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Universidad Tecnológica Indoamérica

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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.
Scopus© Citations 4 40
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Technology for Learning and Knowledge Strategies in Virtual Education: A Case Study of Higher Education
(2023)
López Aguilar, Diego
This research is oriented to the application of Information and Communication Technologies based on Learning and Knowledge Technologies, for the development of virtual environments that improve concentration, creativity, and student interest in virtual or face-to-face classes. The objective pursued by the research is to relate ICT and TAC in the development of personal learning environments in students of higher education. The methodology used is experimental, exploratory through a quantitative approach. The technique used was the survey, using two instruments; a structured questionnaire focused on web 3.0 tools used as a pre-test, made up of 24 questions, later the previously validated instrument was applied as a post-test based on the Technology Acceptance Model (TAM) made up of 15 questions in which measures the acceptance of digital resources. The instruments were validated using the Cronbach's Alpha statistic, having high-reliability values. The population used for this research was 49 students: obtaining as a result the acceptance of the Moodle educational platform. Recognizing that ICT and TAC are fundamental in the educational field since they demonstrate an innovative educational strategy that fosters interaction with free web 3.0 tools available on the Internet, where students prefer to work with TAC tools on gamification platforms due to their ease of use demonstrating greater interest in collaborative work, optimizing time and resources. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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Using Unplugged Gamification in the Classroom in a Scenario with Limited Technological Access
(2024)
Cleofe Genoveva Alvites-Huamani
;
Marcos Chacón-Castro
;
Luis Paredes
;
Karina Delgado-Valdivieso
;
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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Flipped classroom as a learning strategy in reading comprehension: A case study of higher education
(2023)
Burbano-Anacona, Wilmer Efraín
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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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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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Higher education students’ perceptions of ChatGPT: A global study of early reactions
(2025)
Dejan Ravšelj
;
Damijana Keržič
;
Nina Tomaževič
;
Lan Umek
;
Nejc Brezovar
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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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.
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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