Cóndor-Herrera, Omar
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Cóndor-Herrera, Omar
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Quito
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omarcondor@uti.edu.ec
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57218670074

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Video Conferencing Platforms for Learning: Which is the Best Platform?

2022 , Cóndor-Herrera, Omar , Bolaños-Pasquel M. , Ramos Galarza, Carlos

Due to the COVID-19 pandemic, the education field was forced to develop virtual learning environments on videoconferencing platforms. The most used videoconferencing platforms are Microsoft Teams, Zoom, Google Meet, and WhatsApp. This article aims to identify the perceptions that teachers have when using these platforms to determine which platform is the most optimal for developing the activities. The study involved 33 male and female teachers working at the high school and university levels. They responded to a survey that evaluated various aspects of four videoconferencing platforms: Microsoft Teams, Zoom, Google Meet, and WhatsApp. The aspects evaluated were usability, platform design, benefits of the application for learning, and platform reliability. According to research results, survey participants said that, according to their perceptions, the best videoconferencing platform for the development of online classes is Zoom; WhatsApp, and Zoom are the easiest applications to learn to use; Google Meet is the most difficult to learn to use; and Zoom has the best interface design. The video conference platform that offers the best benefits for the teaching–learning process is Zoom. WhatsApp offers the least benefits in relation to the others. Based on the results, it can be stated that, according to the perceptions of the teachers surveyed, the platform that offers the best benefits in the areas evaluated is Zoom. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

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Evaluation of Augmented Reality Applications for the Teaching-Learning Process

2024 , Cóndor-Herrera, Omar , Ramos Galarza, Carlos , Bolaños-Pasquel, Mónica , Clemencia Marcayata-Fajardo

Different studies show that A.R. has been implemented in several areas of education with positive and encouraging results, for example, in the teaching of anatomy [1] in the literature [23] for reading comprehension, immersive learning [1], preschool education, creation of educational video games to name a few examples. Therefore, the present research project aimed to evaluate 3 augmented reality applications used in the learning of human body systems, the applications evaluated were: Virtualiti Tee, Merge Object Viewer and Humanoid 4d. The evaluation of the platforms focused on determining which one offered the best augmented reality animations, the quality of information on the subject, the design of each application, the best application from the students’ perspective, among other aspects evaluated. The population consisted of 81 people made up of 36 men and 45 women whose age varies between 13 and 16 years of age (Mage=14,074), the exogenous variables were controlled: gender, socioeconomic level, age and academic level, so these characteristics were homogeneous in all participants. The intervention project was worked on in 8 sessions with a duration of 40 min each, in the last session the data collection instrument was applied which consisted of a survey, once the instrument was applied, we proceeded with the analysis and processing of the data from which the following results are derived, according to 42% of the students, the best application to study the systems of the body 43% of students consider that the application that has the best animations with augmented reality is Virtualiti Tee and 53% indicated that the application that provides the most complete information on the subject is HUMANOID 4D.

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Augmented Reality Teaching Resources and Its Implementation in the Teaching-Learning Process

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

This work presents a revision of possible applications of the augmented reality in the scholar context, such as the utilization of augmented reality to improve reading comprehension or its application in geometry learning and many others. At the same time, as a contribution to the research field, there is a proposal about the design and development of didactical resources that count with augmented reality objects, images, or illustrative graphs, as well as multimedia videos to improve the teaching-learning process of various academic topics. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.

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Use of Technology in the Context of Latin America

2023 , Ramos-Galarza C. , Cóndor-Herrera, Omar , Bolaños-Pasquel M. , Cruz-Cárdenas J.

The article reports national statistical data on the usage of information and communication technologies in Ecuador, illustrating a sample of what occurs across Latin American countries. The data was collected in the 28 cities from Ecuador. The respondents were 40, 814 people aged from 0 to 98 years old. Regarding gender, 20,110 (49.3%) participants identified as male and 20,704 (50.7%) as female. Regarding educational level, 1,570 (3.8%) participants did not report any level of education, 115 (0.3%) attended a literacy center, 8,492 (24.9%) primary school, 9,317 (25.8%) basic education, 7,041 (17.9%) secondary school, 5,239 (12.8%) high school, 717 (1.8%) non-university higher education, 4,860 (11.9%) university higher education, 320 (0.8%) postgraduate level. In the results, it was found that a large number of citizens do not have access to technological means in favor of activities such as education or to solve everyday life activities. The results are discussed in the context of Latin America and the need for greater investment in the technological accessibility and development of the region to improve the living conditions of its people. © 2023, 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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The impact of a technological intervention program on learning mathematical skills

2021 , Cóndor-Herrera, Omar , Ramos Galarza, Carlos

Learning mathematics is a challenge in the current educational context. This is demonstrated by a high percentage of students who both fail to develop these numerical-type skills and have a low academic performance. This research performs a quasi-experiment to develop mathematical skills and knowledge. The sample consisted of 54 students (20 female and 34 male) between 10 and 14 years old (Mage = 11.11, SD =.79) organized into two groups. First, an experimental group (N = 26) that received a technological intervention of learning virtual objects and second, a control group (N = 28). The results shown a statistical significant interaction between the experimental group and the post-test, which suggests that the intervention improves the skills to solve root exercises F(1, 52) = 10.41, p =.002, η2 =.17, with a significant main effect F(1, 52) = 1184.02, p = <.001, η2 =.96. The knowledge of root exercises problem-solving variable has no meaningful interaction with the intervention F(1, 52) = 2.14, p =.15, η2 =.04. Nevertheless, there was a direct effect between the pre- and post-test measurement differences and the intragroup factor F(1, 52) = 17.95, p = <.001, η2 =.26. The results are discussed about the benefit generated by the use of virtual learning objects in favor of developing mathematical skills and based on previously published studies. © 2020, Springer Science+Business Media, LLC, part of Springer Nature.

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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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Implementation of Virtual Learning Objects in the Development of Mathematical Skills: A Qualitative Analysis from the Student Experience

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

This article reports a research of a qualitative methodology that analyzed narratives of students aged between 10 and 14 years old, who received a learning technological program based on Virtual Learning Objects. As results, it was found that the program applied propitiate significant willingness, happiness, motivation, and innovation towards learning mathematics. There is discussed about the need of the implementation of this methodology in benefit of learning mathematics. © 2021, Springer Nature Switzerland AG.

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E-learning and M-learning Benefits in the Learning Process

2021 , Cóndor-Herrera, Omar , Bolaños-Pasquel, Mónica , Ramos Galarza, Carlos

This paper elaborates around the perception that students have regarding the learning process based on technological means: e-learning and m-learning combined. The experiment’s sample consisted of 16 students between 9 and 12 years old (37.2% female and 62.5% male). The results showed that most students are in favor of using technology to improve their motivation to learn, which significantly improves their willingness to complete learning activities. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.

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Evaluation of Online Learning Platforms in Latin America

2022 , Ramos Galarza, Carlos , Cóndor-Herrera, Omar , Cruz Cárdenas, Jorge

Introduction: The use of online learning platforms has made a huge contribution to the online learning process. A key tool in this world is videoconferencing, which allows the efficient advancement of knowledge of a specific subject during synchronized timing. Objective: With this proposed context, the objective of this investigation is to determine which online video-conference platform has more benefits to be applied in Latin America. Method: A study was carried out with a quantitative method, transversal temporality, and a correlational and comparative process. There was a sample of 272 participants between 12 and 55 years old. Results and conclusion: It was found that the platform with the most benefits according to the analysis of gender, age, and profession is ZOOM. These results allow us to analyze the usefulness of this platform and its benefits in the learning process in Latin America. © 2022 by the authors. Licensee ESJ, Italy.

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