Yánez Rueda, Hugo
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Preferred name
Yánez Rueda, Hugo
Main Affiliation
Ambato
Email
hugoyanez@uti.edu.ec
ORCID
Scopus Author ID
57345706900

Research Output
Now showing 1 - 3 of 3
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Methodological innovation for the teaching of TIC in Higher Education

2021 , Morales-Urrutia E.K. , Ocaña J.M. , Yánez Rueda, Hugo , Naranjo A.F.N.

The inclusion of technology in the different academic spaces of higher education education has allowed the educational process to take another course and for both teachers and students to adapt to these changes and even more so to those that have been experienced around the pandemic of COVID-19. This study shows the methodological approach for the micro-curricular organization of the Information and Communication Technologies subject, based on didactic methodological strategies that seek to achieve learning achievements based on digital tools according to Bloom’s taxonomy. This research has been carried out in a public university in Ecuador with 207 first-semester students divided into 6 groups. Through the methodological application of its four phases: analysis, planning, design and implementation, and evaluation; favorable results have been obtained in meaningful learning achieved with students. As future work it is intended to apply this methodological approach in related subjects in higher education, thus exposing this approach to a process of continuous improvement. © 2021, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.

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Qualitative and Quantitative Pathways in Educational Research: A Systematic Review

2024 , Mora Rosales, José , Zurita Álava, Susana , Yánez Rueda, Hugo , Becerra García, Eulalia

The present study aimed to know the qualitative and quantitative paths in educational research A methodology of a systematic review (RS) of literature of basic type was used, descriptive exploratory study of diverse publications with both qualitative and quantitative approaches, resulting from thorough and procedural research, in various databases of recognized quality such as Scopus, Google Scholar and Dialnet As results after the application of the PRISMA flowchart and the verification of the inclusion and exclusion criteria, 20 documents were analyzed in both English and Spanish, published between 2019 and 2023. As a conclusion, it was specified that the qualitative and quantitative paths in educational research are directed towards innovative, reflective, collaborative and critical thinking research. Likewise, educational researchers should be prepared in conceptual, procedural, attitudinal and functional terms to face the emerging challenges, as a consequence of the dynamic and changing situation of the needs and expectations of world society.

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Ethical Use of Generative Artificial Intelligence Among Ecuadorian University Students

2025 , Buele, Jorge , Ángel Ramón Sabando-García , Bosco Javier Sabando-García , Yánez Rueda, Hugo

Artificial intelligence has transformed educational environments by facilitating processes such as information retrieval, assisted writing, automated feedback, and personalized tutoring. Within university settings, the adoption of technologies capable of autonomously generating content has increased rapidly, becoming a common academic resource for students. However, this accelerated integration poses ethical challenges, particularly when such tools are used without a clear understanding of their implications. This study aimed to examine how students’ emotional attitudes (affective), understanding (cognitive), and practical use (behavioral) of AI relate to their ethical engagement with these technologies. A structured questionnaire was administered to 833 university students in Ecuador. The instrument showed excellent internal consistency (α = 0.992; Ω = 0.992), and the validity analyses confirmed that the dimensions measured distinct but related constructs. ChatGPT was reported as the most used tool (62.2%), followed by Gemini and Siri. The structural model indicated that emotional and cognitive dimensions substantially influenced ethical behavior (β = 0.413 and β = 0.567, respectively), whereas frequent use alone exhibited no significant effect (β = −0.128; p = 0.058). These results suggest that ethical engagement with AI is primarily driven by reflection and knowledge rather than habit. This study contributes to the literature by modeling how different learning dimensions shape ethical behavior in AI use and underscores the relevance of aligning academic practices with socially responsible uses of emerging technologies.

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