Mantilla, Mónica
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Mantilla, Mónica
Main Affiliation
Ambato

Research Output
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Publication

Impact of Educational Technology on Enhancing Children’s Competencies in Mobile Classrooms

2025 , Mantilla, Mónica , Núñez Hernández, Corina , Buele, Jorge

Technology can be used as an effective strategy to enhance cognitive, motor, and linguistic skills in children of all ages. However, its implementation in itinerant contexts, where resources and infrastructure are limited, poses a challenge. This study addressed this issue by evaluating the effectiveness of an educational intervention based on educational technology in itinerant classrooms. A quasi-experimental design was conducted with 128 children, using a pre-test and post-test to measure the impact on 17 competencies, such as visuomotor coordination, visual memory, and attention. The 17 competencies were evaluated using standardized tools designed to measure aspects such as visuomotor coordination, visual memory, attention, motor skills, visual perception, and linguistic abilities. The evaluation results were used to identify difficulties and the need for pedagogical support, enabling detailed tracking of each child’s development. Over the course of 8 weeks, five digital educational tools, such as Mundo Primaria and Minecraft, were used and adapted to be appropriate for the children’s ages and needs. The results showed significant improvements in all the competencies evaluated, indicating that technology can serve as a catalyst for children’s cognitive abilities even in unconventional environments. Itinerant classrooms benefited from the flexibility and adaptability of technological resources, enabling them to overcome the typical physical and logistical limitations of these contexts. The integration of educational technology in early childhood education is highly effective and can offer a viable solution to improve the learning outcomes of primary school students.

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Pedagogical Methodology and Inclusive Education

2025 , Olalla, Verónica , Londoño Proaño, Cristián , Mantilla, Mónica

Pedagogical methodologies in inclusive education are aimed at guaranteeing the right of all students to learn under equal conditions, recognizing and valuing diversity in the classroom. These methodologies are characterized by their flexibility, personalization, and student-centered approach. Among the most prominent are Universal Design for Learning (UDL), cooperative learning, multilevel teaching and project work, which allow content, processes and assessments to be adapted in different styles, rhythms and learning needs according to the needs of students. Therefore, these strategies promote participation, peer collaboration, and the development of cognitive and socio-emotional competencies. It is said that effective inclusion requires the teacher to act as a mediator, adjusting their practices according to the particularities and needs of the group with continuous training in attention to diversity. In addition, inclusive methodologies integrate technological tools, differentiated assessments and accessible materials to eliminate barriers in the development of learning and thus not only improve the academic performance of students with special educational needs, but also the classroom climate and the learning of the entire school community become different, thus consolidating a fairer education, equitable and quality.

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Neuroeducation as a Pillar of Inclusion: The Application of Cognitive Science in Inclusive Pedagogy

2026 , Mantilla, Mónica , Alba Yépez-Moreno , Núñez-Naranjo, Aracelly Fernanda

Neuroeducation, as an emerging discipline, builds a bridge between advances in cognitive science and inclusive pedagogical practice. This study presents a critical review of recent literature aimed at analyzing how principles such as neuroplasticity, multisensory learning, Universal Design for Learning (UDL), and the integration of assistive technologies can optimize educational environments through an evidence-based neuroeducational approach. The study emphasizes the role of inclusive education in addressing educational diversity, highlighting the value of cognitive science in understanding individual learning profiles. Additionally, the roles of explainable artificial intelligence (XAI) and human-centered computing are examined as catalysts for personalizing instruction according to students’ cognitive and emotional profiles. A qualitative methodology with thematic analysis was adopted, focusing on identifying structural barriers and techno-pedagogical opportunities to promote inclusive digital education. The findings emphasize the need to redesign teacher training, incorporate cognitive differentiation strategies, and harness the potential of assistive technology and UDL frameworks to support inclusive learning. This study aligns with emerging research areas such as educational artificial intelligence, natural language processing, and personalized learning, thus contributing to the current debate on equity and educational transformation in hybrid and virtual learning environments.

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