Open innovation challenges connect companies and universities, while accelerating product development and achieving better market reach. Research has shown that these benefits are more consistent when the idea-generation process is based on proven methodologies within a sustainable business model. Our study aims to measure the effectiveness of problem-solving methods in the development of value-added solutions for open innovation challenges, under the hypothesis that structured methods allow designing value-added solutions that can be transferred to the market. To test it, we developed an experiment through two open innovation platforms, Agorize and Lions Up, using the challenges of two companies, Bayer and ENEL. A total of 187 students from two Chilean universities had to explore “how digital will Bayer be in 2032?” and design “solutions for the development of more efficient, livable and sustainable urban environments, building future Smart cities in Chile”, working with TRIZ, SCAMPER, and Design thinking. The evaluation of the solutions considered three criteria, one from each company and an academic one. The teams that used TRIZ showed better results in both challenges, especially in the feasibility and transfer to the market possibilities. Design thinking had the lowest overall score, but improved significantly when used by more experienced students, showing the relevance of accumulated knowledge when working with intuitive methods. Minor differences were identified among evaluation teams, which shows the importance of defining objective evaluation criteria. Finally, a relevant step is to investigate the reasons behind the lack of correlation between popularity and performance of design methods.
The aim of this research was to determine the impact of the implementation of an information and communication technologies (ICT) program on strengthening the digital competencies of first-year students in the College of Education at a university in Lima, Peru. The study was conducted according to a quantitative applied approach, with a single-group pre-experimental design that employed a pretest and a posttest. The population consisted of the 156 incoming students in 2024; the sample, selected by non-probabilistic convenience sampling, was made up of 78 students from different majors. Data was collected by means of a structured questionnaire, validated by expert opinion and with an appropriate level of reliability. Descriptive and inferential statistics were used for data analysis, applying a Student’s t-test for related samples, with a level of significance of p < 0.05. The results showed a significant improvement between the pretest and the posttest. In the initial measurement, 38.5% of the students were at the basic level, 30.8% at the intermediate level, 28.2% at the advanced level and 2.6% at the expert level. Following the intervention, the basic level was reduced to 0% and the intermediate level to 1.3%, and accordingly, the advanced level increased to 62.8% and the expert level to 35.9%. Likewise, the t-test showed statistically significant differences between the two measurements. It was concluded that the implementation of the ICT program has a significant effect on the strengthening of the digital competencies, which highlights the importance of systematically incorporating ICT training programs in higher education, primarily in initial teacher training, in order to meet the needs of the current digital educational environment.
This study aims to examine the effect of using Unity-based Virtual Reality (VR) media integrated with the Problem-Based Learning (PBL) model on improving students' cognitive learning outcomes in computer systems learning. This study used a quantitative approach with a one-group pretest-posttest design. Assessment was conducted through structured tests before and after treatment to measure students' cognitive performance. The results of the normality test showed that the posttest data were not normally distributed, so a Wilcoxon Signed Ranks test was conducted. The test results showed a significant difference between the pretest and posttest (Z = -4.611; p < 0.001). In addition, the average N-Gain value of 0.59 (moderate category) indicated a positive increase in learning outcomes. The use of Unity-based VR media provided an immersive and contextual learning experience, thus helping students better understand abstract concepts and increasing motivation and learning engagement. This technology integration also encouraged the development of critical thinking skills and learning independence. Although some technical obstacles were encountered, such as discomfort when using the VR device, these obstacles could be overcome through collaborative learning strategies. These findings confirm that the combination of VR media and the PBL model is an effective approach to improving the quality of learning computer systems material.
The aim of this work is to identify the main characteristics of GeoGebra resources for teaching the derivative. For this purpose, 76 applets were analyzed according to five variables (derivative schema, mathematical element, representation systems, actions and interactivity) and the influence of the levels of the derivative schema on the rest of the variables was also examined. The data reveal that most applets address the intra- and inter-levels of the derivative schema, and that the graphical and algebraic representation systems are the most frequently used. Furthermore, at the inter-level of the derivative schema, applets address more global properties of the derivative and employ additional representation systems, enabling a greater variety of actions than at the intra-level. However, the results suggest that GeoGebra offers few resources for working at the highest (trans-) level of the derivative schema. The inter-level requires more extensive engagement with the remaining variables, and Fisher’s exact test was used to examine the influence of the level of the derivative schema.
The rapid digitization in the educational sector has significantly transformed the teaching, learning, and online assessment practices across the globe. With the rise of technological innovation, such as Artificial Intelligence (AI)-based proctoring systems, mainly designed to frame academic integrity during online examinations. The objectives of the present study are to examine the behavioural intentions of key stakeholders across three different groups, including parents, teachers, and students, towards the adoption of AI-based proctoring systems. The study employs a quantitative approach with 464 participants per stakeholder group. Partial Least Squares Structural Equation Modelling (PLS-SEM) was used to validate the proposed model and analyze the stakeholder-specific perspectives. The findings of the study highlight that perceived ease of use is a consistent and important factor across all stakeholder groups. Trust and reliability were critical parameters for students and parents, while privacy and fairness emerged as a significant concern exclusively among students. Furthermore, the study's outcome shows that teachers didn't find the AI-based proctoring tools pedagogically useful. Future directions of the study highlights the importance of prioritizing user feedback, promoting transparency in data handling practices, and conducting regular audits to maintain algorithmic fairness and uphold the ethical use of AI-based proctoring systems.
