Simulaciones académicas en el rendimiento estudiantil en la preparación para exámenes de acreditación
DOI:
https://doi.org/10.62697/rmiie.v4iS1.158Keywords:
Academic simulations, learning assessment, academic performance, multi-criteria analysis, accreditation examsAbstract
The present study aimed to evaluate the impact of academic simulations on student performance in accreditation exams, using a multicriteria decision model to identify the most effective simulations. A non-experimental, cross-sectional, descriptive-comparative design was adopted, categorizing different types of simulations. The evaluation criteria were selected using the Delphi technique with the participation of experts in education and psychology. The data were collected through surveys applied to 200 students. The TOPSIS method was applied to weight and classify the simulations. The results indicated that digital interactive simulations were the most effective, with a 15% increase in academic performance and a 24% reduction in anxiety. They also obtained the highest rates of satisfaction and conceptual understanding. The results obtained indicated that digital interactive simulations offer better preparation for accreditation exams, due to their high level of interactivity and personalization of learning. Their implementation in training programs is recommended, as well as the exploration of new technologies that optimize their effectiveness.
Downloads
References
Baltodano García, G., & Leyva Cordero, O. (2024). Criterios de evaluación de la calidad en la educación superior en México. Journal of the Academy, 10, 200–230. https://doi.org/10.47058/joa10.10
Bello, J., Pacheco, E., Franco, O., & Villafuerte, J. (2023). Ansiedad y resilencia laboral en procesos de acreditación. Profesorado, Revista De Currículum Y Formación Del Profesorado, 27(1), 229–253. https://doi.org/10.30827/profesorado.v27i1.21591
Cabrera Pérez, D. L., & Córdoba Mendoza, M. (2011). Evaluación de un procedimiento de validación y acreditación de competencias profesionales. Revista de Investigación En Educación, 9(2), 51–75. https://dialnet.unirioja.es/servlet/articulo?codigo=4730959
Cardona Navarrete, S. C., Agud Albesa, L., Pla Ferrando, M. L., & Boix García, M. (2020). Cómo guiar a los alumnos en la simulación de modelos matemáticos complejos en Ingeniería Química. Modelling in Science Education and Learning, 13(1), 37–44. https://doi.org/10.4995/msel.2020.12128
Caruso, J. V. (2019). Using business simulations to prepare students to think critically, make better decisions, and solve business problems. Developments in Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL Conference, 46. https://absel-ojs-ttu.tdl.org/absel/index.php/absel/article/view/3244
Chang, C.-Y., Kao, C.-H., & Hwang, G.-J. (2020). Facilitating students’ critical thinking and decision making performances. Educational Technology & Society, 23(2), 32–46. https://www.jstor.org/stable/26921132
Chávez de la Rosa, D., Tass Rosado, J. D., Villarreal Del Valle, L. I., Sandoval Bernal, S. D., & González Mejía, V. Z. (2020). Simulación clínica y dimensiones de pensamiento crítico en estudiantes de medicina de una universidad privada. Investigación En Educación Médica, 9(36), 70–77. https://doi.org/10.22201/fm.20075057e.2020.36.20244
Clavijo Castillo, R. G., & Bautista-Cerro, M. J. (2020). La educación inclusiva. Análisis y reflexiones en la educación superior ecuatoriana. ALTERIDAD. Revista de Educación, 15(1), 113–124. https://doi.org/10.17163/alt.v15n1.2020.09
Furlan, L. (2006). Ansiedad ante los exámenes.¿ Qué se evalúa y cómo? Revista Evaluar, 6(1), 32–51. https://dialnet.unirioja.es/servlet/articulo?codigo=9117429
Mamani, O. (2024). Competencias profesionales en la formación del técnico superior universitario aeronáutico en Bolivia. Desafios, 15(2). https://doi.org/10.37711/desafios.2024.15.2.429
Masso Viatela, J., & Fonseca Gómez, L. R. (2024). Cuestionario de motivación y estrategias de aprendizaje forma corta–MSLQ SF en estudiantes universitarios: análisis de la estructura interna. Comunicaciones En Estadística, 1(17). https://doi.org/10.15332/23393076.10160
Montes González, J. A., & Ochoa Angrino, S. (2006). Apropiación de las tecnologías de la información y comunicación en cursos universitarios. Acta Colombiana de Psicología, 9(2), 87–100. https://actacolombianapsicologia.ucatolica.edu.co/article/view/402
Pérez-Higuera, G. D., Niño-Vega, J. A., & Fernández-Morales, F. H. (2020). Estrategia pedagógica basada en simuladores para potenciar las competencias de solución de problemas de física. Aibi Revista De Investigación, Administración E Ingeniería, 8(3), 17–23. https://doi.org/10.15649/2346030X.863
Salcedo-Muñoz, V., Arias Montero, V., Nuñez Guale, L., & Moreno Loaiza, C. (2023). Responsabilidad social universitaria en instituciones de educación superior de la Provincia de El Oro, Ecuador. Revista Venezolana De Gerencia, 28(101), 419-434. https://doi.org/10.52080/rvgluz.28.101.26
Serrano Paredes, K. de L., Velecela Abambari , S. G., Cabrera Aguirre , M. P., & Chacha Astudillo , A. S. (2024). Uso de simuladores virtuales en la educación médica. Pro Sciences: Revista De Producción, Ciencias E Investigación, 8(52), 185–223. https://doi.org/10.29018/issn.2588-1000vol8iss52.2024pp185-223
Suphachaimongkol, C., Ratanatamskul, C., Silapacharanan, S., & Utiswannakul, P. (2019). Development of Mobile Application for Sustainable Creative Tourism Assessment using Confirmatory Factor Analysis Approach. International Journal of Interactive Mobile Technologies (IJIM), 13(06), 27-40. https://doi.org/10.3991/ijim.v13i06.10500
Trujilllo Yaipén, W. M., Curo Maquén, L. A., Paredes López, L. R., & Carbajal Cornejo, K. (2023). Eficiencia de los simuladores virtuales en la competencia de indagación para el aprendizaje de física elemental. Telos: Revista de Estudios Interdisciplinarios En Ciencias Sociales, 25(2), 459–476. https://www.redalyc.org/journal/993/99375872017/html/
Vega Flores, R. I., Díaz Araya, M. H., Sánchez Rodríguez, J. R., & Muñoz González, L. A. (2021). Características del proceso enseñanza aprendizaje vinculado al pensamiento crítico desde la mirada de docentes y estudiantes de enfermería. Revista Cubana de Enfermería, 37(1). http://scielo.sld.cu/scielo.php?pid=S0864-03192021000100011&script=sci_arttext
Vidal Ledo, M., Avello Martínez, R., Rodríguez Monteagudo, M. A., & Menéndez Bravo, J. A. (2019). Simuladores como medios de enseñanza. Educación Médica Superior, 33(4). https://ems.sld.cu/index.php/ems/article/view/2085
Yalta Campos, M., Fernández Moreno, B. D., Huamancayo López, F. J., & Muñoz Dávila, L. N. (2022). Estilos de aprendizaje de Kolb: su importancia para los docentes y el proceso enseñanza-aprendizaje. Paidagogo, 4(1), 74–84. https://doi.org/10.52936/p.v4i1.104
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Dionisio Vitalio Ponce-Ruiz, Génesis Karolina Robles-Zambrano, Edmundo José Jalón-Arias
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in Revista Mexicana de Investigación e Intervención Educativa (RMIIE), of Universidad Pablo Latapí Sarre agree to the following terms:
1. Copyright
Authors retain unrestricted copyright to their work. Authors grant the journal the right of first publication. To this end, they assign the journal non-exclusive exploitation rights (reproduction, distribution, public communication, and transformation). Authors may enter into additional agreements for the non-exclusive distribution of the version of the work published in the journal, provided that acknowledgment of its initial publication in this journal is given.
© The authors.
2. License
The articles are published in the journal under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). The terms can be found at: https://creativecommons.org/licenses/by-nc-sa/4.0/deed.en
This license allows:
- Sharing: Copying and redistributing the material in any medium or format.
- Adapting: Remixing, transforming, and building upon the material.
Under the following terms:
- Attribution: You must give appropriate credit, provide a link to the license, and indicate if any changes were made. You may do this in any reasonable manner, but not in any way that suggests the licensor endorses or sponsors your use.
- NonCommercial: You may not use the material for commercial purposes.
- ShareAlike: If you remix, transform, or build upon the material, you must distribute your creation under the same license as the original work.
There are no additional restrictions. You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
