mostly felt positive using ChatGPT, with curiosity and calmness being the most common emotions. Further examinations reveal variations in students’ perceptions across different socio-demographic and geographic factors, with key factors influencing students’ use of ChatGPT also being identified. Higher education institutions’ managers and teachers may benefit from these findings while formulating the curricula and instructions/regulations for ChatGPT use, as well as when designing the teaching methods and assessment tools. Moreover, policymakers may also consider the findings when formulating strategies for secondary and higher education system development, especially in light of changing labor market needs and related digital skills development.

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Segmenting the Chinese Tourist in Long-Haul Travel toward Coastal and Marine Destinations: A Case of Ecuador [在長途旅行中對中國遊客進行沿海和海洋目的地的細分: 以厄瓜多爾為例]

2022 , Orden-Mejía M. , Arce-Bastidas R. , Quezada-Tobar E. , Carvache-Franco M. , Moreno-Manzo J.

The present study tries to understand tourist satisfaction by conducting an empirical study in the province of Santa Elena, located on the central coast of Ecuador. The study sets the following objectives in coastal and marine tourism related to the demand of Chinese tourists: (i) Identify the factors related to the satisfaction of the Chinese tourist demand; (ii) Establish the chinese tourist segments based on the satisfaction and sociodemographic characteristics of the demand; and (iii) Identify the relationship between segments of Chinese tourist demand and return visit intentions, recommendation, and speaking positive things about the destination. The study was carried out on Chinese tourists who had visited the central coast of Ecuador. It was conducted on a sample of 377 individuals. For data analysis, exploratory factor analysis and a cluster analysis were performed. This work identified three underlying dimensions that interpret the satisfaction of the Chinese tourist in marine and coastal environments: General attributes satisfaction, Nature Environmental satisfaction and Service satisfaction. A segmentation procedure based on destination dimensions produced three clusters: ´Higher-satisfied´, ´Low-satisfied´ and ´Satisfied´. The conclusions and implications of the study suggest improvements in terms of promotion and commercialization of the different attributes of the tourist destination. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

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Facebook as a didactic tool for the development of writing in the english language

2024 , Granja Peñaherrera, Diego , Yilena Montero Reyes , Maritza Jacqueline Villacis Lizano , Mayra Alejandra Moreno Genovés

The research focuses on the analysis of the use of social networks such as Facebook in the teaching-learning process of the English language, mainly in the development of writing skills in English. Learning with the use of technological resources favors the development, from an innovative perspective, of the practice of the English language, motivating students to learn to write from new technologies, which is why the research emphasizes the need for teachers of the Technology Management Unit of the University of the Armed Forces ESPE, learn about and use social networks that can facilitate the teaching of writing in the English language, through collaborative learning and through a social network that the majority of young people currently used, enriching the teaching-learning process in addition to generating greater motivation in the student. The chapter structure addresses the research topic from a conceptual theoretical approach to the fundamental categories as characteristics of social networks, social networks on the Internet and the social network Facebook. Likewise, the analysis and interpretation of results is carried out in Chapter II, from the application of the instruments in the selected population and sample, based on descriptive statistics. Finally, a set of strategies are proposed for the development of writing skills in English from the social network Facebook as a teaching tool for the development of writing skills in English.This work supports the importance of using ICTs as innovative teaching resources that respond to the needs in the field of knowledge and practice of students.

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