Leydidiana Rosibel Gamboa Ferrer

Mathematics is considered one of the fundamental disciplines in university education, since it contributes to the formation of skills, a situation that is favored by the use of simulations and virtual laboratories in learning. The objective of this study was to identify the opportunities generated by the use of virtual laboratories and simulation in the learning of mathematics in a period of time from 2019 to January 2024. It was different databases were consulted to carry out the systematic review among these ERIC (Educational Resources Information Center), Google Scholar, Scopus, Redalyc and Dialnet; making use of search formulas (AND, OR), obtaining 274 studies, which were subjected to inclusion and exclusion criteria, and a total of 30 articles were compiled using PRISMA. It was found that the studies analyzed showed that the use of simulation and virtual laboratories are valuable opportunities that contribute to the improvement of students' academic performance, the acquisition and strengthening of innovative skills, support the organization of learning in a sequential manner and increase the levels of understanding and application of concepts. The multiple studies developed revealed that the use of this type of resources used in educational experiences generated significant learning of mathematics, which in turn allowed students to feel more confident and motivated to solve problematic situations in complex environments.

AI is one of the tools that is making its way into university education due to the infinite number of possibilities it has generated since its appearance, in this sense, this study was conducted with the objective of describing the experiences achieved by university students on the use of AI for the creation of presentations that enrich their knowledge in the disciplinary areas of physics, mathematics and chemistry. Data were collected using a Likert-type questionnaire consisting of five (5) response options, specifically using Google Forms. The participants were students of physics, mathematics and chemistry courses, with a population of 1,215, of which the sample was 120 in each of the courses. The results showed 98.3% of students with a high level of satisfaction equally in all courses, 96% indicated that the use of AI promotes collaborative work, 97.3% felt highly motivated, which occurred in the chemistry course, and as for the improvement of knowledge and level of cognitive development, this was 99.2% in the area of mathematics. As part of the conclusions, it can be mentioned that by using AI as a technological tool that supports the creation of intelligent presentations in general, improvement stages are reached in terms of satisfaction, motivation, collaborative work and creative ways of learning.