Aldo Uriarte-Portillo

Esta obra, que presenta las características de las alumnas y los alumnos sobresalientes en matemáticas, sus testimonios y problemas olímpicos resueltos, así como las opiniones de profesores sobre las actitudes y el desempeño de este tipo de estudiantes, será de gran utilidad para el profesorado de educación básica en la mejora de la calidad de la enseñanza de las matemáticas en Sinaloa. Todo ello en consonancia con lo que señala la Academia Mexicana de Ciencias: que las matemáticas sean para la ciencia lo que la ciencia es para la tecnología.

This book chapter introduces an LLM-powered educational tool for building science learning environments using a fully cloud-based platform. The tool is an educational platform driven by LLM that attempts to save teachers time by automatized processes like lesson planning, grading, and resource generation. Using this platform, educators can modify and update pre-existing materials to fit the needs of any reader, produce unique science-related resources, and edit and distribute these materials to students. Any student can access instructional materials generated with the authoring tool interface through an internet-connected device. The tool accomplishes this by combining several technologies, including frameworks and tools like Ollama, JavaScript, and open-source LLMs like LLaMA 3, DeepSeek, Qwen2, and Gemma 2.

Studying complex topics in engineering, such as “Electric Circuits” and “Ohm's Laws,” frequently presents challenges for students and can affect their motivation. Although some technological tools are used for learning management, they are not always effective in fully engaging students. This study aims to enhance the learning experience for first-year higher students by incorporating Augmented Reality (AR) technology. AR provides an interactive platform that helps students grasp and apply complex concepts at their own pace, supported by fuzzy logic techniques that adapt to individual learning interactions. Analysis using pretest-posttest comparisons and motivation surveys reveals that integrating AR with fuzzy logic significantly improves learning outcomes and increases student motivation. Students who engage with AR to visualize and interact with abstract concepts experience greater learning gains and heightened emotional involvement. Therefore, AR technology stands out as a valuable tool in the classroom, enhancing both comprehension and student engagement in challenging subjects

This work describes a learning tool named ARGeoITS that combines augmented reality with an intelligent tutoring system to support geometry learning. The work depicts a study developed in Mexico to measure the impact on the learning and motivation of students using two different learning systems: an intelligent tutoring system with augmented reality (ARGeoITS) and a system with only augmented reality (ARGeo). To study the effect of this type of technology (ARGeoITS, ARGeo) and time of assessment (pre-, post-) on learning gains and motivation, we applied a 2 × 2 factorial design to 106 middle school students. Both pretest and post-test questionnaires were applied to each group to determine the students’ learning gains, as was an IMMS motivational survey to evaluate the students’ motivation. The results show that: (1) students who used the intelligent tutoring system ARGeoITS scored higher in learning gain (7.47) compared with those who used ARGeo (6.83); and (2) both the ARGeoITS and ARGeo learning tools have a positive impact on students’ motivation. The research findings imply that intelligent tutoring systems that integrate augmented reality can be exploited as an effective learning environment to help middle–high school students learn difficult topics such as geometry.

The recent pandemic brought on considerable changes in terms of learning activities, which were moved from in-person classroom-based lessons to virtual work performed at home in most world regions. One of the most considerable challenges faced by educators was keeping students motivated toward learning activities. Interactive learning environments in general, and augmented reality (AR)-based learning environments in particular, are thought to foster emotional and cognitive engagement when used in the classroom. This study aims to compare the motivation and learning outcomes of middle school students in two educational settings: in the classroom and at home. The study involved 55 middle school students using the AR application to practice basic chemistry concepts. The results suggested that students’ general motivation towards the activity was similar in both settings. However, students who worked at home reported better satisfaction and attention levels compared with those who worked in the classroom. Additionally, students who worked at home made fewer mistakes and achieved better grades compared with those who worked in the classroom. Overall, the study suggests that AR can be exploited as an effective learning environment for learning the basic principles of chemistry in home settings.