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Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the time zone of the conference. The current conference time is: 24th Aug 2026, 04:43:20am America, Santiago

Daily Overview

Session

1E: E-Learning & EdTech
Virtual location: VIRTUAL: Agora Meetings

Presentation 5

9:32am - 9:40am

A Validated Visual Decision-Support Tool for Inferential Statistical Test Selection: The Velarde-Camaqui Diagram

Davis Velarde-Camaqui¹, Edgar Omar Lopez-Caudana^1,2, Gabriel Valerio-Ureña⁴, Maria-Soledad Ramirez-Montoya³, Iris Cristina Pelaez-Sanchez⁴, Ines Alvarez-Icaza Longoria⁵

1: Institute of the Future of Education, Tecnologico de Monterrey; 2: School of Engineering and Sciences, Tecnologico de Monterrey; 3: Benemérita Escuela Normal de Coahuila, Mexico; 4: School of Humanities and Education, Tecnologico de Monterrey; 5: School of Architecture, Art and Design, Tecnologico de Monterrey

Selecting the correct statistical test is a frequent challenge for students and researchers with limited mathematical backgrounds. Incorrect choices can undermine analytical rigor and threaten research validity. This study presents the design and expert validation of the Velarde-Camaqui Diagram, a visual decision-support tool that guides users in selecting inferential statistical tests. A mixed-methods validation was conducted with 14 PhD experts in education and statistics from several countries. Experts assessed clarity, coherence, relevance, and usability using a 12-item Likert-scale questionnaire (1–3) and provided qualitative feedback. Quantitative analysis revealed high acceptance rates (93–100%), confirming strong perceived relevance, while coherence for correlations and associations scored lowest (85%), indicating room for structural refinement. Qualitative feedback suggested improvements in color coding, visual hierarchy, and instructional clarity. Overall, the results provide initial evidence supporting the diagram’s content validity and perceived usability as a structured aid for statistical decision-making in higher education.