Authors:
Duque, Fabián Andrés Jalk and Duarte, Sonia Valbuena and Niebles, Francisco Juan Racedo
Abstract:
Computational thinking (CT) is recognized as an essential macro-skill that can be developed at any age and in various contexts, being a key component in science, technology, engineering, and mathematics (STEM) disciplines. For this purpose, the design and development of an interactive simulation to measure the charge-mass ratio of the electron, using Helmholtz coils to generate a uniform magnetic field, is presented. Based on Lorentz’s law, it describes how electrons accelerated by an electric field are deflected in circular trajectories under the influence of a magnetic field. The studio uses GeoGebra software to create a virtual lab environment where users can control experimental variables such as acceleration current and voltage. Results obtained from the simulation align with established theoretical and experimental values for the electron charge-mass ratio, suggesting its potential as a supplementary educational resource.
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Authors:
Mercado-Rojas, José G. and Tariq, Rasikh and Marchina-Herrera, Juan A. and Artemova, Inna and Sanabria-Z, Jorge
Abstract:
Citizen science projects that use Internet of Things (IoT) devices are transforming environmental education by enabling real-time, participatory data collection. However, few initiatives integrate Artificial Intelligence (AI) to support the analysis and prediction of environmental dynamics, as well as their interpretation and deeper learning outcomes. This article presents a framework for incorporating AI into IoT-based citizen science educational systems, exemplified by the SKILIKET project. SKILIKET combines quantitative sensor data (e.g., temperature, CO2, humidity, UV, and noise) with qualitative human observations (e.g., perceived smells, sounds, and visual cues) collected via a mobile app to help participants better understand socioecological phenomena in their environments. Using a Design-Based Research (DBR) approach, the study explores AI functionalities that could support environmental interpretation, predictive analytics for heterogeneous environmental data, and conversational agents for reflective learning. Preliminary tests show that AI-powered predictive models aid pattern recognition and foster participant reflection. The proposed framework outlines principles for modular AI integration, emphasizing user-centered design, ethical data practices, and alignment with STEM education goals. It establishes a foundation for AI-supported citizen science education, aiming to foster critical thinking, civic participation and proactive environmental stewardship.
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Authors:
Nascimento, Luciano Rovanni do and Palácios, Rodrigo Henrique Cunha and Mendonça, Márcio and de Souza, Lucas Botoni and Fabri, José Augusto
Abstract:
This work aims to develop a board game called Prog-poly, based on the classic Monopoly board game to try to mitigate the facts reported by the students, and consequently assist in the teaching of programming language. The learning of programming languages is considered difficult by students of higher education in computing areas. The main reasons for this fact, according to students, are abstraction, logical reasoning, rigor in the use of programming languages. Increase the motivation level of students introducing programming languages learning through gamification aspects, thus aiding students to perform better in class. Initial evidence shows that the board game can help in the teaching activity, besides motivating the classes. To test Prog-poly board game, a mini-experiment was conducted with groups of students to compare Prog-poly efficiency with traditional teaching methods in the learning of algorithms, student motivation and fun factor. The authors obtained the following data: 95% of students answered Prog-poly motivates learning algorithms, 85% that the game offers learning algorithms, 80% considered the game to be a less tiring way of learning. Although initial results are presented, future works aim to compare their efficiency in teaching algorithms with the traditional way.
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Authors:
Bayly-Castaneda, Karla and Ramirez-Montoya, María-Soledad
Abstract:
Integrating Artificial Intelligence (AI) in education has opened new possibilities for personalized learning, yet its potential to develop higher-order thinking skills in specific domains such as financial literacy remains underexplored. This study investigates the impact of designing and using a personalized AI agent in a mobile application on developing critical thinking, decision-making autonomy, and financial behavior among undergraduate students. A qualitative exploratory case study was conducted with 27 students enrolled in a Personal Finance course at a private university in Mexico. Participants created their own AI-based financial planners using the Poe platform and reflected on the experience in responses to a structured questionnaire. Thematic content analysis using ATLAS.ti revealed that using AI agents produced (a) enhanced critical thinking through scenario-based simulations, (b) greater autonomy in financial planning and decision-making, (c) increased motivation for continued learning in personal finance, and (d) immediate adoption of financial actions to achieve long-term goals. This study contributes to the field by exploring how student-created AI agents can act as instructional tools and perceived catalysts for behavioral change. These findings are relevant for educators, instructional designers, and policymakers aiming to leverage emerging technologies to develop cognitive, and practical competencies in higher education.
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Authors:
Moreno-Cruz, Alejandro and Muñoz-Arteaga, Jaime and Ponce-Gallegos, Julio C. and Gutiérrez-Vela, Francisco L.
Abstract:
Students with disabilities at the upper secondary level often encounter significant barriers to accessing and engaging with education. This study examines the use of the Design-Based Research (DBR) methodology to develop a virtual reality (VR) application prototype designed to address these challenges. Conducted within the Care Centers for Students with Disabilities (CAED) in Aguascalientes, Mexico, the project involved 18 students with different types of disabilities and their educators in an iterative design process. By utilizing VR technologies, the study aimed to enhance accessibility, student engagement, and academic outcomes for students with disabilities. The DBR approach facilitated continuous refinement of the prototype through iterative feedback cycles, promoting collaboration among researchers, educators, and students to ensure alignment with user needs. Results indicated increased motivation and academic performance for most participants, although significant visual impairments limited the tool’s effectiveness for two students. This paper details the design, implementation, and evaluation of the VR application, emphasizing the integration principles of inclusive education with advanced technologies. The findings highlight the potential of VR to create immersive, adaptive, and inclusive learning environments, providing valuable guidance for future advancements in educational technology.
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Authors:
Oliva-Córdova, Luis Magdiel and Álvarez-Icaza, Inés and George-Reyes, Carlos Enrique
Abstract:
Critical thinking is a key competency in higher education, particularly in digital environments that demand analysis, judgment, and informed decision-making. Generative Artificial Intelligence (GenAI) represents an emerging opportunity to enhance complex cognitive skills in educational settings. A quasi-experimental research design with a mixed-methods approach was employed and applied to a sample of university students aiming to address the research question: What is the impact of using GenAI tools on the development of critical thinking in university students? The educational intervention consisted of structured workshops that incorporated GenAI tools into activities aimed at developing six dimensions of critical thinking: remembering, understanding, applying, analyzing, evaluating, and creating. Results showed significant improvements in applying (p =.002), analyzing (p =.0008), and evaluating (p =.003), all associated with higher-order thinking skills. Three dimensions -remembering, understanding, and creating- showed statistically significant changes. However, students’ perception showed a notable increase in the value of GenAI use. Additionally, participants highlighted the usefulness of GenAI for generating ideas, decision making, and promoting deeper reflections. The study concludes that the intentional integration of GenAI technologies, when aligned with clear educational goals, can produce a meaningful and positive impact on the development of critical thinking in university contexts. These findings offer empirical support for designing innovative, ethically grounded learning experiences that incorporate GenAI to strengthen cognitive development in higher education.
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Authors:
Miranda, Jhonattan and Freudenreich, Johannes and Schneider, Marie and Glasserman-Morales, Leonardo D.
Abstract:
This study addresses the need to ensure the long-term sustainability of Open Educational Resources (OER) in educational environments shaped by Artificial Intelligence (AI). To respond to this challenge, we present the Design for Sustainability of Open Educational Resources (DfS-OER) model. The model is informed by sustainability literature and educational design theory, and it is structured to support practical application. It incorporates five sustainability dimensions: social, economic, environmental, pedagogical, and technological, each connected to a set of design principles. The model was applied in the design of a low-cost, AI-enhanced university course and validated through empirical implementation. Findings from the case study demonstrate that: (a) the model enabled consistent alignment between sustainability objectives and instructional design decisions; (b) the use of AI tools significantly reduced development time, particularly in translation and content generation; (c) inclusive design elements improved learner engagement and accessibility; and (d) the model supports the vision of Education 5.0 by enabling human-centered, scalable, and adaptive learning environments. The DfS-OER model offers a validated pathway for integrating sustainable design practices into digital education systems at scale.
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Authors:
Silva, Williamson and de Souza Garcia, Renato and Cargnelutti, Rodrigo and Bernardino, Maicon
Abstract:
Requirements Engineering (RE) represents a fundamental activity in the software development process. When executed correctly, RE can have a beneficial impact on the final software quality. Given the increasing demand for competent professionals in the software industry, adopting pedagogical strategies that effectively align theory and practice in teaching Requirements Engineering is imperative. This ensures the training of qualified professionals capable of successfully executing software projects. This paper reports our experience designing and enhancing an innovative proposal pedagogy to teach RE through active blended learning. We grounded our proposal on the Problem-Based Learning (PBL) methodology, which enables external community stakeholders to present real-world problems within the classroom environment. Students take on the role of requirements engineers and participate in various RE activities as they design their software solutions. Our pedagogical proposal combines PBL with other methodologies, e.g., Flipped Classroom, Diaries, and Gamification. We also provide evidence from a case study conducted in our course, in which we assess students’ perceptions of our approach. The results indicate increased student engagement, motivation, and performance, as well as improved understanding of RE concepts and their application to real-world problems. Additionally, we improved the active blended learning proposal based on our lessons learned and students’ perceptions. This work concludes that an active blended learning approach can significantly enhance RE education, offering a practical and adaptable strategy to foster both technical and soft skills among software engineering students. The main contributions of this study are (i) the design of a structured and replicable pedagogical framework for teaching RE using blended learning, (ii) the empirical evaluation of this framework through its implementation in two undergraduate cohorts, and (iii) the refinement of the framework based on lessons learned and student feedback.
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Authors:
Chidean, Mihaela I. and Arboleya, Ana and Cerezo-Magaña, Maria and Caamaño, Antonio J. and del Arco, Eduardo and Cortés-Polo, David
Abstract:
Actual and future society requires more and more technology-related knowledge. One of the goals of the educational system is to prepare current students and future workers for the different challenges and jobs that they might encounter, even if most future jobs are largely unknown. Although administrations gradually modify education policies that will affect future generations, nowadays, there are students enrolled in non-STEM degrees who require the same opportunities. There are multiple approaches to this issue, such as double major art-engineering degrees or specific technological courses offered for students enrolled in non-STEM degrees. In this work, we present a case study conducted in a mandatory course for an undergraduate design degree in the art and humanities field. The course objective is to teach students basic electronic design and programming with the Arduino platform. To evaluate the previous knowledge and attitude of the students with regard to technology, initial tests were conducted. To evaluate their acquired knowledge, the students’ final projects developed during the course were assessed. The present study analyzes the benefits for this student profile, showing that besides acquiring new expertise they have also broadened their options and opportunities in the labour market.
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Authors:
Martín-Gómez, Sebastián and González Ruiz, Carlos J.
Abstract:
This study describes the application of a critical thinking model with artificial intelligence (AI) in the initial training of teachers at the University of La Laguna. The Educational Technology courses within the Bachelor’s degrees in Early Childhood Education and in Physical Activity and Sports Sciences (n = 103) were redesigned, integrating AI agents such as ChatGPT, Gemini and Perplexity into six phases for the critical use of these tools—questioning, comparison, critical dialogue, verification, re-elaboration and reflection—which guided students’ reflective interaction with AI. After the intervention, a mixed 23-item questionnaire was administered; descriptive statistics and thematic analysis of the “Evaluation and use of AI” dimension revealed that 88 % of students believe AI should be didactically promoted in higher education and 42 % identified ChatGPT as the agent providing the best answers. The most developed competencies were comparing outputs from different AI systems (66 %), designing effective prompts (63 %) and critically analysing responses (52 %). The main potentialities highlighted were rapid access to information and time saving, while perceived risks centred on plagiarism and cognitive dependence. The findings corroborate the pedagogical validity of the model for strengthening prompt-engineering skills and critical thinking, yet underscore the need to deepen ethical training and rigorous verification frameworks to address concerns about academic integrity and AI reliability. It is concluded that a reflective and regulated integration of these technologies can significantly enhance teacher education in higher education.
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