Learning Performance Indicators a Statistical Analysis on the Subject of Natural Sciences During the COVID-19 Pandemic at the Tulcán District

Aza-Espinosa, Marcela; Torrealba, Laura Guerra; Herrera-Granda, Erick P.; Aza-Espinosa, María; Pulles, Marco Burbano; Burgos, Eduardo Javier Pozo

doi:10.1007/978-3-031-25942-5_12

Cited by 1 publication

(2 citation statements)

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“…An ordinal instrument was created to allow the extraction of relevant and inferential information to verify the impact of the proposal implemented on teachers [15,16]. The development of this instrument was based on the requirements specified by the Teaching Management, the Office of the Academic Vice-Rector and the Online Education Management.…”

Section: Data Collectionmentioning

confidence: 99%

“…𝑝 14 Do you consider that the virtual classroom system has sufficient design and tools to promote the gamification of the virtual classrooms used to teach the subjects? Factor 4: Ease of using artificial intelligence applied to education 𝑝 15 Do you consider that the system and regulations implemented promote the use of artificial intelligence for text processing, such as ChatGPT? 𝑝 16 Do you consider that the implemented system facilitates the creation of educational texts and documents assisted by artificial intelligence?…”

Section: Data Collectionmentioning

confidence: 99%

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Incidence of Metaphorical Virtual Classrooms and Interactive Learning Objects in the Interaction of Online Students

Herrera-Granda,

Loor-Bautista,

Mina-Ortega

2024

Preprint

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This study explored the incidence of metaphorical virtual classrooms and interactive learning objects in the interaction of students in online mode. The main objective was to analyze how these digital tools, driven by a set of strategies to promote their use, affect the interaction of students in the virtual classroom system and their derived effects. To this end, the latest version of Moodle was implemented in conjunction with gamification plugins and interactive tools in the higher education institution used as a case study. The methodology consisted of data collection through ordinal instruments applied to the teachers and student performance metrics gathered using a plugin developed to extract accurate metrics of each student's usage and performance through direct queries to the Moodle database and its processing through a neural network. This facilitated the collection of standardized data on the actual metrics of each virtual classroom at the end of the teaching of each subject from both the previous LMS and the newly implemented one. This data was then analyzed using advanced statistical techniques, including Mahalanobis distances, confirmatory factor analysis, and the Wilcoxon signed-rank test. These methods provided a compelling comparison between the old and new systems, revealing significant improvements in the metrics and factors evaluated. The results showed a significant improvement in teachers' perceptions of the usability of the virtual classroom system and an increase in students' academic performance, interaction, progress, and time spent learning in virtual contexts. These results provide solid empirical evidence of the added value of these educational tools as effective strategies for improving student interaction, performance, and motivation in online education.

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Section: Data Collectionmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%