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Ramos Galarza, Carlos
Development of video games to improve the learning of data structures
Virtual Assistants and Its Implementation in the Teaching-Learning Process
2020
,
Salvador-Ullauri L.
,
Salvador-Acosta B.
,
Ramos Galarza, Carlos
,
Acosta-Vargas P.
Computer engineering students have little interest in striving to understand the fundamentals of developing data structures at the origins of computing. In order to improve the learning of the Data Structure course, a strategy has been established for students to develop a simple video game in which the implementation of AVL trees, queues, and stacks shows the importance of using data structures during the development of computational applications. This work suggests a method to stimulate the learning of the essential elements of the software through the development of video games to emphasize the importance of the use of Data Structures. The students involved in this practice used graphic tools to represent the insertion and deletion operations that are performed on three types of Data Structures: AVL Tree, queue and stack. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020.
2021
,
Cóndor-Herrera, Omar
,
Jadán Guerrero, Janio
,
Ramos Galarza, Carlos
Nowadays, technological advances encompass realities that in the last century were possible just as fantasies. Society lives now in a technological era where education must look for the path and tools to get the benefits that these advances offer, as well as the technological innate abilities that have been developed in students of this generation, who have been nominated as digital natives. For 2017 the capacities and use of virtual assistants have been significantly expanded, new products are offered in the market, although, these assistants are sub-used with basic functions solely, not taking into account the offered benefits. The present work aims to describe the different virtual assistants that could be used as an educational tool contributing to the teaching-learning process. © 2021, The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.