Before and after the COVID-19 pandemic, teachers have sought to investigate alternative teaching methods and potential didactic and pedagogical solutions for teaching subjects such as chemistry. In this regard, a systematic review was conducted to determine the impact of gamification on academic improvement in chemistry students. Following the PRISMA methodology, 32 articles were selected from four databases that address the concept of this strategy in relation to learning and motivation. The 32 studies demonstrate teachers' interest in developing and implementing gamified approaches, both physical and virtual, at the high school and university levels. These approaches report improvements in learning, academic performance, and motivation, as well as increased class participation. Common elements include points, levels, challenges, and rewards that incentivize learning and student interest. In conclusion, gamified dynamics bring better results in the study of chemistry as long as the pedagogical design is appropriate, the level of difficulty and the students' abilities are balanced, and it is adjusted to the time and educational context in which it is implemented.
En el área de Matemática el bajo rendimiento académico constituye una problemática existente y recurrente en el nivel de bachillerato, asociado a elementos como vacíos conceptuales, dificultades en el razonamiento lógico y también factores socioemocionales como la ansiedad a resolución de ejercicios matemáticos. El objetivo de este estudio fue analizar el impacto de la tutoría académica en Matemática sobre el rendimiento de estudiantes de 1ero a 3ero de bachillerato de la Unidad Educativa Santa Rosa de Tungurahua. La investigación adoptó un enfoque cuantitativo con diseño cuasi experimentar con grupo de control y aplicación de tipo pretest – postest. La muestra estuvo conformada por 140 estudiantes con selección de muestreo censal por conveniencia. La recolección de datos se estableció mediante observación reactiva indirecta con el uso de prueba pedagógica y utilización estadística descriptiva inferencial. Los resultados evidenciaron que la tutoría académica aplicada tiene un impacto positivo de mejora significativa en el rendimiento académico, evidenciado un promedio de 1,92 puntos y una mejora del 31,37% confirmada con la prueba t de Student (p < 0,05) en contraste con el grupo de control.
Currently, socio-educational dynamics continue to influence the educational development of children and adolescents in Ecuador. Various internal and external factors shape students’ perceptions and responses from both individual and group perspectives. In this context, the present study analyzed the relevance of intercultural education in the lower secondary level of General Basic Education (EGB) in Ecuadorian schools. The research is an explanatory and correlational study with a mixed-methods approach. An analysis of the Ministry of Education’s 2023–2024 database revealed a limited presence of students from indigenous peoples and nationalities in urban educational institutions. Furthermore, the results show that the majority of students achieved achievement level 1 (elementary), which is considered insufficient. On the other hand, Pearson’s correlation analysis determined that there is no statistically significant relationship between ethnicity and students’ socioeconomic quintile. Finally, the study highlights the role of teachers as key actors in fostering students’ independent thinking, enabling them to make value judgments based on an understanding of and respect for their sociocultural context.
El autismo no verbal es una condición dentro del Trastorno del Espectro Autista (TEA) caracterizada por limitaciones parciales o totales en la comunicación oral, lo que genera desafíos en los procesos de interacción social y aprendizaje en niños, de ahí la importancia de proponer alternativas comunicativas accesibles. Dado esto, la presente investigación tuvo como objetivo desarrollar una propuesta metodológica para el fortalecimiento de la comunicación de niños entre 4 a 7 años con autismo no verbal. Se usó un enfoque aplicativo, con una perspectiva cualitativa, empleando el método de análisis documental como los de la Asociación Psiquiátrica Americana y del Programa de Tratamiento y Educación de Niños Autistas con Trastornos de la Comunicación, así como con la Guía de Trabajo y Legislación para la Educación Especial e Inclusiva Ecuatoriana. Como resultado, se obtuvo una propuesta metodológica basada en un dispositivo electrónico y pictogramas, se complementó con habilidades prioritarias y referentes clínicos, educativos y normativos. Se concluyó que esta propuesta puede favorecer la comunicación funcional, la inclusión educativa y la calidad de vida de los niños con TEA no verbal, la de su entorno familiar y educativo.
Generative artificial intelligence is transforming business worldwide, but in emerging contexts such as Mexico, there are insufficient validated instruments to measure its impact on business competitiveness and sustainability, particularly on the fabric of SMEs. Therefore, the objective of this research was to evaluate the psychometric quality and factor structure of an instrument designed to measure the use of AGI, organizational mechanisms, environmental dynamism and sustainable competitive advantage in companies in Puebla, Mexico. A quantitative approach with a cross-sectional and non-experimental design was used. A 25-item questionnaire (5-point Likert scale) was applied to 404 key informants. Cronbach's Alpha, KMO index and Bartlett's sphericity test were estimated, and an exploratory factor analysis was performed using principal components with Varimax rotation. The results showed high levels of internal consistency (total Alpha = 0.951) and excellent sample adequacy (KMO = 0.907; Bartlett p < 0.001). Four components were identified that explain 68.953 % of the total variance, corresponding to the proposed theoretical dimensions. It is concluded that the instrument presents reliability and evidence of structural validity for exploratory purposes in the Puebla business context.
