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Propuesta de diseño instruccional hibrido Para la formación especializada en heridas y Ostomia
(2026-02-17) Tobar Torres, Carolina
Higher education in health sciences faces the challenge of integrating clinical
presence with digital resources that strengthen autonomous, flexible, and contextualized
learning. This study analyzed the perceptions, experiences, and needs of teachers and
students in a nursing specialization in wound and ostomy care at a Colombian university,
with the aim of establishing the basis for the design of a hybrid instructional model. The
research was conducted in three phases: (i) categorization of perceptions through open
surveys and inductive thematic analysis, (ii) documentary analysis of instructional models
relevant to clinical contexts, and (iii) design of a contextualized hybrid instructional model.
The thematic analysis identified four cross-cutting categories: technology and
platforms, barriers and conditions, training and pedagogy, and modal perspective and
satisfaction. The findings revealed significant similarities between teachers and students,
particularly regarding the underuse of Moodle, the need to strengthen teacher training, and
the acceptance of a hybrid model that maintains clinical attendance as a fundamental pillar.
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Relevant differences were observed: teachers highlighted barriers of time and institutional
support, while students prioritized the availability of interactive resources, clinical
simulations, and continuous feedback.
Based on these findings, the SINERGIA model was proposed, which integrates the
ADDIE, TPACK, ARCS, SAM, and ASSURE frameworks, articulating principles of
structured design, technological integration, motivation, continuous improvement, and
technical implementation in Moodle. The model is proposed as a viable and contextualized
alternative to strengthen specialized training, with potential for scalability to other health
programs.
"Integración de ia en la diferenciación Instruccional del inglés como lengua Extranjera: revisión sistemática (2020-2025)"
(2026-02-16) García Arcos, Mayra Alejandra
Narrativas digitales transmedia en la enseñanza de las matemáticas en Contextos educativos: una revisión sistemática, bibliométrica y estructural (2014 – 2024).
(2026-02-07) Ortegón Ángel, Julián Andrés; Sánchez Devia, Álvaro Andrés
This article presents a systematic review of the literature on the use of transmedia digital
narratives in mathematics teaching in educational contexts in the period 2014-2024. It was
developed following the guidelines of the PRISMA methodology, which enabled the refinement
of a final corpus of 22 publications from records in two academic databases, ERIC and Web Of
Science. A quantitative analysis shows that this is an emerging field, given its moderate but
irregular growth in scientific production; in other words, it shows that it is still in the process of
consolidation. The results identified four main types of narratives: first, digital storytelling;
second, comic and graphic narratives; third, gamification and interactive worlds; fourth,
multimedia resources. These are associated with the cognitive dimension, as they promote
conceptual understanding, creativity, and problem solving; and with the socio-emotional
dimension, as they boost self-confidence, motivation, and participation, while also reducing
math anxiety. These dimensions of learning are framed within predominant pedagogical approaches such as constructivism, situated learning, and digital literacy. The latter is relevant
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when conceiving of learning as the ability of students to perform in interactive, multimodal, and
culturally diverse environments, and not only in the acquisition of disciplinary knowledge, thus
developing digital and narrative skills that transcend the mathematical realm. The relevance of
this research in educational contexts lies in the evidence it provides on the transformative
potential of transmedia narratives as an innovative resource that articulates cognitive, socio
emotional, and digital aspects. Therefore, it suggests the need to design pedagogical proposals
that are intentionally integrated to strengthen students’ motivation and digital literacy, and not
only their mathematical knowledge. However, limitations were identified in the literature
analyzed, such as the small number of articles and the heterogeneity of methodologies,
populations, and levels of study, making it difficult to make solid comparisons between
educational stages. This raises the need to move toward broader and more longitudinal
research.
Sistemas inteligentes de aprendizaje adoptarlos en educación básica y media: revisión sistemática comparativa por regiones geográficas (2014-2024)
(2026-02-12) Cerón Salazar, Edison Marino
Intelligent Learning Systems (ILS) have emerged as transformative educational
technologies that utilize artificial intelligence algorithms to personalize learning experiences in
primary and secondary education, with potential to restructure traditional teaching-learning
paradigms (Guo et al., 2021). Despite their growing adoption, particularly accelerated by the
COVID-19 pandemic according to Holmes et al. (2022), there exists fragmentation in the scientific literature regarding their effectiveness and practical implementation, a problem
identified by Son (2024) and Steenbergen-Hu and Cooper (2014). Objective: Systematically
analyze the scientific literature on Intelligent Learning Systems in primary and secondary
education (2014-2024) to determine their academic effectiveness, identify regional
implementation patterns, and categorize the technological tools used. Methodology: A
systematic review was conducted following the PRISMA 2020 protocol (Page et al., 2021), with
searches in Scopus and Web of Science. Methodological quality was assessed using the Joanna
Briggs Institute methodology. Results: From 3,691 identified articles, 72 met the inclusion
criteria. Exponential growth was observed post-2020 (72% of publications in 2020-2024),
confirming the catalyzing effect documented by Holmes et al. (2022). Europe led scientific
production (36.1%), followed by Latin America and North America (20.8% each). Intelligent
Tutoring Systems constituted the predominant category (46%), validating VanLehn's (2023)
predictions. The overall effectiveness rate reached 89%, exceeding previous estimates by
Steenbergen-Hu and Cooper (2014), with disciplinary variations: language learning and STEM
competencies (100%), mathematics (92%), confirming Huang et al.'s (2016) findings on the
affinity between formalized knowledge structures and algorithmic modeling. Discussion: The
exponential growth confirms the catalyzing effect of COVID-19 identified by Guo et al. (2021).
The high effectiveness suggests improvements in design and implementation, where pedagogical
design emerges as a fundamental factor according to VanLehn (2023). Conclusions: ILS have
reached technological maturity that justifies their systematic integration, as argued by Holmes
and Tuomi (2022), especially in mathematics, languages, and STEM competencies, requiring
integration with solid pedagogical principles and specialized teacher training (Barrera Castro et
al., 2024).
Desarrollo de habilidades del pensamiento computacional en estudiantes de quinto de primaria del colegio comfandi tulua, mediante la aplicación de estrategias pedagógicas de un entorno u-learning
(2026-02-10) Trujillo Cañar, Astrid Carolina
The problem addressed in this research focuses on the difficulty in developing computational
thinking skills. Therefore, this research aimed to determine the association between the use of a
U-learning environment as a pedagogical strategy and the development of computational
thinking skills in fifth-grade students at the Comfandi Tuluá School. The research methodology
is based on a quantitative approach with a quasi-experimental design, carried out with 84
students comprising the control and experimental groups. A pre-test and post-test were
administered to collect data and measure the development of computational thinking skills
through its dimensions: decomposition, pattern recognition, abstraction, reasoning, debugging,
and representation. The intervention was conducted only with the experimental group, using a U
learning environment as the pedagogical strategy. Hake's gain index (g) was calculated, and a
Student's t-test was performed. The results show significant improvements in the experimental
group in the development of computational thinking skills. In conclusion, the incorporation of U
Learning environments in primary education is consolidated as an innovative strategy for
improving educational practice and the quality of education.