This book presents the proceedings of the XIX Latin American Conference on Learning Technologies-LACLO 2024. It showcases advances in learning science research, learning resources, and challenges and solutions in various Latin American countries, bringing together and disseminating emerging innovations and studies that are transforming the educational field in this region. This book presents case studies, comparative analyses, and methodological proposals that have proven effective in diverse educational contexts. In addition, it features detailed illustrations and tables to facilitate the understanding and application of the concepts included. It serves as a valuable tool and source of information for researchers, educators, and industry professionals on recent advances in educational technologies in Latin America.
Alfadatizando 2.0 applied to data visualization at high school level and
for digital humanities. Empowering digital citizens.- Analysis of the
CodeCombat platform as an educational tool for teaching the fundamentals of
Software Programming in the first year of the Computer Science Baccalaureate
in the Educational Units of Catamayo canton, academic year 2021-2022.- App
prototype based on self-regulation to measure knowledge
acquisition.- BioSTEM: A new approach to meaningful learning from biosignals
in high school students.- Classroom Attendance and Academic Performance in
First-year Courses in a Computer Engineering Degree: Examining the
Post-COVID-19 Pandemic Context.- Courseware Adaptation for Programming Logic
Classes for Teaching Children with Blindness or Severe Low Sight.- COVIDGAME:
The Vaccination Battle.- Designing and Implementing a Blockchain Course in
Software Engineering Curricula: A teachers perspective.- Enhancing
Technological Maturity in School-Level Robotics: A Case Study of Integrating
LunaBot v2.3 in Educational Environments in Remote Areas of Arequipa,
Peru.- Essential conditions to lead the digital transformation in the
educational field in a Higher Education Institution.- Evolutionary and
Cooperative Process of Using DICT in the Continuous Training of Teachers in
URTI: From Moodle to GenAI.- Experiential Teaching Paradigms in the Learning
of Antenna Theory for Undergraduate Students.- Exploring Sequential Pattern
Mining in Virtual Learning Environments.- Fear of Gamifying in High School
Classrooms: A Grounded Theory.- Gender Differences in Planning Poker: A
Preliminary Approach with Epistemic Network Analysis.- Learning Analytics
Applied to Serious Games: A Systematic Literature Review.- Learning keyboard
and accessible typing aimed at users with visual disabilities.- Low-cost
computing devices: advantages and disadvantages in online classes.- Open and
Inclusive Educational Resources to Support the Teaching of Mathematics for
Visually Impaired Students.- Pedagogical model for teacher training courses:
developing teaching competencies for hybrid modality .- Programming in
Brazilian Higher Education and High School: A Systematic Literature
Review.- Recommendation Systems to aid learning using Artificial
Intelligence: A Systematic Review.- Recovering Voices to Build Inclusive
Computing: From Accessibility, Gender, and Rights to Education.- Scientific
Data Management Plans characteristics in Latin America: mapping using
DMPTool.- Sequential Pattern Mining of Students Data: A Case Study with
Moodle Log Data.- Simplin: A visual schedule app for people with ASD.-
Simulation in Education and Training: From Virtual Reality to Digital Twins.-
Strategy for Using Moodle and R in Managing and Systematizing the Teaching
Evaluation Surveys in the Engineering School.- Teaching digital humanities at
high school level. A literature and special cases review.- The Cognitive
Semiotic Profile of Iterative Readers in Pedagogy Students After the
Pandemic.- The Platformization of Higher Education in Latin America and
Africa.- Use of rubrics in Moodle to assess learning in programming in
massive university contexts.- Use of social networks by IFG undergraduate
students: gaps that open spaces for a new digital colonization.- Using
Artificial Intelligence to guide the Learning Analytics process.
Alejandra Beatriz Lliteras is a full time professor and researcher at the Facultad de Informįtica, Universidad Nacional de La Plata (UNLP), Argentina. She has a master's degree in Applied Information Technology in Education and a bachelor's degree in Computer Science. She teaches courses and seminars on topics related to computational thinking, digital humanities, programming in teaching, data visualization, and artificial intelligence in masters in education and in teacher training programs. She has experience in research from different areas of software engineering, geographic information system (GIS), mobile learning, educational platforms, authoring tools, education in computational thinking, data visualization, and digital humanities and digital citizenship. She is currently a Ph.D. candidate at UNLP.
Antonio Silva Sprock is a systems engineer from Universidad Bicentenaria de Aragua (Venezuela) and a historian from Universidad Central de Venezuela. He holds a master in Science in Knowledge Engineering from Universidad Politécnica de Madrid (Spain) and a Ph.D. in management science from Caribbean International University (Curaēao) and completed a postdoctoral stay in educational technologies at Universidade Federal de Rio Grande do Sul (Brazil). He has been a research professor in the School of Computer Science at Universidad Central de Venezuela since 2005. He is also an editor-in-chief of the International Journal of Learning and Teaching and Educational Research. He is an author of more than 50 articles presented in national and international congresses, 10 book chapters, and 20 articles published in refereed journals and is also a tutor of more than 30 degree, master, and doctorate special works.
Vanessa Agredo-Delgado is a systems engineer graduated from the Faculty of Electronic Engineering and Telecommunications of the University of Cauca (Colombia), with a master's degree in computer science and a Ph.D. in electronics sciences from the same university, with an honorable mention in the latter degree. She has also done research stays at the Universidad de Granada Spain, Universidad de Castilla la Mancha in Ciudad Real and Albacete Spain, Universidad Nacional de la Matanza (Argentina), and Universidad Nacional de La Plata Argentina. She has more than 10 years of teaching experience in different universities, directing subjects in different topics. She also has 10 years of research experience in
different areas of technology and communications and education and social development, where she has published book chapters, journal papers, and edited research books. Dr. Agredo-Delgado has participated as a speaker and as an organizer of scientific events.
