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Exploration of the usage and perception of digital educational resources in UANL students
R. L. Cavazos Salazar. Universidad Autónoma de Nuevo León, México.
F. E. Hernandez Aguilar. Universidad Autónoma de Nuevo León, México.
Resumen / Abstract
The study examines trends in the use of digital educational resources among high school and university students at the Autonomous University of Nuevo León (UANL). The main goal is to understand students' perceptions of these resources and compare their usage across different learning units. The research is driven by the need to integrate new technologies into education without compromising essential pedagogical methods. Innovative technologies such as interactive presentations, virtual reality, interactive videos, simulators, and video games are emphasized. The methodology is descriptive and quantitative, utilizing a questionnaire to gather data from a non-probabilistic sample. The findings indicate a positive attitude among students towards increased use of digital resources and a preference for their application in both theoretical and practical learning units. However, many students are unaware of the resources available at UANL. The study concludes that it is crucial to promote existing resources and develop more interactive and innovative tools. The Digital Education Directorate (DED) at UANL, responsible for implementing didactic strategies and digital resources, highlights the importance of tailoring educational offerings to meet students' needs to encourage their active participation and foster their academic and professional growth.
Palabras Clave / Keywords
Digital educational resources, Student´s perceptions, Innovative technologies.
Referencias / References
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4. Universidad Autónoma de Nuevo León, Modelo Académico de Técnico Superior Universitario, Profesional Asociado y Licenciatura (2022), https://www.uanl.mx/wp-content/uploads/2018/08/Modelo-Acad%C3%A9mico-2020-de-TSU-PA-y-Licenciatura-de-la-UANL.pdf, last accessed 2024/08/21.
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Cómo citar / How to cite
Cavazos Salazar, R. L., y Hernandez Aguilar, F. E. (2024). Exploration of the usage and perception of digital educational resources in UANL students. En C. Rusu et al., (1ª ed.), Transformación digital en la educación: innovaciones y desafíos desde los campus virtuales (pp. 93-96). Huelva (España): United Academic Journals (UA Journals). https://doi.org/10.54988/uaj.000027.016
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La Ciberseguridad como pilar de la calidad científica, la competitividad y la legitimidad académica
Jesús Alfonso Soto Pineda. Universidad Complutense de Madrid.
https://doi.org/10.54988/uaj.979-13-990252-7-9_04
Resumen / Abstract
El presente documento analiza el papel de la ciberseguridad como un componente estratégico, jurídico y ético dentro del ecosistema de la investigación científica contemporánea. Con la creciente digitalización del entorno académico y la aparición de amenazas cibernéticas de mayor sofisticación, la ciberseguridad debe ser concebida no como un complemento técnico, sino como una dimensión transversal de la calidad científica que a su vez promueve la competitividad institucional. Por ello, este texto presenta casos recientes de ciberataques a universidades, explora el marco vigente de actuación y su razón de ser, y revisa modelos y estrategias de protección aplicadas por instituciones públicas y privadas. Asimismo, se proponen principios de actuación y recomendaciones para desarrollar una política integral de ciberseguridad en el ámbito universitario, dirigida a fortalecer la reputación y la competitividad, y a favorecer la implementación de políticas que tomen en consideración de manera nuclear la gobernanza institucional, la infraestructura tecnológica, la cooperación internacional y la formación ética.
This document analyzes the role of cybersecurity as a strategic, legal, and ethical component within the contemporary scientific research ecosystem. With the increasing digitalization of the academic environment and the emergence of more sophisticated cyber threats, cybersecurity must be understood not as a mere technical add-on, but as a cross-cutting dimension of scientific quality that also enhances institutional competitiveness. Accordingly, this paper presents recent cases of cyberattacks on universities, explores the current regulatory framework and its underlying rationale, and reviews protection models and strategies adopted by both public and private institutions. Furthermore, it proposes guiding principles and recommendations for developing a comprehensive cybersecurity policy in the university setting—one aimed at strengthening institutional reputation and competitiveness, while promoting the implementation of policies that place institutional governance, technological infrastructure, international cooperation, and ethical training at their core.
Palabras Clave / Keywords
Ciberseguridad académica, ética de la investigación, gobernanza universitaria, protección de datos, competitividad.
Academic cybersecurity, research ethics, university governance, data protection, competitiveness.
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Cómo citar / How to cite
Soto Pineda, J. A. (2025). La Ciberseguridad como pilar de la calidad científica, la competitividad y la legitimidad académica. En Academia Iberoamericana de La Rábida, (1ª ed.), Formación en ciberseguridad y ética en trabajos académicos y científicos (pp. 97-112). Huelva: Academia Iberoamericana de La Rábida / United Academic Journals (UA Journals). https://doi.org/10.54988/uaj.979-13-990252-7-9_04
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2025 ---- Investigación Tradicional VS uso de Inteligencia Artificial para el análisis. Aprendizaje Significativo
Autora: Adriana Margarita Pacheco Cortés.
Capítulos/Chapters
Presentación
Capítulo 1. Introducción
Capítulo 2. Marco Teórico y Revisión de Literatura
Capítulo 3. Método
Capítulo 4. Resultados: Investigación tradicional
Capítulo 5. Construcción teórica con el uso de inteligencia artificial
Capítulo 6. Análisis y Discusión
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Proposed Emotional Questionnaire to Evaluate the User Experience of Virtual Learning Environments: Expert Validation
Laura N. Aballay. Instituto de Informática, Universidad Nacional de San Juan, San Juan, Argentina.
Silvana V. Aciar. Instituto de Informática, Universidad Nacional de San Juan, San Juan, Argentina.
César A. Collazos. Universidad del Cauca, Popayán, Colombia.
Alex A. Torres. Corporación Universitaria Comfacauca – UNICOMFACAUCA, Popayán, Colombia.
Resumen / Abstract
This paper presents a proposed questionnaire for the evaluation of user experience (UX) with emotions. Although there are several questionnaires, such as AttrakDiff and the User Experience Questionnaire (UEQ), that measure product-centered perceptions and acceptance, few consider emotions suitable for evaluating virtual learning environments. In response to this limitation, a new questionnaire, "EMO-UX", designed to assess UX in virtual learning environments (VLE) from an affective approach, is proposed. This instrument, currently validated by experts, seeks to provide a more accurate and less confusing alternative to existing tools, integrating elements that allow a more complete capture of the user's emotional state during their interaction with the product. In addition, the characteristics of the main existing emotional questionnaires are compared and analyzed, highlighting their strengths and limitations. This work provides an innovative tool to improve the understanding of UX, especially in virtual educational contexts.
Palabras Clave / Keywords
Human computer interaction, Affective Computing, User Experience, Emotional Evaluation, Virtual Learning Environments, Surveys, Questionaries.
Referencias / References
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Cómo citar / How to cite
Aballay, L. N., Aciar, S. V., Collazos, C. A., y Torres, A. A. (2024). Proposed Emotional Questionnaire to Evaluate the User Experience of Virtual Learning Environments: Expert Validation. En C. Rusu et al., (1ª ed.), Transformación digital en la educación: innovaciones y desafíos en la tecnología educativa (pp. 73-78). Huelva (España): United Academic Journals (UA Journals). https://doi.org/10.54988/uaj.000028.012
