Núñez-Naranjo, Aracelly Fernanda
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Núñez-Naranjo, Aracelly Fernanda
Main Affiliation
Ambato
Email
fernandanunez@uti.edu.ec
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Scopus Author ID
57918896500

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Attrition Factors and Retention Strategies in Distance Higher Education

2025 , Morales Molina, Tania , Rios Ponce, Marco , Núñez-Naranjo, Aracelly Fernanda , Chaviano Quesada, Alejandro

Distance higher education faces significant challenges in student retention, affected by economic, academic, personal and technological factors. This study aims to identify the main causes of attrition and propose strategies to improve retention in this modality. Using a mixed approach, quantitative data from 3,835 students enrolled in a higher education institution in Ecuador were analyzed, complemented by qualitative interviews with administrative and teaching staff. The results revealed that economic (34.09%) and academic (27.79%) factors are the main barriers to retention, followed by family and personal problems (13.75%). In addition, limitations related to access and use of information technologies were identified, such as the lack of technological resources and the digital divide, which affect student performance. In conclusion, a comprehensive strategic plan is proposed that includes personalized tutoring, financial support, improvement of technological infrastructure and student welfare services. These strategies seek to reduce dropout, strengthen the educational experience and promote academic success in the distance learning modality.

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Gamification for psychomotor development: an experience with Genially in pre-school education

2024 , Núñez-Naranjo, Aracelly Fernanda , Acuña Mayorga, José Miguel , Viviana Lourdes Martinez

Psychomotor skills in early childhood are notably affected due to the pandemic, which is why the objective of the research was to implement gamified strategies in Genially that seek to improve psychomotor development in early education, the research had a mixed and field approach, with a proposal in which 21 students participated for 4 weeks; before the application of the proposal and after it, tests were applied, where the results obtained fulfilled the expectations of improvement in the teaching process.

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Learning Service: Transforming Secondary Education

2024 , Núñez-Naranjo, Aracelly Fernanda , Erika Urgilez , Marco Pérez-Narváez , Diego Escobar-Bermudes

This study investigates the impact of Learning Service on the teaching-learning process and the academic development of second-year high school students at the Ecuadorian Dutch Educational Unit during the academic year 2023-2024. A quantitative and descriptive approach was employed, using surveys and academic performance evaluations. The results show a significant improvement in students' cognitive and psychosocial development, supported by a positive perception of teachers regarding the effectiveness of Learning Service. The conclusions highlight the importance of integrating innovative educational strategies that promote meaningful learning and students' social engagement. Increased implementation of Learning Service in the school curriculum is recommended to strengthen students' social and cognitive skills.

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Subjective Well-Being and Corruption in Latin America

2024 , Núñez-Naranjo, Aracelly Fernanda , Ximena Morales-Urrutia , Rodrigo Villegas

This study explores the impact of corruption on subjective well-being in Latin American countries, focusing on Chile, Ecuador, Argentina, Uruguay, Venezuela, Bolivia, Colombia, and Peru during the period 2017-2021. The research examines how perceptions of corruption affect key indicators such as education, health, income, and life satisfaction. Utilizing secondary data from the World Values Survey, a descriptive and explanatory methodology was employed, incorporating statistical analysis and ordinal logistic regression models. Findings reveal a complex relationship between corruption and subjective well-being, indicating that higher levels of education are associated with increased awareness of corruption, while economic stability, political trust, and life satisfaction show varied associations with perceived corruption. The study highlights regional differences and contextual factors influencing these dynamics, providing insights into the multifaceted effects of corruption on human development and overall well-being in Latin American populations.

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Psychopedagogy and the Fields of Action of Educational Psychologists

2023 , Castillo Bustos M.R. , Núñez-Naranjo, Aracelly Fernanda

This work analyzes the essential aspects of Psychopedagogy as a scientific discipline and educational psychologists’ main fields of action. It is theoretical research developed with the hermeneutic method. The problem identification reveals excessive divergences in Psychopedagogy’s conceptions and other aspects. In the empirical phase, little difference is observed between Psychopedagogy and psycho-pedagogical practice; Psychopedagogy has been generally and loosely linked to formal education, to unique or specific educational needs, and learning problems in the school context. Regarding the fields of action of educational psychologists, the existing information is minimal. In the interpretative phase, the findings in the theoretical, methodological, and praxeological order reveal that Psychopedagogy has as its object of study the learning and development of the human being; it directs the psycho-pedagogical practice given from the principles of prevention, development, and social action. Hence, the fields of action of psychopedagogy are all those contexts in which human learning takes place, highlighting formal education and integral development; family and interpersonal relationships; health and body care; business, labor, and professional development; and the meaning of life and values, all of which is supported by the fact that human beings, as social beings by essence, learn, develop and transform throughout life. © 2023, North American Business Press. All rights reserved.

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Constructivist Didactics in the Teaching-Learning Process

2022 , Núñez-Naranjo, Aracelly Fernanda

This paper reflects on the applicability of didactics in the constructivist approach, derived from different ideologies and worldviews associated with the teaching-learning process, based on the analysis of the tradition of educational practices in the classroom, as well as the characteristics adopted by teachers in the applicability of the curriculum, within the comprehensive training. The methodology was based on the systemic bibliographic review and in which the performance responds to the questions what, how and when to teach. The results show that there are different didactic strategies aimed at constructivism. Reference is also made to constructivist didactics as an organized and complex activity, in which the learner constructs their own learning, through interest, previous learning and transformations. It is concluded that the evolution of education has undergone significant transformations, where the passivity of the learner assumes a role in innovation and creativity. © 2022 IEEE.

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Relationship Between Body Schema and Socioemotional Well-Being in Early Childhood: A Comparative Study

2025 , Anabel Valdivieso , Núñez-Naranjo, Aracelly Fernanda , Morales Molina, Tania

The present study explores the deficiencies observed in the development of the body schema and the limited access to socio-emotional tools in early education students. The objective was to analyze the influence of the body schema on the socio-emotional well-being of boys and girls aged 4 to 5 years, belonging to the Teresa Flor Educational Unit, located in Ambato, Ecuador. With a quantitative approach and a quasi-experimental design of exploratory and explanatory scope, 47 students were evaluated using the Goodenough and Harris tests. Statistical tests were used to test the hypothesis that the development of the body schema positively impacts socioemotional well-being. The results revealed that greater development of the body schema is related to higher self-esteem, better emotional management and more effective social interaction. Objectively applied evaluations showed that children with greater knowledge of their body tend to manage their emotions better and establish stronger social relationships. In conclusion, the study highlights the importance of promoting activities that encourage the development of the body schema, since they contribute significantly to socio-emotional well-being in early childhood. These findings highlight the need to incorporate socio-emotional tools and resources in educational programs to guarantee comprehensive development.

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Virtual Inclusion in Distance Education: Challenges and Opportunities for Embracing Student Diversity

2026 , Segundo Manuel Realpe-Torres , Quezada-Sarmiento, Pablo Alejandro , Núñez-Naranjo, Aracelly Fernanda

In the educational context, virtual inclusion faces significant technological, pedagogical, and sociocultural barriers. These include limited digital connectivity, lack of access to technological devices, insufficient inclusive pedagogical strategies among educators, and disparities rooted in ethnicity, gender, language, social class, culture, and disability—factors especially prevalent in marginalized areas. As a result, access to virtual distance education remains limited for many students. This study aims to identify the primary barriers affecting accessibility and usability in digital inclusion. The study employed a qualitative methodology based on a literature review of academic research published between 2020 and 2025. Selection criteria included relevance, coherence, and quality of information, drawing from academic databases such as IEEE Xplore, ACM Library, Springer, SciELO, and ERIC. The findings reveal several recurring barriers: technological inequality, low digital literacy and usability, limited integration of the Universal Design for Learning (UDL) in virtual pedagogy, and insufficient teacher training in inclusive strategies for online learning. However, the literature also highlights key opportunities, such as the expansion of virtual education, the use of assistive technologies, personalized learning, improved access in geographically isolated regions, and the implementation of inclusive educational policies. This analysis underscores that achieving full virtual inclusion requires an integrated approach—one that combines digital innovation, continuous teacher training, and public policies that ensure equitable access and equal opportunities for all students, regardless of their diverse backgrounds

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Collaborative Work Mediated by ICT To Strengthen Reading Comprehension in Language and Literature

2025 , Núñez-Naranjo, Aracelly Fernanda , Ana Urrego , Edwin Acuña-Checa

This study addresses the challenge of improving reading comprehension in secondary students within rural educational contexts, where traditional methods often fail to foster interpretation and critical thinking. It evaluates the impact of ICT-mediated collaborative strategies on reading performance in Language and Literature. A quasi-experimental design was applied in an Ecuadorian public school, involving 180 students divided into experimental and control groups. The experimental group engaged in eight weeks of interactive activities using digital tools such as Genially, Padlet, and Storyjumper. Results showed a significant improvement in the experimental group’s performance (from 6.4 to 8.1 average), along with increased motivation and classroom engagement. These findings confirm the effectiveness of integrating collaborative digital strategies to enhance reading comprehension. The originality of this study lies in its contextualized application of ICT tools at the secondary level, offering scalable pedagogical insights for broader educational innovation.

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Scratch as a Tool to Promote Computational Thinking in Technological Education

2023 , Núñez Naranjo, Aracelly , Luis-Masabanda J. , Morales-Urrutia E. , Goitia J.M.G.

The objective of this work is to improve computational thinking through the approach of algorithms in Scratch, thus giving a solution to the main problem detected, which is the case of knowledge of digital tools as a means for the development of computational thinking, this has led to the creation of a mobile application that teaches programming in Scratch. For the study, a mixed methodology with qualitative and quantitative approaches was used, and a pretest and a posttest based on exercises were applied to measure computational thinking. The following results were obtained as a starting point with the pretest, a value of 6.81, and at the end of the practice with the mobile application, the posttest assessment was 7.86, demonstrating a positive effect on the development of computational thinking. Therefore, it is concluded that the algorithms and the Scratch tool motivated the students and stimulated the development of computational thinking. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

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