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La investigación analiza hasta qué punto YouTube puede ser utilizado como herramienta de investigación. Para el análisis se siguió el diseño propuesto por en “Journal of Child Neurology” [14]. Para ello se seleccionaron treinta videos sobre tres temas diferentes, los cuales son analizados por su eficacia en cuanto a conceptos técnicos y por su confiabilidad respecto a la información que proporcionan; posteriormente se seleccionan dos videos, el de mayor y menor puntaje, para su aplicación aun grupo experimental, comparando y contrastando resultados con un grupo de control. El análisis nos muestra que los videos con mayor puntaje obtuvieron mejores calificaciones. Además, se determina que YouTube puede ser utilizado como una herramienta para la investigación documental, sin embargo, las correctas prácticas de búsqueda, selección y confiabilidad siguen siendo la clave para aprovechar al máximo esta plataforma. Además, se propone una rúbrica para evaluar videos con fines de uso de investigación documental.

This research aims to determine how the use of Augmented Reality technology propiciates learning achievements through generate emotions in students. The metodology used for development of this research was the selection and application of ARToolKit open-source software, specialized in augmented reality implementation, after that, we implemented a 3D model on the topic “Cell Biology” developed in “Unity3D”. A Likert scale test according to main emotions is applied to a sample of 50 students selected through simple random sampling from a total population of 100 students. The sample is divided into two groups, 25 students for the experimental group and 25 students for the control group. In experimental group, Augmented Reality will be used during three learning sessions. In control group Augmented Reality is not used. In both cases the Likert scale test will be applied after each learning session. At the end of the three learning sessions, a competency-based evaluation is applied according to selected criteria. The results show that 80% of the 25 students in the experimental group improved their academic performance with respect to the control group, which maintained a standard average academic performance of 50%. In conclusion, we can say that the use of Augmented Reality technology in the development of sessions in teaching-learning process, generate emotions in students who are enable to improve their learnings.

The need to analyze student interactions in virtual learning environments (VLE) and the improvements this generates is an increasingly emerging reality in order to make timely predictions and optimize student learning. This research aims to implement a proposal of standardized learning behavior indicators in virtual learning environments (VLE) to design and implement efficient and timely learning analytics (LA) processes. The methodology consisted of a data management analysis that was carried out in the Moodle platform of the Faculty of Education Sciences of the National University of San Agustin of Arequipa, with the participation of 20 teachers, where qualitative online questionnaires were used to collect the participants' perceptions. The results propose a standard in terms of indicators of behavior in the teaching-learning process in EVA as they are: Preparation for learning, progress in the progress of the course, resources for learning, interaction in the forums and evaluation of resources. These were evaluated through learning analytics and show the efficiency of the proposed indicators. The conclusions highlight the importance of implementing standardized behavior indicators that allow us to efficiently develop learning analytics processes in VLE in order to obtain better predictions to make timely decisions and optimize the teaching-learning processes.

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