Núñez-Naranjo, Aracelly Fernanda

Preferred name

Main Affiliation

Centro de Investigación de Ciencias Humanas y de la Educación

Ambato

fernandanunez@uti.edu.ec

ORCID

0000-0001-7431-2339

Scopus Author ID

57918896500

Now showing 1 - 10 of 69

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Impact of Interactive Digital Environments: Literacy Development in Middle School
(Springer Nature Switzerland, 2026)
Núñez-Naranjo, Aracelly Fernanda
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Figueroa-Oquendo, Alfredo
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Pacheco-Chalen, Grace
This study examines the impact of interactive strategies supported by digital tools on the development of literacy skills in seventh-grade students in Basic Education. The objective is to determine whether the use of platforms such as Canva, Genially, Kahoot, and Google Docs enhances academic performance in reading comprehension and written expression. A quantitative methodology with a quasi-experimental design was applied, distinguishing between an experimental group that received a technological intervention and a control group that followed traditional methodologies. The results, validated through statistical tests, show significant improvements in the experimental group in terms of both academic achievement and motivation. The study concludes that the pedagogical integration of digital tools enhances autonomous, participatory, and meaningful learning, offering new perspectives for educational innovation in school settings. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.
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Decision-Intelligent Educational Management and Sustainable Brand Performance: Insights from Ecuador
(Springer Nature Switzerland, 2026-08-02)
Morales Molina, Tania
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Núñez-Naranjo, Aracelly Fernanda
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Núñez Torres, Gabriel
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Chaviano Quesada, Alejandro
This study analyzes how the joint use of information systems and economic analytics strengthens sustainable brand performance in Ecuadorian higher education institutions. The objective is to characterize levels of digital maturity and economic analytics and to relate them to perceived outcomes of sustainable marketing and ICT investment. An explanatory sequential mixed-methods design was implemented, combining a stratified survey of students, faculty, and staff with semi-structured interviews and document analysis. Results show heterogeneous digital maturity: 22% of institutions operate at a basic level (limited to email and office tools), 48% at an intermediate level (LMS, videoconferencing, CRM), and 30% at an advanced level (big data, predictive analytics, ERP). Economically, 42% rely on traditional financial indicators, 33% assess academic program profitability, and 25% apply predictive analytics, indicating a partial integration of information technology with managerial decision-making. Perceived outcomes of sustainable marketing include improved reputation (72%), community relations (67%), resource efficiency (59%), and student attraction (64%). ICT budgets rose from 12% to 18% between 2020 and 2024, prioritizing basic platforms over advanced technologies. Based on these findings, a practical, data-driven framework is proposed that connects academic, financial, and ESG indicators to guide managerial choices. The study concludes that the effectiveness of sustainable brand strategies depends on the alignment between digital maturity, evaluation culture, and institutional scale. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2027.
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Health Consciousness and Dietary Behavior: A Theory of Planned Behavior Analysis of Organic Food Adoption Among Young Consumers
(MDPI AG, 2026-06-16)
Núñez-Naranjo, Aracelly Fernanda
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Morales-Urrutia, Diana
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Mantilla-Falcón, Luis
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Ibarra-Torres, Oscar
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Córdova, Patricio
The adoption of healthier dietary behaviors has become a critical public health concern, particularly among young populations facing structural and economic constraints. Within this context, organic food consumption can be understood not only as a market choice but as a form of health-related behavior influenced by psychological factors. Drawing on the Theory of Planned Behavior, this study examines how health consciousness and core cognitive determinants shape dietary health behavior through their influence on behavioral intention and self-reported consumption patterns. A cross-sectional quantitative design was employed using data from 384 young consumers in an emerging market context (Ambato, Ecuador). The proposed model was tested using covariance-based structural equation modeling (CB-SEM). The findings indicate that perceived behavioral control is the strongest predictor of intention to engage in organic food consumption, followed by attitude and subjective norms. Health consciousness is positively associated with attitude and indirectly influences behavioral intention through this pathway. No significant relationship was found between perceived behavioral control and attitude. Behavioral intention shows a strong association with self-reported consumption behavior. These results highlight the central role of perceived feasibility in shaping health-related dietary behaviors in constrained contexts, where structural barriers may limit the translation of positive attitudes into action. The study contributes to the health psychology literature by providing context-sensitive evidence on how cognitive and motivational factors interact within the TPB framework to influence dietary behavior. Implications for promoting healthier consumption patterns emphasize the need to address both psychological drivers and structural constraints. © 2026 by the authors.
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Gamification and Digital Collaboration as Strategies to Enhance Literacy Skills
(Springer Nature Switzerland, 2026-08-02)
Lozada-Calvache, Raquel
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Núñez-Naranjo, Aracelly Fernanda
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Toasa, Renato
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Escobar-Bermudes, Diego
Literacy is a key competency for lifelong learning and academic achievement. However, international assessments such as PISA 2022 reveal a sustained decline in reading comprehension, with deeper losses in Latin America and persistent digital divides. In Ecuador, ERCE 2019 results already showed delays in reading and writing, reinforcing the urgency of developing innovative pedagogical strategies. This study analyzed the impact of interactive activities supported by digital tools on literacy skills among elementary school students in Quito. A quasi-experimental design was applied with two groups: an experimental group (n = 31) that participated in an intervention using Canva, Kahoot!, Genially, Google Docs, and Google Meet; and a control group (n = 32) that continued with traditional methods. The intervention lasted twelve weeks and included eight activities aimed at creative reading, collaborative writing, and digital storytelling. Results showed significant improvements in the experimental group (+1.49 points compared to + 0.84 in the control group; p < 0.05). Beyond quantitative gains, increases in motivation, collaboration, and active participation were observed, providing empirical evidence of the relevance of integrating interactive digital strategies to strengthen literacy in Latin American school contexts. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2027.
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Predictive Motivations in Satisfaction and Loyalty in Sustainable Coastal and Marine Destinations: Galapagos National Park, Ecuador
(MDPI AG, 2026-08-06)
Carvache-Franco, Mauricio
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Núñez-Naranjo, Aracelly Fernanda
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Carvache-Franco, Orly
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Torres-Naranjo, Mónica
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Carvache-Franco, Wilmer
Studying sustainability in marine and coastal tourism within national parks is essential to balance visitor use with the conservation of fragile ecosystems and biodiversity. In this context, the Galápagos Archipelago is a major coastal and marine destination in Ecuador, recognized as a UNESCO World Heritage Site. The aim of this empirical study was (i) to identify the principal motivational dimensions in sustainable coastal and marine destinations; (ii) to determine which motivations significantly predict tourist satisfaction in these contexts; and (iii) to establish which motivations influence loyalty in sustainable coastal and marine destinations. The research was conducted in situ, obtaining 407 valid questionnaires. Multiple regression analysis and exploratory factor analysis were applied. The results reveal six motivational factors: learning; heritage and nature; sun and beach; sports; authentic coastal experience; novelty; and social interaction. The motivation that most strongly predicts satisfaction is heritage and nature, followed by novelty. Likewise, the motivation that most strongly predicts loyalty is heritage and nature, with additional influence from sun and beach and sports motivations. These findings provide practical guidance for the development of sustainable destination management plans and contribute to the academic literature on sustainability, satisfaction, and loyalty in coastal and marine tourism contexts. © 2026 by the authors.
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The Art as an Active Strategy for Dyslexia Intervention: A Rhythmic–Visual–Motor Case Study
(Richtmann Publishing, 2026-05-05)
Zurita Álava, Susana
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Núñez-Naranjo, Aracelly Fernanda
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Carvache-Franco, Orly
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Realpe-Cabrera, Iván
Dyslexia remains a persistent challenge for teaching practice, requiring inclusive and effective pedagogical approaches. This study explores the use of art as an active methodology for dyslexia intervention through an exploratory single-case design. A four-month program integrating rhythmic, visual, and motor activities was implemented with an 11-year-old child diagnosed with dyslexia and attention-related difficulties. Reading performance was assessed using the PROLEC-R test at two points (pretest and posttest), analyzing subprocesses such as accuracy, speed, and comprehension. The results showed improvements in decoding, word and pseudoword reading, text comprehension, and reading speed, accompanied by a moderate-to-large within-case effect size (d = 0.81). However, limited progress was observed in letter naming and grammatical structures. These findings suggest that a multicomponent artistic intervention may contribute to improvements in reading subprocesses by engaging cognitive, sensory, and emotional dimensions. Nevertheless, given the single-case design, the results should be interpreted as exploratory and not generalizable. The study highlights the potential of art-based active methodologies as a complementary strategy in inclusive education contexts and underscores the need for further research with larger samples and controlled designs. © 2026 Zurita-Álava et al .
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Psychopedagogy and the Fields of Action of Educational Psychologists
(2023)
Castillo Bustos M.R.
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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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Relationship Between Body Schema and Socioemotional Well-Being in Early Childhood: A Comparative Study
(2025)
Anabel Valdivieso
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Núñez-Naranjo, Aracelly Fernanda
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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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Gamification for psychomotor development: an experience with Genially in pre-school education
(2024)
Núñez-Naranjo, Aracelly Fernanda
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Acuña Mayorga, José Miguel
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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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Gamification: From Motivation and Challenges to Improving Academic Performance in Learning Mathematics
(2024)
Núñez Naranjo, Aracelly
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Sinailin-Peralta J.
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Morales-Urrutia E.
Gamification is a didactic strategy that motivates and improves teaching processes, for this reason the present study has been proposed in which a methodological proposal is structured that seeks to improve academic performance using gamification as a strategy for teaching operations with applied polynomials. Students of the first year of high school of an educational institution in the city of Quito, the methodology is addressed from a descriptive and correlational level given the exploratory approach that has been carried out, for the development of the proposal the principles of gamification that relate to motivation with learning challenges, we worked with 28 students in scheduled class meetings, a pre-test and a post-test were applied to them, obtaining the following average course results: initial pre-test evaluation 4.93 and post-test -test, a value of 8.61 was obtained, evidencing an increase in the total average, with these data it is concluded that the gamification of activities and assessments if it improves the academic performance of students. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
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Núñez-Naranjo, Aracelly Fernanda

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