Cóndor-Herrera, Omar
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Cóndor-Herrera, Omar
Main Affiliation
Quito
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omarcondor@uti.edu.ec
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Scopus Author ID
57218670074

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Technological Intervention Through the Virtual Assistant Alexa in the Development of Linguistic Skills of a New Language

2021 , Cóndor-Herrera, Omar , Jadán Guerrero, Janio , Acosta Rodas P. , Ramos Galarza, Carlos

Nowadays, technological advances have made possible the constant innovation of education, adding resources, tools, and technological devices that are rapidly updated, and improved, is in this scenario where it is proposed to take advantage of the benefits that technology offers, plus the set of informatic abilities that current students have developed from early stages, in benefit of education, since these abilities make easier for teachers to introduce tools, and technological devices into the teaching-learning process. The present research consisted on a technological intervention using the virtual assistant Alexa, with the aim of working on linguistic abilities to learn a new language. The study was conducted with a sample of 32 children aged between 9 and 12 years old. The procedure consisted in the application of an initial assessment (pre-test), then, along 6 weeks an intervention based on the application of Alexa virtual assistant was made, and, at the end of the intervention, a post-test was applied. The intervention focused on four abilities: vocabulary, comprehension of English language, communication skills, and skills of meaning. As results, in vocabulary, there were found statistically significant differences between the pre (M = 4.06), and post-test (M = 7.19); in the comprehension of English language, pre (M = 2.38), and post-test (M = 3.47); regarding communication skills, pre (M = 2.28), and post-test (M = 3.09); and, in skills of meaning, the mean obtained in the pre-test was (M = 3.31), and post-test (M = 4.66); these results contribute with empirical evidence about the improvement in learning a new language. From this research, it is proposed to continue using, and discovering the benefits of different innovations in educative context. © 2021, Springer Nature Switzerland AG.

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Identifying Government Funds to Help People with Disabilities: An Analytical Process

2021 , Arias Flores, Hugo Patricio , Ramos Galarza, Carlos , Jadán Guerrero, Janio , Cóndor-Herrera, Omar , Nunes I.L.

The development of people living with some type of disability depends on assistive technologies, their families and in some cases government support. Worldwide, 15% of the population lives with some type of disability. In this context, the different degrees of dependency, derived from the different limitations of functional diversity, as a result of disability, cannot in many cases maintain personal development, since their limitations do not allow them to be independent and require permanent care. What happens to these people and their family? The objective of the research is to identify the sectors in Ecuador in which government subsidies are concentrated and in which type of disability. This research is descriptive in nature and public information from authorized sources was used. Obtaining this information will allow to orient what care this vulnerable population requires for its development, since the different degrees of dependency will condition the evolution in the prevalence of disability at any geographical scale. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.

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Virtual Assistants and Its Implementation in the Teaching-Learning Process

2021 , Cóndor-Herrera, Omar , Jadán Guerrero, Janio , Ramos Galarza, Carlos

Nowadays, technological advances encompass realities that in the last century were possible just as fantasies. Society lives now in a technological era where education must look for the path and tools to get the benefits that these advances offer, as well as the technological innate abilities that have been developed in students of this generation, who have been nominated as digital natives. For 2017 the capacities and use of virtual assistants have been significantly expanded, new products are offered in the market, although, these assistants are sub-used with basic functions solely, not taking into account the offered benefits. The present work aims to describe the different virtual assistants that could be used as an educational tool contributing to the teaching-learning process. © 2021, The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.

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Cognitive Interventions Based on Technology: A Systematic Literature Review

2021 , Ramos Galarza, Carlos , Cóndor-Herrera, Omar , Arias Flores, Hugo Patricio , Jadán Guerrero, Janio , Bolaños-Pasquel M. , Cedillo P.

This article reports a systematic review of research done about the positive impact of cognitive treatment for people with some type of brain disorder through the use of inclusive technologies. The article collected 21 publications of high impact magazines uncovering that countries such as Spain, France, and Russia have a significant number of contributions on this topic. Inclusive technological innovations which are intended for work on brain functions such as attention, memory, verbal fluency, problem-solving and behavior regulation have been mainly developed in devices such as Tablets and Robots. The data discussed highlights the need to continue in this line of research to determine the effect of this type of intervention, as well as the future projection of developing new technological devices facilitating human brain functions. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.

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Virtual Learning Objects’ of Math Educative Process

2021 , Cóndor-Herrera, Omar , Jadán Guerrero, Janio , Ramos Galarza, Carlos

Nowadays, we are facing rapid educational and technological era, therefore there is increased need to highlight the connection for teachers to rediscover improved teaching-learning processes. The actual educative processes are being developed in virtual learning environments, offering flexible, far reaching distance learning, and better tools for teachers and students in the 2.0 web, this has allowed discovering countless opportunities to improve learning environments, offering students an education that responds to the reality where they can flourish, innovate and develop. The present research brings up as its objective the analysis of the implementation of virtual learning objects in learning math, and as a result, the creation of an innovator technological proposal in the process of teaching-learning. © 2021, The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.

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Artificial Intelligence and Tomorrow’s Education

2021 , Cóndor-Herrera, Omar , Arias Flores, Hugo Patricio , Jadán Guerrero, Janio , Ramos Galarza, Carlos

Nowadays, there is a rapid technological progress around the world that has enabled realities long ago unimaginable. We live in a technological era that represents new possibilities and challenges for society, and for the educational models in each country [1]. Research on smart education, which has forced the educational community to rethink on new ways of learning and teaching has been developed globally. Due to the advent of artificial intelligence (AI), the educational model for both, teachers and students will change. Nevertheless, to transform educational systems, it is necessary to update and train students, educators, and administrators effectively [2]. This research aims to describe the possible applications of AI in education from: 1) the automation of administrative tasks; 2) collection and analysis of information [3] to create smart content; 3) the implementation of virtual assistants in the teaching-learning process; 4) the potential delivery of lectures by humanoid robots with AI. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.

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Literacy toy for enhancement phonological awareness: A longitudinal study

2020 , Ramos Galarza, Carlos , Arias Flores, Hugo Patricio , Cóndor-Herrera, Omar , Jadán Guerrero, Janio

In this report it is presented the results of a longitudinal pre-experimental study, it was realized a technological intervention to stimulate the phonological awareness through a tangible reading toy based on the RFID technology, consisting of a teddy bear and 30 letters in 3D from the Spanish alphabet. This study started with a sample of 200 children, from them, there were selected 17 children aged between 6 and 7 years (M age = 6.47, SD =.51) with a phonological disorder from an educative institution. The procedure consisted of obtaining pre-test and post-test values with the Evaluation of Phonological Awareness (PECFO). Sampling inclusion criteria considered children presenting problems of phonemes’ recognition and its relationship with graphemes. During 30 weeks it was realized an intervention with the technological toy and at the end of the sessions, it was applied the post-test. Results of phonological awareness showed statically significant differences among the pre (M = 12.88, SD = 3.53) and post-test (M = 17.17, SD = 2.96) this contributes to the empirical evidence of the intervened group improvement in this cognitive function t(16) = −3.67, p =.002. From this research it is projected proposing technological innovations contributing in the treatment of children’s cognitive difficulties. © 2020, The Author(s).

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