Browsing by Autor "Alvaro Rafael Barrientos-Alfaro"

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    Relationship between Sociocultural Characterization in Regular Basic Education Students from High Andean Zones and their Interaction in Educational Metaverses
    (2024) Francisco Zúñiga Pastor; Yesenia Tania Loayza-Apaza; Milusca Jaqueline Velarde-Tejada; Alvaro Rafael Barrientos-Alfaro; Rafael Romero-Carazas; David Hugo Bernedo-Moreira
    Introduction: The sociocultural characterization of students includes factors such as ethnicity, language, beliefs, social practices, family environment and other elements that affect their perception of knowledge and technology; for environments to be effective, it is essential to consider the sociocultural characterization of students, since the factors profoundly affect the ability to adapt to new teaching methods.Objective: To determine the relationship between sociocultural characterization in regular basic education students from high Andean areas and their interaction in educational metaverses.Methods: A quantitative and correlational approach was adopted with a non-experimental design, focusing on 376 university students who had taken at least one semester in virtual mode. Data collection was done through structured surveys with Likert-type scales to assess the use of AI tools and the level of adaptation of the students.Results: The results indicated a significant relationship of (r=0.973) and a value of (p=0.000) between the study variables.Conclusions: It was concluded that AI is key to personalize educational experiences, improving accessibility and interactivity. In addition, the need to avoid over-reliance on AI tools and the importance of fostering interdisciplinary collaboration and real-time feedback to contribute to the continuous improvement of educational environments were highlighted.
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    The Role of Artificial Intelligence in the Adaptation of Students to Virtual Educational Environments
    (2024) David Hugo Bernedo-Moreira; Yesenia Tania Loayza-Apaza; Jaime Natanael Gonzales López; Jessica Karina Saavedra-Vasconez; Alvaro Rafael Barrientos-Alfaro; Rafael Romero-Carazas
    In recent decades, the accelerated advance of digital technologies has profoundly transformed educational processes, promoting the expansion of virtual learning environments that transcend physical and temporal barriers.Objective: To determine the relationship between the role of artificial intelligence in the adaptation of students to virtual educational environments.Methodology: Quantitative and correlational, non-experimental design. Simple random sampling, with a sample of 376 university students who had studied at least one semester in virtual mode. Data collection was done through structured surveys with Likert-type scales, designed to evaluate the use of AI tools and the level of adaptation of the students.Results: AI in virtual educational environments showed a significant relationship with student adaptation, facilitating access to information and offering personalized learning experiences.Conclusions: AI enabled personalization of educational experiences, improving accessibility and making them more interactive. AI-powered learning assistants fostered active participation and greater understanding of content. The importance of avoiding over-reliance on AI tools and promoting interdisciplinary collaboration and real-time feedback to continuously improve educational environments was highlighted.