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Neuropsicología y Tic: Aprendizaje En Contextos Digitales
(2025-06-30) Villamil Paredes, Solangie
This article analyzes the interrelationship between neuropsychology and information and
communication technologies (ICT) in the educational field. The neuropsychological principles that
affect learning and how their integration with digital tools can improve students' academic
performance are examined. In particular, strategies such as gamification and the use of chatbots, which encourage active participation and motivation in students, stand out. Through a
comprehensive review of the literature, recommendations are presented for implementing
neuropsychological approaches in teaching, aimed at creating more effective learning
environments adapted to the individual needs of students. The research concludes that the
combination of neuropsychology and ICT not only optimizes the learning process, but also
enriches the educational experience by providing innovative methods that respond to the diversity
of learning styles.
Optimización de la educación emocional: oportunidades de la inteligencia artificial en el aula
(2025-06-17) Cabrera Meneses, Kely Alexandra; Estacio Grueso, Eidy Dayanna
In the last decade, artificial intelligence (AI) has transformed various educational fields,
including emotional education in early childhood. This article presents a systematic review
of the literature published between 2013 and 2024 on the impact of AI on emotional
education in early childhood. Twenty-eight studies selected from indexed databases such as
Scopus and Web of Science were analyzed, following rigorous inclusion criteria.
Uso de Simuladores Virtuales en Biología para Desarrollar Competencias Científicas: Revisión Sistemática
(2025-06-25) Herrera Cala, Diana Lorena
This article presents a systematic review on the use of virtual simulators (VS) in
biology education at the secondary level and their contribution to the development of
scientific competencies. The study is framed within the PRISMA 2020 methodology and
analyzes a total of 42 empirical studies published between 2010 and 2025, selected based on
inclusion criteria related to thematic focus, educational level, scientific rigor, and full-text
availability. The objective was to analyze how the use of VS contributes to the development of
the scientific competencies proposed by the Organisation for Economic Co-operation and
Development (OECD, 2023a): explaining phenomena scientifically; constructing and
evaluating designs for scientific inquiry and interpreting data and scientific evidence
critically; and searching for, evaluating, and using scientific information to make decisions
and take action. The findings are organized into three categories. The first, quantitative
categorization of the studies, shows a growing academic production since 2020, mostly
concentrated in developed countries and with limited representation from Latin America. The
second, analysis of pedagogical content, reveals a predominance of interactive simulators
applied to the study of cellular processes, ecological phenomena, and physiological systems,
as well as a strong association between the use of VS and the development of scientific
competencies, particularly in experimental design and data interpretation. Pedagogical
benefits such as increased motivation, conceptual understanding, and academic performance
were also reported. The third category, critical reflection, highlights gaps in the explicit
documentation of scientific competencies, low coverage of topics such as genetics and
evolution, and limited methodological and geographical diversity. In addition, barriers were
identified, such as insufficient teacher training, inadequate technological infrastructure, and
weak curricular integration. Based on these findings, recommendations are proposed,
focusing on strengthening techno pedagogical training, intentional instructional design,
active teacher mediation, and formative assessment. It is concluded that VS are effective tools
for promoting meaningful learning and the development of scientific competencies, provided
they are integrated into structured, contextualized, and teacher-guided pedagogical
sequences. Furthermore, it is suggested to expand research lines, ensure equitable access to
these technologies, and promote educational policies that support their incorporation into the
classroom.
Impacto de la Educación Inclusiva en la Transformación Actitudinal hacia la Diversidad en Estudiantes Universitarios en Colombia: Un Análisis Bibliométrico (2020-2025)
(2025-06-12) Augusto Serna, Paulo
This article presents a bibliometric analysis of scientific production in Colombia between
2020 and 2025 related to inclusive education and its connection to attitudinal
transformation toward diversity in university students. Based on a review of 60 indexed
publications, the study identified research trends, relevant authors, prominent academic
journals, and dominant thematic categories. The findings reveal significant progress in the
adoption of inclusive pedagogical strategies, as well as in teacher training and the
development of institutional policies that promote respect for diversity. Although the
reviewed studies do not allow for direct measurement of impact, they do reflect the current
state of research in Colombia and the ongoing efforts to integrate inclusion into
educational practice. These results provide useful insights for guiding future research and
for strengthening the design of more inclusive educational policies.
Impacto de las plataformas digitales y la gamificación en el aprendizaje del inglés en estudiantes de grado noveno del colegio Liceo Benalcázar
(2025-06-20) Castro García, Mauricio Javier
This study analyzes the impact of digital platforms and gamification in the teaching
of English to ninth grade students in Cali, Colombia. Its objective is to evaluate the
effectiveness of these methodologies on students' motivation and academic performance.
The research follows a mixed approach with quasi-experimental design, where
digital tools such as Kahoot, Quizlet and Genially were applied in a gamified environment.
Diagnostic tests and formative assessments were used to measure progress in the
development of language skills.