Browsing by Autor "Javier Mamani Acarapi"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    Item type: Item ,
    Aplicación de la exenteración pélvica total en casos de feminicidio con violencia sexual
    (2025) Javier Mamani Acarapi
    El feminicidio, definido como el asesinato de mujeres por razones de género, constituye la manifestación más extrema de violencia machista y un grave problema de salud pública y derechos humanos a nivel global. Cuando este crimen se agrava por la presencia de violencia sexual, las secuelas para la víctima son devastadoras y a menudo multisistémicas, implicando daños físicos, psicológicos y sociales de profunda magnitud. Objetivo: Demostrar la utilidad de la exenteración pélvica total (EPT) en feminicidios para identificar lesiones vaginales/anales por delitos sexuales (DS). Método: Estudio retrospectivo (2014-2024) de autopsias médico-legales en muertes violentas de mujeres sometidas a EPT en Bolivia. Resultados: En 11 años, la EPT reveló lesiones internas (equimosis, hematomas, laceraciones) en vagina y ano, no visibles externamente. Conclusión: La EPT es crucial para evidenciar agresiones sexuales en feminicidios, aportando datos forenses clave al Ministerio Público. Su implementación en Bolivia, donde antes no se usaba, permite detectar lesiones ocultas, reforzando la justicia ante sospecha de DS. Esta técnica mejora la precisión diagnóstica y respalda investigaciones legales en contextos de violencia de género.
  • Thumbnail Image
    Item type: Item ,
    Gamification and digital environments in higher education: Enhancing motivation and experiential learning
    (2025) Ana Isabel Mendoza-Mardones; Ramón Gabriel Aguilar Vega; Francisco Kroff Trujillo; Ronie Martínez; Javier Mamani Acarapi; Jefferson Olimpo Gutiérrez Bastidas
    The integration of gamification strategies into digital environments has transformed teaching and learning dynamics in higher education, fostering new forms of interaction and student motivation. This study aimed to analyze the relationship between digital gamification, academic motivation, and experiential learning among Latin American university students. An empirical, descriptive–correlational research design with a mixed-methods approach was implemented. A total of 300 students from various Latin American universities enrolled in virtual courses and 60 professors were interviewed via teleconferencing. Validated instruments were used, including the Self-Determination Scale (Deci & Ryan, 2008) and a tool based on Kolb’s (1984) experiential learning model, complemented by semi-structured interviews. The results revealed significant increases in intrinsic motivation, autonomy, and perceptions of active learning following the use of gamified tools such as badges, missions, and levels. Faculty members reported notable improvements in participation, feedback quality, and virtual classroom engagement. Overall, findings confirmed that digital gamification enhances student commitment, self-regulation, and meaningful knowledge construction, establishing it as an effective pedagogical strategy for contemporary higher education.