Espinosa Pinos, Carlos Alberto
Preferred name
Espinosa Pinos, Carlos Alberto
Main Affiliation
Ambato
Email
carlosespinosa@uti.edu.ec
ORCID
0000-0002-7841-8090
Scopus Author ID
57982477900
16 results
Now showing 1 - 10 of 16
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Item type:Publication, Predicting Academic Performance in Mathematics Using Machine Learning AlgorithmsSeveral factors, directly and indirectly, influence students’ performance in their various activities. Children and adolescents in the education process generate enormous data that could be analyzed to promote changes in current educational models. Therefore, this study proposes using machine learning algorithms to evaluate the variables influencing mathematics achievement. Three models were developed to identify behavioral patterns such as passing or failing achievement. On the one hand, numerical variables such as grades in exams of other subjects or entrance to higher education and categorical variables such as institution financing, student’s ethnicity, and gender, among others, are analyzed. The methodology applied was based on CRISP-DM, starting with the debugging of the database with the support of the Python library, Sklearn. The algorithms used are Decision Tree (DT), Naive Bayes (NB), and Random Forest (RF), the last one being the best, with 92% accuracy, 98% recall, and 97% recovery. As mentioned above, the attributes that best contribute to the model are the entrance exam score for higher education, grade exam, and achievement scores in linguistic, scientific, and social studies domains. This confirms the existence of data that help to develop models that can be used to improve curricula and regional education regulations. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.39 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Augmented Reality as a Promoter of Visualization for the Learning of Mathematics in Ninth-Year of Basic Education(2023); ; Quinatoa-Casicana J.This research focused on developing a mobile application in Meta-verse augmented reality to improve the learning of notable products, factoring, and linear equations in ninth-grade students of the intercultural bilingual educational unit of the millennium “Pueblo Kisapincha” based on the notional method. The methodology applied was quasi-experimental and longitudinal, where related samples were compared using a diagnostic test versus a subsequent evaluation of knowledge. The sampling technique was by non-probabilistic convenience comprising 25 students and 15 teachers to whom a structured questionnaire was applied to determine the predisposition to work in the classroom with augmented reality, which was validated with Cronbach's alpha statistic (α = 0.844). The students’ scores improved significantly after participating in both evaluations, with the post-evaluation being the one that showed the highest score according to the Bayesian T-test applied to related samples. A proposal of activities was designed to motivate the study of algebraic expressions; this product was implemented considering the ADDIE instructional model, guiding each movement with its respective resolution process as a form of feedback. The proposal was evaluated by two experts in technology and two experts in education with more than ten years of experience. In conclusion, developing an augmented reality mobile application in Metaverse to improve the learning of introductory algebra proved to be a valuable and effective tool to contribute to student learning. The mobile application provided an interactive and engaging learning experience, so it is recommended to incorporate this mobile application in the curriculum of the Kisapincha educational unit and its possible implementation in other similar educational institutions. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.43 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Classification Tools to Assess Critical Thinking in Automotive Engineering Students(2024); ; Noemi Viviana Rodríguez OrtizInadequate conflict resolution skills in automotive engineering students can have negative consequences in the workplace. The development of mathematical logical thinking can help students develop critical analysis skills, improve problem-solving ability, develop reasoning skills, and effective communication, enabling them to deal effectively with conflicts and find creative solutions. This research aims to identify predictors of problem-solving ability using classification algorithms. Methodology: In this study, three classification algo-rithms were applied and the KDD process was used to identify predictors of problem-solving ability. The data set includes 60 records of students from the automotive engineering program at Universidad Equinoccial in Quito, Ecuador, to whom three tools were applied: a sociodemographic card, a Shatnawi test related to mathematical logical thinking, and a Watson Glaser test on conflict resolution ability. Results: The best classification model is the K-nearest neighbors’ algorithm and its predictive ability is very good, with a true positive rate versus false positive rate AUC of 0.75, along with a good performance in classifying negative cases. The model can be improved with increased sampling, cross-validation, or hyper-parameter adjustment. Conclusion: Age and mathematical logical thinking are strongly associated with conflict resolution ability. In future research it is important to consider additional variables such as experience in problem-solving projects, technical knowledge and communication skills; to explore the use of more advanced machine learning algo-rhythms; to design specific educational interventions based on the development of mathematical logical thinking; or to compare conflict resolution ability between different engineering disciplines.22 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, From Physical to Digital Storytelling. A Comparative Case in School EducationThe advantages of narratives and stories in school teaching are known, however, nowadays the use of information and communication technologies are consolidated with common practices, opening the way to the use of strategies such as storytelling. The research was carried out at the Indoamerica Educational Unit in the 2022–2023 academic period in Ambato-Ecuador. Its main objective was to analyse the practice of reading comprehension based on storytelling in physical and digital format as a strategy in the teaching process in the subject Language and Communication. The study collects information from two groups of 6-year-old students with the same level of schooling (second year of primary school), group one with 60 students and group two with 61 students. The teacher of group 1 used illustrated pictures based on infographics to tell the stories (physical format). The teacher of group 2, on the other hand, used Tiktok as a digital narrative resource (digital for-mato). The central theme of the stories is respect and protection of animals. On the other hand, and beforehand, the teachers have completed some training stages on both physical and digital storytelling techniques. A mixed quantitative-qualitative methodology and a reading comprehension test were used, in addition to assessing the most striking graphic resources in both formats. The results show that students who have used digital storytelling as a learning tool have shown better reading comprehension and in less time, which is due to the use of movement, sound and light in the digital format. The teacher of group 1, on the other hand, finds that the use of storytelling in digital format captures the children's attention and facilitates concentration. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.41 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Occupational Risks: A Comparative Study of the Most Common Indicators in Uruguay, Cuba and EcuadorEfficiency and effectiveness in daily work activities demand the control of processes, those elements that can affect the health of employees known as occupational risks. The objective of this study was to identify indicators of more frequent labor risks in the countries of Uruguay, Cuba and Ecuador, for which a bibliographic compilation was carried out, as well as a descriptive analysis of the indicators of occupational risk. The results show that the countries analyzed coincide as the highest index of risks to manufacturing industries. It is concluded that the international regulations and conventions that govern safety have been accepted by the different countries that make them up, mainly in the statistical registry of accidents, reports, affiliates among others. Finally, policies aimed at the prevention, detection, monitoring and eradication of occupational risks in the workplace must be established. © 2023 IEEE.38 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Ordinal Logistic Regression Model for Predicting Employee Satisfaction from Organizational Climate(2023); 35 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Data-Driven Profiling of Reading Processes in Secondary Students: Learning Analytics Insights From PROLEC AssessmentThe integration of Learning Analytics (LA) into traditional psychometric assessments offers a transformative path for personalizing secondary education. This study proposes a “psychometric-first” analytical pipeline that converts item-level responses from the PROLEC-SE-R battery into actionable learner models for Interactive Learning Ecosystems (ILE). Using data from 256 Ecuadorian secondary students, we applied Categorical Principal Component Analysis (CATPCA) to address the ordinal nature of the psychometric data, identifying four latent dimensions of reading: lexical, syntactic, semantic, and integration processes. Subsequently, a k-means clustering algorithm identified three distinct cognitive profiles: At-Risk (12.0%), Average (56.8%), and High-Performance (31.2%). The internal validity of these clusters was confirmed through a Davies-Bouldin index of 1.206 and stability analysis via Jaccard bootstrapping. To bridge the gap between psychometric profiling and Human-Computer Interaction (HCI), we developed a rule-based mapping for UI/UX adaptations, where profiles trigger differentiated scaffolding—such as intensive audio-support for at-risk students and complex inferential challenges for high-performers. Results demonstrate that this scalable approach provides a theoretically grounded alternative to hardware-dependent analytics (e.g., eye-tracking) in low-resource contexts. This study contributes to the field of educational data mining by operationalizing latent cognitive features into dynamic instructional interventions, fostering more inclusive and adaptive digital learning environments. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Active Learning Strategies in Geometry: Effectiveness of a Gamified Digital Application at the Upper Basic LevelThis research addresses the low effectiveness of traditional methodologies in teaching geometry to students of higher basic education, which has contributed to the low performance in mathematical competencies. In view of this situation, the implementation of a gamified digital application is proposed to promote a more participatory and meaningful learning. The type of sampling is non-probabilistic by convenience, so 99 students were considered. The research technique used is the survey addressed to students. The instruments used were: a questionnaire to determine the methodological strategies currently used by teachers; and a written test to measure the level of geometric reasoning according to Van Hiele. Both instruments were validated in content and construct by means of the expert judgment technique. The results obtained show that the use of traditional strategies predominates in the process of learning geometry in the classroom, and that 92% of the students, regarding their level of geometric reasoning, are at level 2 (low) out of 6 (complete); This can be corroborated by the significant differences between the pre-test and post-test after the application of the gamified tool; therefore, it is concluded that this proposal is valid to be implemented in traditional educational scenarios and thus ensure meaningful learning of geometry at the upper elementary level.24 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Suicide Risk and Social Support in Young Ecuadorian Women Victims of Violence: A Psychosocial and Educational Analysis(2025); 72 2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Unraveling Psycholaboral Risk Factors: Ordinal Prediction of Teacher Well-Being in University Institutions in EcuadorThis article investigates the factors that affect the job satisfaction of university teachers for which 400 teachers from 4 institutions (public and private) were stratifiedly selected, resulting in a total of 1600 data collected through online forms. The research was of cross-sectional design and quantitative type using an ordinal logistic regression model, analyzing variables such as ethnic identity, field of knowledge, gender, number of children, job burnout, perceived stress and occupational risk. The results indicate that teachers belonging to ethnic groups such as Ethnicity White, Mestizo and Montubio have higher job satisfaction probabilities of 96.7%, 92.3% and 115.3%, respectively. In addition, teachers in Humanities and Communication and Information Sciences report higher job satisfaction, with increases of 53.7% and 55.6%. In contrast, those who identify as “Other” in terms of gender experience a 21.2% decrease in satisfaction. Each additional child is associated with a 21.2% decrease in job satisfaction, while an increase in Work-Related Burnout, Perceived Stress, and Occupational Risk is associated with decreases of 27.3%, 16.2%, and 31.4%, respectively. These findings highlight the need for inclusive policies and effective strategies to improve teacher well-being in the academic university environment41