Conference Agenda

This study proposes gamification as a strategy to enhance motivation and performance in a programming course at a higher education institute. Many students struggle to grasp the course content, leading to over 70% achieving only average performance or failing. The proposal involved designing a gamified experience based on the course and student characteristics. A Learning Management System (LMS) was implemented to support the course, and data was collected to assess its effectiveness. The results showed that approximately 50% of the activities were completed, indicating good participation. However, less than 50% of students managed to pass them. According to student feedback, 57% agreed that gamification motivated their learning. It is concluded that gamification improved motivation, although it was not sufficient to significantly increase academic performance. Strengthening the "Altruism and Help" dynamic in the gamified experience is recommended to encourage greater student interaction and participation, which could improve task completion and overall learning.

Artificial intelligence identified as a means or tool of technological and virtual advancement is currently used in different scenarios, one of which is education as a source of generating ideas, information and knowledge. Incorporating it into the teaching-learning process takes on a unique importance, even more so in self-instructional courses, in which the student is autonomous in his learning, this help as a virtual tutor is significant.

In this context, the present research validates the level of satisfaction that 261 distance learning university students have regarding the virtual tutor with AI as a component of a self-instructional course of the Business Faculty at a Private University in Peru. The pilot experience belongs to a descriptive - correlational study, with six dimensions to measure the level of satisfaction. Firstly, the descriptive results show that 53% of students are satisfied with the virtual tutor, while 5% indicate dissatisfaction. Secondly, the correlational-causal results indicate a moderate positive relationship between the level of satisfaction of the virtual tutor and academic performance. On the other hand, the structural equation model with the results of the CFI = 1.000, RMSEA = .019 and TLI = .999 validates the dimensions of “frequency of use”, “management and adaptation”, “usefulness of the response” and “prompt management” are those necessary to measure the satisfaction of the pilot experience.

Today, university education has expanded its horizons beyond what was thinkable three or four decades ago. The changing scenarios of digitalization, globalization, social, health and virtual have led to a new modality of education. The teaching-learning processes have incorporated modern methodologies, resources, tools, channels and platforms, supporting autonomous teaching, being an important competence that a student must develop according to the demands of the present and future. In this sense, the present study reviews the management of a self-instructional course in working adult students enrolled in the distance career modality, with the purpose of verifying which dimension is the most relevant in their student work, and in their self-learning. The results reflect that 87% of students are at an advanced level for the general management of the course, however only 34% of students are located at the intermediate level corresponding to information management, understood as understanding the modality of the self-instructional course as well as training in the management of virtual platforms, therefore it is essential that the working adult student who has another form of adaptation to virtuality, understands from the beginning the operation of the mechanisms of the self-instructional course.

This study aims to establish the relationship between social media and cooperative work. Its approach is quantitative, descriptive, correlational, and cross-sectional. The population consisted of 135 students from the Electronics and Computer Science programs at a public university in Lima, distributed across six admission cohorts corresponding to the academic periods from 2019 to 2023.

The results indicate that the social media dimension of digital tool usage is correlated with cooperative work. Higher levels in the social media dimension correspond to greater cooperative work, as evidenced by Spearman’s correlation coefficient of 0.744, representing a high positive correlation. Similarly, increasing r2r^2r2 yields a common factor variance of r2=0.555r^2 = 0.555r2=0.555, indicating a shared variance of 55.5%. As a result, it is confirmed that there is a significant relationship between social media use and cooperative work among students in the Electronics and Computer Science study programs.

This study analyzes the implementation and optimization of the training program for trainers in energy efficiency and renewable energy developed by the Center for Sustainable Technological Development (CDTS) of ESPOL. During the Ordinary Academic Periods (PAO) 2024, innovative methodological strategies have been applied to train university students as trainers and promote sustainability education in secondary education institutions. Based on the evidence gathered, three strategic axes are established for the consolidation and expansion of the program: the development of autonomous didactic materials, the validation and optimization of the methodological model and the implementation of a gradual growth scheme. The creation of educational resources that do not depend on electric power guarantees the applicability of the program in contexts with infrastructure limitations. The consolidation of the training model will make it possible to perfect pedagogical approaches and improve the effectiveness of knowledge transmission. Finally, the progressive expansion of the program will ensure its operational sustainability prior to its expansion to new institutions and academic careers. These strategies strengthen the program's impact and its potential to become a benchmark in the teaching of energy efficiency and renewable energies, contributing to the formation of environmentally conscious citizens with the technical capacity to face the energy challenges of the future.

At present, Peruvian universities have implemented the development of virtual courses; although this allows everyone to have access to higher education and to be able to train professionally to achieve better opportunities, there are still certain problems in terms of student performance, which are related to time management that can generate dissatisfaction towards the courses that are taught in this modality; in view of this, this article seeks to determine how time management affects satisfaction towards virtual courses in university students in the Ica region; For this purpose, the methodology was based on a quantitative approach, basic cross-sectional type, explanatory level, being the selected design non-experimental, causal correlational; the population consisted of students from different universities that have a branch within the Ica region, of which we worked with a sample of 139 students selected through a non-probabilistic sampling by convenience; for data collection, a questionnaire on time management and the short scale to measure satisfaction with virtual courses (SVC - S) were applied. Finally, the Nagelkerke coefficient indicates that the proposed variability model is able to explain 52.7% of the satisfaction with the virtual courses.