In recent years, the speed of technological advances has forced us to innovate with greater agili... more In recent years, the speed of technological advances has forced us to innovate with greater agility. Augmented Reality (AR) has notched an important place in learning due to its increased accessibility to the public and the actors in the educational process. Innovation in education requires using this technology, so academic institutions have shown interest in developing technological applications that support learning processes. There are disciplines in which content development using AR is still an area of opportunity. This work has two purposes: 1) Present an overview of AR's progress and benefits, understood from the professors' and students' perceptions and needs, and 2) present a research proposal in the Operations Research (OR) area for Industrial Engineering students using an educational application of AR. This proposal's research question was: What is the degree of satisfaction of Industrial Engineering students with the Augmented Reality application used in decision-tree practices? This study's findings present a) the students' perception and feedback on Augmented Reality, and b) the need for an interdisciplinary teaching approach,
El “Test of Understanding of Graphs in Kinematics (TUG-K)”, es el test de opciones múltiples más ... more El “Test of Understanding of Graphs in Kinematics (TUG-K)”, es el test de opciones múltiples más importante diseñado hasta la fecha para evaluar el entendimiento de estudiantes universitarios en gráficas de cinemática. En este estudio se presenta una modificación significativa de este test en español. El test fue implementado en 124 estudiantes que terminaban un curso de mecánica basado en cálculo en una universidad privada mexicana. Los cuatro objetivos del presente artículo son: (1) presentar el test en español y su proceso de rediseño, (2) mostrar que es un instrumento de evaluación confiable con poder discriminatorio adecuado, (3) exponer un análisis detallado del entendimiento de los estudiantes en los conceptos evaluados en el test, y (4) establecer recomendaciones específicas, basadas en los análisis previos, para la instrucción de estos conceptos. De esta forma, este artículo ofrece un análisis exhaustivo de dificultades de entendimiento, recomendaciones basadas en investiga...
espanolEn esta investigacion de tipo cualitativo exploratorio se evaluaron las bases matematicas ... more espanolEn esta investigacion de tipo cualitativo exploratorio se evaluaron las bases matematicas de estudiantes de primero, segundo y tercer semestre de universidad, con la finalidad de analizar sus dificultades conceptuales en el contexto de una clase de Fisica universitaria. En este trabajo participaron 297 estudiantes, quienes resolvieron individualmente un examen rapido abierto dentro de su salon de clase de Fisica, antes de la instruccion en un curso intensivo de verano. Se encontraron dificultades conceptuales asociadas al uso inadecuado de procedimientos algebraicos, secuenciales y de interpretacion de cada concepto evaluado. Los hallazgos de esta investigacion ofrecen un conocimiento preliminar para el docente de cursos basicos de Fisica interesado en reforzar los conceptos matematicos necesarios para el aprendizaje de la materia, asi como un panorama inicial al investigador educativo enfocado en profundizar en la traslacion conceptual. EnglishIn this exploratory qualitative...
Palabras clave: Solución de problemas, representaciones, gráficas de cinemática, relaciones conce... more Palabras clave: Solución de problemas, representaciones, gráficas de cinemática, relaciones conceptuales Resumen El objetivo de este trabajo es profundizar en las dificultades que los alumnos tienen en la interpretación de gráficas de posición, velocidad y aceleración. En cinemática, las gráficas son un recurso didáctico que los profesores utilizan con frecuencia, infiriendo que éstas permiten al estudiante un mayor entendimiento. Sin embargo, la dificultad que algunos estudiantes tienen para leer e interpretar gráficas limita el potencial de dicho recurso. Este estudio es de corte cualitativo, en el que se emplea la entrevista semi‐estructurada. Los participantes son estudiantes de ingeniería inscritos en un curso de física para el primer año de universidad. El análisis de los datos se realiza a través de procesos cíclicos de codificación y clasificación de las entrevistas. Los resultados presentan las relaciones y conceptualizaciones que los estudiantes manejan al interpretar gráf...
One of the most significant challenges of telepresence distance education is to bring the profess... more One of the most significant challenges of telepresence distance education is to bring the professor and the students closer together in a synchronistic educational experience where the professor is perceived as anatomically proportionate. Telepresence, an educational technology ecosystem using holograms, offers a way to solve this technological challenge. Our mixed exploratory research investigating this methodology had two purposes: (1) propose the key elements to teach distance courses synchronously in an educational technology ecosystem, and (2) demonstrate the technological, didactic practices that result in positive student learning outcomes in several specified courses. This methodology included applying a student questionnaire to collect their perceptions of the educational experience. The scores and written comments from the questionnaire were analyzed using Grounded Theory. On a Likert scale from 1 to 5, the students scored their educational experience, attaining a mean of ...
COVID-19 forced online learning at all levels. It raised a problem for the teaching of engineerin... more COVID-19 forced online learning at all levels. It raised a problem for the teaching of engineering classes where laboratory work is essential for the learning process. To address this problem, we used the current capabilities of cell phones, visual processing software, and social networks to design a set of lab activities that could be reproduced at home by each student at a low cost. We developed an exploratory study where we implemented one of those lab activities in a physics course and investigated the impact of this activity on the learning gain of students. We implemented the activity in a large group of students (69) and compared with a control group of students (12) that did not participate in the activity in order to evaluate the knowledge gained by the participants. Results showed that students that carried out our proposed lab activity increased their learning gain (20%) and obtained better scores in their knowledge tests (76.98 ± 3.21 pre-test versus 92.56 ± 3.18 post-test).
With the increase in the use of mobile applications and advances in artificial intelligence, the ... more With the increase in the use of mobile applications and advances in artificial intelligence, the use of emerging technologies such as chatbots has increased. Given its characteristics, this type of applications is beginning to be used in the educational area, so there is a need to measure its impact and ensure its effectiveness in the learning process. This study implements the use of a chatbot to increase the conceptual understanding of Newton’s laws, integrating it into a didactic sequence in conjunction with active learning activities. For the analysis of the data, an exploratory study with a pre-experimental design was carried out on several university physics groups, with a total of 122 participants. Hake’s g was calculated to know the gain in the students’ conceptual understanding. The results of this study demonstrate that although there is an increase in students’ conceptual understanding, the design of the didactic sequence needs to be improved to increase the percentages obtained. Likewise, it is necessary to develop instruments that allow direct measurement of the impact of the use of chatbot on student learning and the selection of a control group to compare the results of students who completed the didactic sequence, with those that take a traditional physics class.
2021 IEEE Global Engineering Education Conference (EDUCON), 2021
In recent years, the speed of technological advances has forced us to innovate with greater agili... more In recent years, the speed of technological advances has forced us to innovate with greater agility. Augmented Reality (AR) has notched an important place in learning due to its increased accessibility to the public and the actors in the educational process. Innovation in education requires using this technology, so academic institutions have shown interest in developing technological applications that support learning processes. There are disciplines in which content development using AR is still an area of opportunity. This work has two purposes: 1) Present an overview of AR's progress and benefits, understood from the professors' and students' perceptions and needs, and 2) present a research proposal in the Operations Research (OR) area for Industrial Engineering students using an educational application of AR. This proposal's research question was: What is the degree of satisfaction of Industrial Engineering students with the Augmented Reality application used in...
The need to understand better the actors and factors that influence students’ perceptions of purs... more The need to understand better the actors and factors that influence students’ perceptions of pursuing an academic and professional future in STEM areas has been studied for over 30 years. In this work, we focus on students who are strongly oriented to science, technology, engineering, and mathematics to investigate what motivates them and who has been cultivating their inclinations to these careers. High school students who attended an international science contest on mathematics, physics, chemistry, biology, and computing (over 600 attendees) were invited to participate in a focus group. Thirteen students attended the call. The session lasted over 90 minutes and was video recorded. All the session was transcribed, and a group of researchers analyzed the data based on an adaptation of the expectancy-value theory. The results indicated that the students did not feel they had the expected support from their schools; instead, their primary support came from their family (particularly t...
El objetivo de este trabajo fue profundizar en la comprensión de dificultades de interpretación d... more El objetivo de este trabajo fue profundizar en la comprensión de dificultades de interpretación de los estudiantes al relacionar las gráficas de posición, velocidad y aceleración. La abstracción de gráficas se ha estudiado desde diferentes perspectivas, aunque se carece de abordajes de la expresión de ideas del estudiante al interpretar una gráfica como parte de su lenguaje científico. En esta investigación cualitativa se indaga la interpretación de gráficas de cinemática mediante entrevista semiestructurada y participaron estudiantes de ingeniería inscritos en un curso de Física propedéutica. Como parte del contenido del curso, estos estudiantes tomaron instrucción de análisis cualitativo y cuantitativo de gráficas, esto tomó lugar en las semanas previas a la entrevista. Se analizaron los discursos de los participantes a través de la rúbrica de habilidades científicas. Esta herramienta teórica establece aspectos fundamentales de comunicación científica, de los cuales se eligieron aspectos de representación, comunicación y resolución de problemas, dada la naturaleza de esta investigación de problemas de cinemática con gráfica. Durante el análisis de las categorías se identificaron los aspectos de comunicación científica presentes en el discurso del estudiante. Los resultados presentan las habilidades de relación entre conceptos y elementos de gráficas de posición, velocidad y aceleración. Se discuten las implicaciones de estas habilidades en función de las dificultades de interpretación de gráficas que manifestaron los participantes.
In this article, we present several modifications to the Test of Understanding Graphs in Kinemati... more In this article, we present several modifications to the Test of Understanding Graphs in Kinematics. The most significant changes are (i) the addition and removal of items to achieve parallelism in the objectives (dimensions) of the test, thus allowing comparisons of students' performance that were not possible with the original version, and (ii) changes to the distractors of some of the original items that represent the most frequent alternative conceptions. The final modified version (after an iterative process involving four administrations of test variations over two years) was administered to 471 students of an introductory university physics course at a large private university in Mexico. When analyzing the final modified version of the test it was found that the added items satisfied the statistical tests of difficulty, discriminatory power, and reliability; also, that the great majority of the modified distractors were effective in terms of their frequency selection and discriminatory power; and, that the final modified version of the test satisfied the reliability and discriminatory power criteria as well as the original test. Here, we also show the use of the new version of the test, presenting a new analysis of students' understanding not possible to do before with the original version of the test, specifically regarding the objectives and items that in the new version meet parallelisms. Finally, in the PhysPort project (physport.org), we present the final modified version of the test. It can be used by teachers and researchers to assess students' understanding of graphs in kinematics, as well as their learning about them.
In recent years, the speed of technological advances has forced us to innovate with greater agili... more In recent years, the speed of technological advances has forced us to innovate with greater agility. Augmented Reality (AR) has notched an important place in learning due to its increased accessibility to the public and the actors in the educational process. Innovation in education requires using this technology, so academic institutions have shown interest in developing technological applications that support learning processes. There are disciplines in which content development using AR is still an area of opportunity. This work has two purposes: 1) Present an overview of AR's progress and benefits, understood from the professors' and students' perceptions and needs, and 2) present a research proposal in the Operations Research (OR) area for Industrial Engineering students using an educational application of AR. This proposal's research question was: What is the degree of satisfaction of Industrial Engineering students with the Augmented Reality application used in decision-tree practices? This study's findings present a) the students' perception and feedback on Augmented Reality, and b) the need for an interdisciplinary teaching approach,
El “Test of Understanding of Graphs in Kinematics (TUG-K)”, es el test de opciones múltiples más ... more El “Test of Understanding of Graphs in Kinematics (TUG-K)”, es el test de opciones múltiples más importante diseñado hasta la fecha para evaluar el entendimiento de estudiantes universitarios en gráficas de cinemática. En este estudio se presenta una modificación significativa de este test en español. El test fue implementado en 124 estudiantes que terminaban un curso de mecánica basado en cálculo en una universidad privada mexicana. Los cuatro objetivos del presente artículo son: (1) presentar el test en español y su proceso de rediseño, (2) mostrar que es un instrumento de evaluación confiable con poder discriminatorio adecuado, (3) exponer un análisis detallado del entendimiento de los estudiantes en los conceptos evaluados en el test, y (4) establecer recomendaciones específicas, basadas en los análisis previos, para la instrucción de estos conceptos. De esta forma, este artículo ofrece un análisis exhaustivo de dificultades de entendimiento, recomendaciones basadas en investiga...
espanolEn esta investigacion de tipo cualitativo exploratorio se evaluaron las bases matematicas ... more espanolEn esta investigacion de tipo cualitativo exploratorio se evaluaron las bases matematicas de estudiantes de primero, segundo y tercer semestre de universidad, con la finalidad de analizar sus dificultades conceptuales en el contexto de una clase de Fisica universitaria. En este trabajo participaron 297 estudiantes, quienes resolvieron individualmente un examen rapido abierto dentro de su salon de clase de Fisica, antes de la instruccion en un curso intensivo de verano. Se encontraron dificultades conceptuales asociadas al uso inadecuado de procedimientos algebraicos, secuenciales y de interpretacion de cada concepto evaluado. Los hallazgos de esta investigacion ofrecen un conocimiento preliminar para el docente de cursos basicos de Fisica interesado en reforzar los conceptos matematicos necesarios para el aprendizaje de la materia, asi como un panorama inicial al investigador educativo enfocado en profundizar en la traslacion conceptual. EnglishIn this exploratory qualitative...
Palabras clave: Solución de problemas, representaciones, gráficas de cinemática, relaciones conce... more Palabras clave: Solución de problemas, representaciones, gráficas de cinemática, relaciones conceptuales Resumen El objetivo de este trabajo es profundizar en las dificultades que los alumnos tienen en la interpretación de gráficas de posición, velocidad y aceleración. En cinemática, las gráficas son un recurso didáctico que los profesores utilizan con frecuencia, infiriendo que éstas permiten al estudiante un mayor entendimiento. Sin embargo, la dificultad que algunos estudiantes tienen para leer e interpretar gráficas limita el potencial de dicho recurso. Este estudio es de corte cualitativo, en el que se emplea la entrevista semi‐estructurada. Los participantes son estudiantes de ingeniería inscritos en un curso de física para el primer año de universidad. El análisis de los datos se realiza a través de procesos cíclicos de codificación y clasificación de las entrevistas. Los resultados presentan las relaciones y conceptualizaciones que los estudiantes manejan al interpretar gráf...
One of the most significant challenges of telepresence distance education is to bring the profess... more One of the most significant challenges of telepresence distance education is to bring the professor and the students closer together in a synchronistic educational experience where the professor is perceived as anatomically proportionate. Telepresence, an educational technology ecosystem using holograms, offers a way to solve this technological challenge. Our mixed exploratory research investigating this methodology had two purposes: (1) propose the key elements to teach distance courses synchronously in an educational technology ecosystem, and (2) demonstrate the technological, didactic practices that result in positive student learning outcomes in several specified courses. This methodology included applying a student questionnaire to collect their perceptions of the educational experience. The scores and written comments from the questionnaire were analyzed using Grounded Theory. On a Likert scale from 1 to 5, the students scored their educational experience, attaining a mean of ...
COVID-19 forced online learning at all levels. It raised a problem for the teaching of engineerin... more COVID-19 forced online learning at all levels. It raised a problem for the teaching of engineering classes where laboratory work is essential for the learning process. To address this problem, we used the current capabilities of cell phones, visual processing software, and social networks to design a set of lab activities that could be reproduced at home by each student at a low cost. We developed an exploratory study where we implemented one of those lab activities in a physics course and investigated the impact of this activity on the learning gain of students. We implemented the activity in a large group of students (69) and compared with a control group of students (12) that did not participate in the activity in order to evaluate the knowledge gained by the participants. Results showed that students that carried out our proposed lab activity increased their learning gain (20%) and obtained better scores in their knowledge tests (76.98 ± 3.21 pre-test versus 92.56 ± 3.18 post-test).
With the increase in the use of mobile applications and advances in artificial intelligence, the ... more With the increase in the use of mobile applications and advances in artificial intelligence, the use of emerging technologies such as chatbots has increased. Given its characteristics, this type of applications is beginning to be used in the educational area, so there is a need to measure its impact and ensure its effectiveness in the learning process. This study implements the use of a chatbot to increase the conceptual understanding of Newton’s laws, integrating it into a didactic sequence in conjunction with active learning activities. For the analysis of the data, an exploratory study with a pre-experimental design was carried out on several university physics groups, with a total of 122 participants. Hake’s g was calculated to know the gain in the students’ conceptual understanding. The results of this study demonstrate that although there is an increase in students’ conceptual understanding, the design of the didactic sequence needs to be improved to increase the percentages obtained. Likewise, it is necessary to develop instruments that allow direct measurement of the impact of the use of chatbot on student learning and the selection of a control group to compare the results of students who completed the didactic sequence, with those that take a traditional physics class.
2021 IEEE Global Engineering Education Conference (EDUCON), 2021
In recent years, the speed of technological advances has forced us to innovate with greater agili... more In recent years, the speed of technological advances has forced us to innovate with greater agility. Augmented Reality (AR) has notched an important place in learning due to its increased accessibility to the public and the actors in the educational process. Innovation in education requires using this technology, so academic institutions have shown interest in developing technological applications that support learning processes. There are disciplines in which content development using AR is still an area of opportunity. This work has two purposes: 1) Present an overview of AR's progress and benefits, understood from the professors' and students' perceptions and needs, and 2) present a research proposal in the Operations Research (OR) area for Industrial Engineering students using an educational application of AR. This proposal's research question was: What is the degree of satisfaction of Industrial Engineering students with the Augmented Reality application used in...
The need to understand better the actors and factors that influence students’ perceptions of purs... more The need to understand better the actors and factors that influence students’ perceptions of pursuing an academic and professional future in STEM areas has been studied for over 30 years. In this work, we focus on students who are strongly oriented to science, technology, engineering, and mathematics to investigate what motivates them and who has been cultivating their inclinations to these careers. High school students who attended an international science contest on mathematics, physics, chemistry, biology, and computing (over 600 attendees) were invited to participate in a focus group. Thirteen students attended the call. The session lasted over 90 minutes and was video recorded. All the session was transcribed, and a group of researchers analyzed the data based on an adaptation of the expectancy-value theory. The results indicated that the students did not feel they had the expected support from their schools; instead, their primary support came from their family (particularly t...
El objetivo de este trabajo fue profundizar en la comprensión de dificultades de interpretación d... more El objetivo de este trabajo fue profundizar en la comprensión de dificultades de interpretación de los estudiantes al relacionar las gráficas de posición, velocidad y aceleración. La abstracción de gráficas se ha estudiado desde diferentes perspectivas, aunque se carece de abordajes de la expresión de ideas del estudiante al interpretar una gráfica como parte de su lenguaje científico. En esta investigación cualitativa se indaga la interpretación de gráficas de cinemática mediante entrevista semiestructurada y participaron estudiantes de ingeniería inscritos en un curso de Física propedéutica. Como parte del contenido del curso, estos estudiantes tomaron instrucción de análisis cualitativo y cuantitativo de gráficas, esto tomó lugar en las semanas previas a la entrevista. Se analizaron los discursos de los participantes a través de la rúbrica de habilidades científicas. Esta herramienta teórica establece aspectos fundamentales de comunicación científica, de los cuales se eligieron aspectos de representación, comunicación y resolución de problemas, dada la naturaleza de esta investigación de problemas de cinemática con gráfica. Durante el análisis de las categorías se identificaron los aspectos de comunicación científica presentes en el discurso del estudiante. Los resultados presentan las habilidades de relación entre conceptos y elementos de gráficas de posición, velocidad y aceleración. Se discuten las implicaciones de estas habilidades en función de las dificultades de interpretación de gráficas que manifestaron los participantes.
In this article, we present several modifications to the Test of Understanding Graphs in Kinemati... more In this article, we present several modifications to the Test of Understanding Graphs in Kinematics. The most significant changes are (i) the addition and removal of items to achieve parallelism in the objectives (dimensions) of the test, thus allowing comparisons of students' performance that were not possible with the original version, and (ii) changes to the distractors of some of the original items that represent the most frequent alternative conceptions. The final modified version (after an iterative process involving four administrations of test variations over two years) was administered to 471 students of an introductory university physics course at a large private university in Mexico. When analyzing the final modified version of the test it was found that the added items satisfied the statistical tests of difficulty, discriminatory power, and reliability; also, that the great majority of the modified distractors were effective in terms of their frequency selection and discriminatory power; and, that the final modified version of the test satisfied the reliability and discriminatory power criteria as well as the original test. Here, we also show the use of the new version of the test, presenting a new analysis of students' understanding not possible to do before with the original version of the test, specifically regarding the objectives and items that in the new version meet parallelisms. Finally, in the PhysPort project (physport.org), we present the final modified version of the test. It can be used by teachers and researchers to assess students' understanding of graphs in kinematics, as well as their learning about them.
Resumen En esta investigación de tipo cualitativo exploratorio se evaluaron las bases matemáticas... more Resumen En esta investigación de tipo cualitativo exploratorio se evaluaron las bases matemáticas de estudiantes de primero, segundo y tercer semestre de universidad, con la finalidad de analizar sus dificultades conceptuales en el contexto de una clase de Física universitaria. En este trabajo participaron 297 estudiantes, quienes resolvieron individualmente un examen rápido abierto dentro de su salón de clase de Física, antes de la instrucción en un curso intensivo de verano. Se encontraron dificultades conceptuales asociadas al uso inadecuado de procedimientos algebraicos, secuenciales y de interpretación de cada concepto evaluado. Los hallazgos de esta investigación ofrecen un conocimiento preliminar para el docente de cursos básicos de Física interesado en reforzar los conceptos matemáticos necesarios para el aprendizaje de la materia, así como un panorama inicial al investigador educativo enfocado en profundizar en la traslación conceptual. Abstract In this exploratory qualitative research, we examined mathematical bases of freshman and sophomore students in university, in order to analyze their conceptual difficulties in the context of a university physics class. In this work 297 students participated, who individually solved an open quiz within their physics classroom, before the instruction in an intensive course of the summer. Conceptual difficulties were found associated with the improper use of algebraic, sequential and interpretation procedures for each evaluated concept. The findings of this research offer a preliminary knowledge for the teacher of basic courses of physics interested in improving the mathematical concepts necessary for the learning of the subject, as well as an initial panorama of the educational researcher concentrated on deepening in the conceptual translation.
The lack of feedback in the student-teacher relationship creates an incomplete perspective about ... more The lack of feedback in the student-teacher relationship creates an incomplete perspective about the learning process in Mathematics, as for example in Advanced Algebra. This research was conducted in Mexico using a theoretical framework for performance assessment, based on the competencies for Advanced Algebra learning at the high school level. The objective sought to explore students’ perceptions after a performance assessment process, using two groups of students who took Advanced Algebra for the second time because of low academic achievement. Mixed methods research was selected for understanding profoundly how performance assessment reports (PAR) could bring useful information to students for reaching expected performance levels. A performance rubric based on Marzano and Kendall’s New Taxonomy, as well as semi-structured interviews, were used for data collection purposes. The findings confirm that changing the assessment method from traditional grading to performance assessing can be a clearer approach for understanding students’ strengths and weakness as Advanced Algebra learners.
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