Alulima, Lidya
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Preferred name
Alulima, Lidya
Main Affiliation
Quito
Email
lidyaalulima@uti.edu.ec
ORCID
Scopus Author ID
57387146000

Research Output
Now showing 1 - 3 of 3
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Publication

Mobile Devices in Education: Impact on Students with Incomplete Education

2026 , Alulima, Lidya

This study investigates the impact of mobile devices on the motivation and learning of young people and adults with incomplete education, in a context where mobile technology offers new educational opportunities. The aim is to analyze how mobile devices, especially through educational applications, influence the learning, motivation and academic performance of these students. A mixed methodology was used, combining quantitative and qualitative surveys to measure interest, academic performance and explore users’ experiences with educational platforms. Quantitative findings show a notable increase in engagement and academic performance, while qualitative data reveal that the flexibility and accessibility of mobile devices are key factors in this process. This work demonstrates the potential of mobile devices to support the educational reintegration of youth and adults in non-traditional contexts, offering innovative solutions to overcome barriers to learning in populations with incomplete education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

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Integrating Digital Narrative in Social Studies Teaching: Impact on Learning and Skills Development

2024 , Alulima, Lidya , Cueva H.M. , Chiluisa M.M. , Cherres H.

Digital narrative has gained relevance in Social Studies teaching, allowing students to explore concepts in a more dynamic and participatory way. This research aims to integrate digital narrative into existing educational materials and curricula to support teachers in teaching Social Studies. A mixed qualitative and quantitative approach is used to evaluate the impact of digital narrative on student learning by collecting data through surveys before and after using digital narratives. The results indicate that digital narrative sparks interest, improves comprehension and retention of information, and strengthens critical thinking and analytical skills. Before the research, 61% of teachers did not use this strategy, but after its application, 97% consider that it generates dynamic and participatory learning in the inter-learning process. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

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Virtual Laboratories for Learning Chemistry and Physics Through Chemlab and Modellus

2023 , Alulima, Lidya , Mena-Alvarado E. , Chacón-Castro M.

In the present-day context, educational institutions have difficulties maintaining technological equipment available to the academic community. Therefore, the technology tools’ implementation for teaching Physics and Chemistry, through virtual laboratories in applications such as Chemlab and Modellus, is pertinent. The objective is to analyze Chemlab and Modellus simulators as didactic strategies that allow integral learning between theory and practice, applied to 200 high-school students of a public educational institution. The methodology is based on a mixed approach to gather information followed by an analysis and interpretation of the results, which are relevant to the use of qualitative and quantitative data based on the measurement of the variables. The subsequent results show satisfaction in the processes according to a survey of professional experts in the area and students who demonstrate to be satisfied acquiring and understanding contents and topics related to the environment reducing the difficulty degree, awakening interest, achieving a balance between theoretical concepts with experimentation and solving exercises, consolidating acquired competencies such as communication and technological skills, critical thinking, autonomy, collaborative work, leadership, decision-making, and resolution capacity. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

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