Un artículo publicado en las memorias de una reunión científica es aquel que resulta de un trabajo de investigación original y de alto nivel, el cual es aceptado para ser expuesto y publicado en las memorias del congreso, después de haber sido sometido a una exhaustiva revisión de su calidad por especialistas en el tema. Se considera "abstract o resumen" si su longitud es de 1 o 2 páginas; en caso contrario se considera "en extenso".

Recent Submissions

  • The use of gamification as a teaching methodology in a MOOC about the strategic energy reform in México

    Mena, Juan José; Rincón-Flores, Elvira; Ramírez, Raúl; Ramírez-Montoya, María Soledad (2018-06)
    The irruption of online programs in education such as MOOCs is push-ing educators to promote new ways of teaching to engage students. Nonetheless, most higher education teachers are not trained in the practices of e-learning. In this paper, we study the effects of gamification to see whether it better promotes learning. Over 6,000 participants enrolled in the MOOC entitled “Conventional and green energy sources” and 1,016 eventually completed it. Main results indi-cate that for all participants’ profiles (i.e., gender, age, and educational level) the completion of a gamification challenge at the end of the course favored their learning as shown in a final test scores. This lead us to think that gamification improves students’ performance in online teaching. However, there are technical limitations associated to the courses platforms that need to be solved to be able to use non-traditional learning approaches.
  • The use of gamification as a teaching methodology in a MOOC about the strategic energy reform in México

    Mena, Juan José; Rincón Flores, Elvira G; Ramírez Ramírez, Raúl; Ramírez Montoya, María Soledad; Universidad de Salamanca (2019-08)
    The irruption of online programs in education such as MOOCs is pushing educators to promote new ways of teaching to engage students. Nonetheless, most higher education teachers are not trained in the practices of e-learning. In this paper, we study the effects of gamification to see whether it better promotes learning. Over 6,000 participants enrolled in the MOOC entitled “Conventional and green energy sources” and 1,016 eventually completed it.  Main results indicate that for all participants’ profiles (i.e., gender, age, and educational level) the completion of a gamification challenge at the end of the course favored their learning as shown in a final test scores. This lead us to think that gamification improves students’ performance in online teaching. However, there are technical limitations associated to the courses platforms that need to be solved to be able to use non-traditional learning approaches.
  • Gamification as learning scenario in programming course of higher education.

    Rojas-López, Arturo; Rincón-Flores, Elvira; Universidad Tecnológica de Puebla, Tecnológico de Monterrey (2018-06)
    Gamification in higher education could be a bad strategy if you only consider creating a game environment for learning, but particularly for a programming course can represent the element of motivation to develop specific skills. This article presents a pilot learning environment using gamification, for which emotional, social, narrative and progress dynamics were applied. The mechanics consisted of challenges and opportunities, where some of components were badges and a leadership board. The educational strategy was applied during period January - April 2017 in Programming course at Technological University of Puebla-Mexico; through surveys, students' acceptance of intervention was questioned and academic results of experimental group were compared with those obtained in the last 8 years with students from previous courses. The main conclusion of the work indicates that intervention of proposal in classroom offered necessary motivation to students for achievement of challenges and can be applied to other subjects.
  • Education in the Knowledge Society Doctoral Consortium

    García-Holgado, Alicia; García-Peñalvo, Francisco José; Ramírez-Montoya, María-Soledad; Tecnológico de Monterrey; Universidad de Salamca (2018-11-02)
    The Doctoral Consortium track is linked with the Education in the Knowledge Society PhD Programme at the University of Salamanca since the first edition. This track is not closed to PhD students from this programme, but also it is open for PhD candidates from other Programmes that develop their researchers in Knowledge Society related topics. The main aim of the Doctoral Consortium is to provide a discussion space for PhD candidates in which they can share their research progress and receive feedback from senior researchers of the scientific committee. Moreover, this track fosters the relationships between the students in order to establish synergies between them.
  • Evaluación de una innovación educativa abierta, colaborativa y multidisciplinar integrada a un MOOC para formar en sustentabilidad energética

    Valenzuela-Arvizu, Siria Y.; Ramírez-Montoya, María S. (2018-12)
    La innovación abierta es una nueva modalidad de trabajo en donde los límites de participación se extienden hacia diversos expertos, tanto internos como externos a la organización que la promueve. La presente ponencia, parte de la pregunta: ¿Cómo se perciben los aspectos esenciales de la evaluación de una innovación educativa, abierta, colaborativa y multidisciplinar integrada a un curso MOOC para formar en sustentabilidad energética?. La metodología de investigación utilizada es mixta de diseño concurrente con estrategia de triangulación. La población analizada, corresponde al equipo de MOOC y alumnos participantes en un curso masivo abierto en sustentabilidad energética, se utilizó una muestra cuantitativa de conveniencia no probabilística de 482 estudiantes; además de una muestra cualitativa deliberada y no aleatoria de 7 integrantes del equipo de MOOC. Los instrumentos utilizados fueron encuesta, cuestionario y entrevista, que ofrecieron información para evaluar la innovación implementada con la integración de estrategias educativas en el curso, mediante el análisis de aspectos de evaluación de un proyecto de innovación, demostrando efectos positivos en el nivel satisfacción de los integrantes del equipo MOOC, así como en los estudiantes, reflejado en mayor índice de eficiencia terminal de los usuarios inscritos en el mismo.

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