Mostla for engineering education: part 2 emerging technologies

Hidrogo, Irving; Zambrano, David; Hernández-de-Menéndez, Marcela

doi:10.1007/s12008-020-00729-x

Cited by 5 publications

(2 citation statements)

References 16 publications

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“…Certain institutions provide technological devices for both academic activities and personal use [56], and the inclusion of biometric devices that encourage practices such as HRV enhancement training through biofeedback could have a positive impact on the development of resilience to stress in an academic context. However, based on the results shown in this research, it is recommended that schools incorporate in their educational policies the practice of mindfulness assisted with biofeedback, targeting teachers, students, administrative, and managerial staff.…”

Section: Discussionmentioning

confidence: 99%

Measuring the Effectiveness of a Multicomponent Program to Manage Academic Stress through a Resilience to Stress Index

Figueroa

Ayala

Trejo

et al. 2023

Sensors

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In this work, we evaluate the effectiveness of a multicomponent program that includes psychoeducation in academic stress, mindfulness training, and biofeedback-assisted mindfulness, while enhancing the Resilience to Stress Index (RSI) of students through the control of autonomic recovery from psychological stress. Participants are university students enrolled in a program of excellence and are granted an academic scholarship. The dataset consists of an intentional sample of 38 undergraduate students with high academic performance, 71% (27) women, 29% (11) men, and 0% (0) non-binary, with an average age of 20 years. The group belongs to the “Leaders of Tomorrow” scholarship program from Tecnológico de Monterrey University, in Mexico. The program is structured in 16 individual sessions during an eight-week period, divided into three phases: pre-test evaluation, training program, and post-test evaluation. During the evaluation test, an assessment of the psychophysiological stress profile is performed while the participants undergo a stress test; it includes simultaneous recording of skin conductance, breathing rate, blood volume pulse, heart rate, and heart rate variability. Based on the pre-test and post-test psychophysiological variables, an RSI is computed under the assumption that changes in physiological signals due to stress can be compared against a calibration stage. The results show that approximately 66% of the participants improved their academic stress management after the multicomponent intervention program. A Welch’s t-test showed a difference in mean RSI scores (t = −2.30, p = 0.025) between the pre-test and post-test phases. Our findings show that the multicomponent program promoted positive changes in the RSI and in the management of the psychophysiological responses to academic stress.

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Section: Discussionmentioning

confidence: 99%

Measuring the Effectiveness of a Multicomponent Program to Manage Academic Stress through a Resilience to Stress Index

Figueroa

Ayala

Trejo

et al. 2023

Sensors

View full text Add to dashboard Cite

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“…AR is a nowadays considered a mainstream tool for engineering education in Latin America (Hidrogo et al, 2020). Although this technology enhances important research, social and work-related skills in higher education (Klimova et al, 2018), questions about humanbased design, display technology, pedagogy and collaboration remain open (Billinghurst, 2021).…”

Section: Discussionmentioning

confidence: 99%

The Use of Augmented Reality in Latin-American Engineering Education: A Scoping Review

García

Borjas

Cruzata-Martínez

et al. 2022

EURASIA J Math Sci Tech Ed

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As part of a recent change, Augmented Reality (AR) has filled engineering classrooms, being employed for various pedagogical purposes around the world. However, little is known about the different features and uses of this technology in Latin America. This Scoping Review asks how are educational AR systems designed, used and evaluated in the region, comparing this to the international literature. To address this question, we charted 36 conference papers and scientific articles, taking care of the quality gaps and methodological diversity within our sample. Our results show that, even though most converge on conventional research, design and pedagogical practices, engineering educators working at institutes are taking the lead of design, pedagogical and research innovation. Furthermore, we show that Latin-American literature distinctively reveals how teachers adapt to the particular contexts of teaching, and the special importance of the usually overlooked conference papers literature.

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