The aim of this research was to explore the possibility of conforming types of students, as well as to identify a possible relationship between the educational trajectory and the self-perception of both cognitive and technical skills. The research design was quantitative, transectional correlational. The analysis followed the structural equation model, hierarchical conglomerates and K-means, as well as a Chi-square hypothesis test. The information was collected from 191 university students, and the results showed three types of students that we called: analytical thinkers, progressing learners and technological innovators in addition to identifying a relationship between semester and cognitive skills as techniques. The studies that showed types of students based on cognitive and technical skills are rare and not very conclusive, although they focus on exploring different variables. This study was the first to address skills a priori of self-perceived cognitive and technical skills, as well as a description of the student environment based on different types for the possible application of multimodal courses, in addition to providing a key variable in high and positive self-perception: the semester.

The rapid development of information and communication technologies (ICT) has opened new possibilities for teaching and assessment practices in higher education, including computerbased assessment (CBA). Since the effective development of this depends on student acceptance, the present study analyzed the constructs that affect the intention to use CBA through the computer-based assessment acceptance model (CBAAM) at a private university in Mexico. The methodology was quantitative and divided into two phases: 1) application of an assessment with multiple-choice questions with automatic grading, and 2) testing of the measurement and structural model of the CBAAM instrument with 84 first-semester engineering students. The results indicate that playful perception has a direct effect on the use of CBA, while facilitating conditions, computer self-efficacy, perceived ease of use, goal expectation, social influence, and content only have indirect effects. The acceptance model studied explains approximately 47% of the variation in the intention to use. It is recommended to investigate other variables that affect the purpose of use and to apply the model in other contexts for further confirmation.

During the covid-19 pandemic, distance education witnessed a surge in credibility, popularity, and advantages; however, this change disproportionately impacted vulnerable groups: the low-income population, the disabled, indigenous groups and children of migrants. While research in basic education has been conducted, information regarding online learning experiences of female university students is limited, especially in relation to gender. Therefore, the present study surveyed 1 206 female undergraduate students from rural and urban contexts to analyze their experiences in distance classes during confinement. Significant differences were found according to context, with women from urban settings valuing the design of assignments and strategies, and instructional design, while those from rural contexts demanded greater attention from their tutors. In both cases, participants lacked prior experience with online courses and suitable learning environments. In conclusion, these disparities warrant further investigation and targeted measures to bridge the gender gap in distance education

This article discusses whether it is possible to use technology to train democratic values. The response presented is developed through a story detailing institutional experiences in educational innovation. After a literature review on the subject, to identify proposals within various instructional design models, a suitable model was selected and the elements within it that facilitate the design of an educational platform aimed at training children in the values of democracy, participation and peaceful coexistence were identified. It concludes with the adoption of Jonassen’s model, which proposes a critical use of technology in educational tasks. Finally, a reflection on the relationship between education, technology and society is offered.

The purpose of this research is to analyze the acquisition of teachers’ digital competencias through the use of virtual environments and information and communication technologies to improve the teaching-learning process. A systematic review was conducted through the search and compilation of empirical studies over five years (2019 to 2023), in the specialized databases: Scopus, Redalyc, SciELO, and the academic search engine Google Scholar. Based on the PRISMA statement, and through inclusion and exclusion criteria, a total of fourteen research papers were selected. After examining them, it was possible to identify how digital literacy through the use of virtual learning environments influences the development of teaching work and performance and consequently also contributes to student learning. Among the digital skills most used by teachers that have allowed innovation and improvement of the teaching process are mainly the management of information and mastery of digital tools for the creation and management of educational resources.

The purpose of this article was to determine the association of the level of smartphone addiction with working memory in university students and fluid intelligence in high school graduates. For this purpose, initial measurements were made with an adaptation of the smartphone addiction scale to measure the former, with complex scope tasks for working memory and with Raven’s progressive matrices for fluid intelligence. For this purpose, a descriptive and cross-sectional study was implemented in three groups of Mexican institutions that receive a public subsidy. The sample consisted of 154 participants in total: 65 high school and 89 university students. The average age of high school students was 15.9 years, while the average age of university students was 20.9 years. Of the participants in general, 23% perceived themselves to be addicted, with the most prevalent symptoms tolerance and withdrawal syndrome, and the least prevalent being disregard for the consequences. The results indicate that there was no association between perceived addiction and working memory capacity or fluid intelligence. These findings lead to the development of new studies to determine other harmful effects on the daily lives of Mexican adolescents and young adults.

This paper presents the results of a research work focused on identifying educational improvements needs in the field of digital teaching skills (DTS) in higher education, specifically in a Teacher Training College. There are several frameworks to assess this, however, this research focused on those related to the competence: communication and collaboration described in the Marco Común de Competencias Digitales Docentes (MCCDD) (INTEF, 2017). The pandemic evidenced as an emerging requirement in terms of the DTS also national and international foundations in which it is highlighted how these are essential to support lifelong learning and to inclusion. Ten teachers from Veracruz participated in the study through the focus group technique, which made it possible to recover information to learn about their perspectives on the training needs they identified in the area of the DTS, both in themselves and in the degree program in education in which they teach. The MAXQDA program was used to analyze the information and graphs were created with the segments of their oral participations. The results are shown in Unique-Code Model (summaries) of each skill in the area of communication and collaboration.

The objective of this work is to explore the categories, criteria and indicators necessary to evaluate the quality of the educational programs and the instructional design of their courses on e-learning. This is, with the intention of generating indicators and/or instruments for quality assurance and its evaluation that serve intrinsic purposes to the instructional design, to the operation of the courses object of the design and the educational programs in this modality, as well as to administrative purposes in higher education institutions. For this, different models are examined, and the context of the official Mexican evaluation models is reviewed. Finally, recommendations are integrated according to the situation of Higher Education Institutions in Mexico.

In today’s digitized world, digital competences are required to facilitate the transition to the Internet. For professorship, these competences go beyond knowledge of a particular subject. They focus on the skills needed to transmit that knowledge to students. A quantitative approach study was applied. The design was non-experimental and descriptive. The population and sample correspond to the 70 teachers who worked in the Faculty of Humanistic and Social Sciences during the first semester of 2023. The instrument for data collection was a teaching self-assessment. The competencies in digital citizenship showed the highest levels of teacher mastery with a value of 5. The competencies in pedagogy and professional development showed a value of 4. 93% of UTM-CHS teachers stated they had participated in training activities on the use of ICT in education. In conclusion, university faculty in Ecuador must have a stronger digital academic background; they must establish better pedagogical and professional development skills, research capacity, knowledge of educational technologies, intercultural skills and leadership skills. To ensure a high-quality learning environment all three areas must be at the same level of outcomes. For that, university professional development leads to establishing good pedagogy. Then pedagogy is strengthened through digital citizenship.

The objective of the research was to identify the perspectives of university students on the use of information, communication and knowledge and digital learning technologies (TICCAD) in the post-pandemic by teachers. It is a qualitative study with a phenomenological approach, 41 students from two universities participated in four focus groups through a semi-structured interview with eight questions. The results showed that the main TICCAD used by teachers to identify prior knowledge, process information, develop integrative projects, work collaboratively, undertake, reflect on achievements and provide feedback are: Canva, Google Drive, Kahoot!, Moodle and Google Docs. In addition, students recommend that teachers receive training and an open attitude towards the use of new tools. As limitations, the importance of conducting a greater number of focus groups with students from related careers, to obtain more information, was highlighted. Furthermore, due to the few studies on the topic in the post-pandemic, the research is an important contribution to the integration of ICTCAD in educational processes. It is concluded that technological tools are valuable support in the teaching-learning process, since they facilitate access to information, exploration and discovery of knowledge, to enrich the educational experience.

The present study was a meta-analysis compiling research on digital citizenship conducted in Mexico in 2011 - 2023. It was guided by the objective of arguing, analyzing and categorizing the lines of knowledge generation and application (LGAC) related to digital citizenship in Mexico. The methodology applied was meta-analysis where 88 research studies were documented: 47 papers, 33 journal articles and 8 theses. The studies found support the existence of six LGAC in Mexico. It was concluded that the studies are related to understanding the way in which society appropriates digital technologies, interactions through social networks and the manifestations of digital identity. Another point to highlight is that the study of digital citizenship has been used to analyze the acquisition of digital skills and attitudes, social issues addressed by digitalization, the roles played by educational actors in the virtual environment and the promotion of multiculturalism. The studies found provide relevance to the LGAC, and allow concluding that digital citizenship is a topic present in research on educational technology in Mexico.

Artificial Intelligence (AI) has been used in online education for at least a decade, with recent emphasis on teaching-learning processes. The objective of this article is to share the preliminary results of a research on the development of a Recommender System (SR) of educational resources to be applied in an online high school. Under the Design-Based Research methodology, once the algorithm for the SR was developed, it was fed with information from the rubric of an activity and its grade, plus database of resources, made up of images, videos, audios and texts. The results show that SR applied to educational resources favor teaching and learning processes in online education. One of the limitations of the research is that, so far, the SR has only been tested in digital simulators and not in an institutional high school platform. However, with the results of this project, using AI solutions, we can verify contributions to the learning processes in online education. Among the conclusions, multidisciplinary work in AI and education is recognized as a strategy for strengthening learning processes in virtual learning environments.

The implementation of a virtual learning environment is framed by multiple aspects that either put it at risk or facilitate the process. In these dynamics, the teacher is the main person responsible for designing, building and conducting a virtual teaching process, so it is necessary to recognize the impact factors that emerge from their context and circumstances to bring it to a successful conclusion. This research used a non-experimental cross-sectional exploratory methodology, based on the hermeneutic model of the qualitative approach. Information was collected through structured interviews and analyzed with Atlas.ti v.23. The results show thirteen impact factors, organized by their influence on the process (positive: facilitate / negative: hinder) and by their scope (individual: identity-related to the person / external: in the environment and not dependent on the teacher). We concluded that the factors with the greatest impact are: workload, teaching experience, mentoring methodology, teacher’s disposition, level of digital competence, internal course regulations, the time considered for the development of activities, and excessive supervision.

This study investigated the impact of mobile apps on language learning, focusing on the improvement of linguistic competencies and student motivation. Five popular applications (Duolingo, Babbel, Rosetta Stone, Memrise, and Busuu) were analyzed in an experimental group through standardized tests and qualitative evaluations, before and after a study period. The results showed that students who used these apps experienced significant improvements in their language skills compared to a control group. Interactivity, personalization and gamification were identified as the main contributions to these positive outcomes, with gamification highlighted as a crucial driver of motivation. Nonetheless, the study also emphasized the need for a more robust pedagogical design in the apps to equitably address all language areas.

The objective of this article was to demonstrate that the third-grade elementary school mobile application for mathematics, Matercergrado, enhanced collaborative problem-solving. The instructional design of the application followed the ADDIE methodology, and its creation employed the Mobile-D methodology. The research approach was mixed and descriptive, with a convenience sample of 18 participants from an elementary school in the municipality of Nezahualcóyotl, State of Mexico. These participants completed a Likert-type survey, validated using the Delphi method and Cronbach’s Alpha, which evaluated usability, interface design, functionality, thematic content, and comprehension of exercises and components. The results indicated that students highly appreciated Matercergrado, and teachers validated its thematic content and explanatory procedures for teaching mathematics. In addition, students reported collaborative and union sentiments while solving problems and doing exercises. Overall, Matercergrado achieved excellent results during the study, showing the potential to enhance students’ understanding and academic performance.

In recent years, the combination of pedagogy and technology has revolutionized education, providing teachers with innovative tools to transform their work in the classroom. With the aim of transforming and improving the teaching of subjects related to technical and programming concepts, it was decided to develop a virtual reality (VR) tool to address the challenge of ensuring that students acquire, understand, and can effectively apply knowledge in practice through the TPACK model. The approach applied for this research was quantitative, supported by an applied experimental design and a convenience sample of 49 students from the Faculty of Informatics at the Autonomous University of Querétaro, Mexico. Likert scale surveys were conducted to measure the improvement and transformation of teaching through the virtual tool and the TPACK model. The results demonstrated that the strategy of using VR for teachers to provide students with a platform featuring game mechanics helps transform and improve learning. It was also concluded that one of the greatest strengths of this tool is that it removes the user from the traditional classroom, mitigating pressure or negative predisposition towards unknown or difficult-to-understand concepts.

The need to shift to a responsible consumption model, encourage citizen participation, recycling habits, and water conservation, makes it vital to seek innovative ways for environmental education. Therefore, in this study, the serious games Save the Earth Planet ECO Inc. and Eco Ego were implemented in the teaching-learning process of high school students at Unidad Educativa Mariano Benítez, with the aim of promoting sustainable attitudes and behaviors, and raising awareness about environmental management and care. A quantitative, descriptive, and explanatory methodology with a quasi-experimental approach was followed. Before and after the use of these video games, a survey was conducted to measure participants’ opinions and perceptions of learning in environmental education. As a result, the application of serious games succeeded in promoting more sustainable attitudes and behaviors towards the environment among the participants, leading to reflective learning, meaningful experiences of reconnection with nature, and the strengthening of their commitment and participation in ecosystem protection.

The general purpose of the study was to develop a website to improve the teaching-learning experience of high school students. A mixed methods exploratory sequential design was followed by using the Research and Development design as a basis supported with an inferential analysis. The sample was made up of 161 educational actors belonging to seven high schools. An online questionnaire was used with access links to the website under development for qualitative assessment, and Fisher’s exact test for hypotheses testing. The findings indicated that there is a significant association between different categorical variables studied, suggesting a correlation between various aspects of the user experience on the educational website and its influence on the educational field of high school. However, several challenges were identified, such as the reliability of the content and the availability of technological resources. It was concluded that high school educational actors have a mostly positive perception of the educational website, valuing their interactivity and accessibility.

The present research aimed to determine the use and acceptance of video in the self-creation of assignments or evidence of learning as a strategy to mitigate plagiarism. This research adopted a mixed design, with an experimental, exploratory, and descriptive scope that reflects an innovative approach to meet this challenge. A non-probabilistic sample was considered, comprised of students in their first semester of higher education in the subject of Introduction to Programming at a public university in Mexico. The participants were divided into an intervention group and a control group. The acceptance of the use of the implemented strategy was evaluated using the Technology Acceptance Model and the results revealed the viability and usefulness of the strategy since the students in the intervention group stood out in the creation of their assignments compared to the control group. There was a positive and strong relationship between academic performance and the perceived usefulness of the strategy. We conclude by emphasizing the importance of teachers promoting the active role of students in the development of their work, to promote authentic learning and guarantee educational quality.

The objective of this research was to evaluate the Scientific Research Project Design Workshop (TDPIC), aimed at the teaching staff of the Tecnológico Nacional de México (TECNM), and focused on the Research Design Canvas model for the design of research projects. This case study is intrinsic, with a quantitative methodology of descriptive and explanatory scope. The workshop was conducted with an instructional design following the ADDIE model in a virtual learning environment (VLE), and considered a sample of 17 teachers who attended the workshop, belonging to five TECNM technology centres. At the end of the workshop, a survey was applied to the participants in order to measure their satisfaction with the digital resources used, the achievement of significant learning and the understanding of the method explained; this evaluation was positive, as the teachers indicated a high degree of satisfaction in the different dimensions of the workshop. It is concluded that the TDPIC was relevant and favoured the training process of the participating teachers.