Ramos Galarza, Carlos
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Ramos Galarza, Carlos
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Quito
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carlosramos@uti.edu.ec
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57219164869

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360° Technology Applied to Touristic Marketing

2022 , Cóndor-Herrera, Omar , Ramos Galarza, Carlos

360° technology for images or videos allows the covering of a 360° vision angle in two axles (X and Y), and it can be seen on a screen in an interactive way. This means that we can see everything that is around the point where the picture or video was taken, up, down, in front, behind and the sides, which allows us to reproduce the stereoscopic human vision. In this article, the usage of this technology is proposed as a tool to enhance the touristic marketing area, giving the users an innovative expérience. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

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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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From Face-to-Face Learning to Virtual Learning: Students’ Perspective

2023 , Cóndor-Herrera, Omar , Bolaños-Pasquel, Mónica , Ramos Galarza, Carlos , Cruz Cárdenas, Jorge

This article reports the results found in an investigation which analyzed the perception that students have regarding the virtual learning process developed during the COVID-19 pandemic. The study involved 38 students from a Latin American institution whose age ranged from 13 to 15 years of age, who carried out their academic activities virtually for a school year, once the school period ended, a survey was applied to collect information on the experience in virtual classes, once the results have been analyzed, it is evident that the vast majority of students issued responses in favor of virtual teaching and that virtual classes served to develop their skills in managing technological resources, on the other hand a number of participants They did not indicate the learning experience as positive or negative. This may be related to the fact that a group of participants did not have good quality internet. In the same way, the results reflect that the students consider that not having adequate equipment and good quality internet quality are a limitation in the learning process virtual lift. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

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Using Virtual Reality in the Treatment of Social Anxiety Disorder: Technological Proposal

2021 , Ramos Galarza, Carlos , Acosta-Rodas P. , Moscoso-Salazar J. , Cóndor-Herrera, Omar , Cruz Cárdenas, Jorge

The treatments for anxiety that have proven efficacy are based on cognitive behavioral therapy, this time we will focus on systematic desensitization, which aims to expose the subject successively to the element that generates the maladaptive response, with this purpose a technological application is proposed for the treatment of this disorder from virtual reality. To accomplish this goal, an electronic helmet where different scenarios will be projected is going to be used. The person who is wearing it will face the distressing stimuli, allowing the treatment of his/her anxiety. With this application and device, it will be possible to safeguard the physical and psychic integrity of the subjects that demand this type of attention. © 2021, 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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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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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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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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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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