And Educational

ISSN 2410-3977

2020

– Journal of Systems

June June

– and Educational

January January

–

Management

Volume Issue 7, Volume 20

ECORFAN®

ECORFAN-Bolivia Journal of Systems and Educational Chief Editor Management, Volume 7, Number 20, OLIVES-MALDONADO, Carlos. MsC January - June 2020, is a sixmonthly Journal edited by ECORFAN-Bolivia. Santa Lucia N- Executive Director 21, Barrio Libertadores, Cd. Sucre. Chuquisaca, RAMOS-ESCAMILLA, María. PhD Bolivia,http://www.ecorfan.org/bolivia/rj_siste mas_gestion_edu.php, [email protected]. Editorial Director Editor in Chief: OLIVES-MALDONADO, PERALTA-CASTRO, Enrique. MsC Carlos. MsC. ISSN: 2410-3977. Responsible for the last update of this issue ECORFAN Web Designer Computer Unit. Imelda Escamilla Bouchán, ESCAMILLA-BOUCHAN, Imelda. PhD PhD. Vladimir Luna Soto, PhD. Updated as of June 30, 2020. Web Diagrammer LUNA-SOTO, Vladimir. PhD The opinions expressed by the authors do not necessarily reflect the views of the publisher of Editorial Assistant the publication. REYES-VILLAO, Angélica. BsC It is strictly forbidden the total or partial Translator reproduction of the contents and images of the DÍAZ-OCAMPO, Javier. BsC publication without permission of the National Institute of Copyright. Philologist RAMOS-ARANCIBIA, Alejandra. BsC

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NIÑO - GUTIÉRREZ, Naú Silverio. PhD Universidad de Alicante

ARANCIBIA - VALVERDE, María Elena. PhD Universidad San Francisco Xavier de Chuquisaca

TORRES - HERRERA, Moisés. PhD Universidad Autónoma de Barcelona

FRANZONI - VELAZQUEZ, Ana Lidia. PhD Institut National des Telécommunications

ROSILLO-MARTÍNEZ, Alejandro. PhD Universidad Carlos III de Madrid

CAMPOS - QUIROGA, Peter. PhD Universidad Real y Pontifica de San Francisco Xavier de Chuquisaca

CHAPARRO, Germán Raúl. PhD Universidad Nacional de Colombia

CUBÍAS-MEDINA, Ana Elizabeth. PhD Universidad Carlos III de Madrid

POSADA - GÓMEZ, Rubén. PhD Institut National Polytechnique de la Lorraine

RAMÍREZ - MARTÍNEZ, Ivonne Fabiana. PhD Universidad Andina Simón Bolívar

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AHUMADA - TELLO, Eduardo. PhD Universidad Iberoamericana del Noroeste

ARCOS - VEGA, José Luis. PhD Universidad Iberoamericana

DOMÍNGUEZ - GUTIÉRREZ, Silvia. PhD Universidad de Guadalajara

ESCALANTE - FERRER, Ana Esther. PhD Universidad Autónoma del Estado de Morelos

ESCALETA - CHÁVEZ, Milka Elena. PhD Universidad Autónoma de San Luis Potosí

ESPINOZA - VALENCIA, Francisco Javier. PhD Instituto Pedagógico de Posgrado en Sonora

HERNÁNDEZ - LARIOS, Martha Susana. PhD Universidad Cuauhtémoc

HERRERA - SÁNCHEZ, Gustavo. PhD Universidad Tecnológica de Puebla

IBARRA - RIVAS, Luis Rodolfo. PhD Universidad Autónoma del Estado de Morelos

GARCÍA - VILLALOBOS, Alejandro Rodolfo. PhD Universidad Cuauhtémoc

LINAREZ - PLACENCIA, Gildardo. PhD Centro Universitario de Tijuana

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Presentation of the content

In the first article we present, Argumentative paragraphs identification with markers categories, by GARCÍA-GORROSTIETA, Jesús Miguel, LÓPEZ-LÓPEZ, Aurelio, MADRID-MONTEVERDE, José David and PONCE-MENDOZA, Ulises, with adscription in the, Universidad de la Sierra, Moctezuma, in the next article we present, New model, to evaluate the implementation of LMS in institutions at a higher level, through the supplies of the student, by JUAREZ-SANTIAGO, Brenda, OLIVARES-RAMIREZ, Juan Manuel, FERRIOL-SANCHEZ, Fermín and LEDESMA-URIBE, Norma Alejandra, with adscription in the, Universidad Internacional Iberoamericana and Universidad Tecnológica de San Juan del Río, in the next article we present, Use of office package of free software in high school of Santa Rosalía, BCS, by MEZA-ARELLANO, Antonio, HERNÁNDEZ-VALENZUELA, Juan Carlos and VILLAVICENCIO-LÓPEZ, José Ignacio, with adscription in the, Instituto Tecnológico Superior de Mulegé, in the next article we present, Mathematics 3.0 fraction squares, an educational video game for ludic use in classroom, by QUIJANO-ABAN, Víctor Manuel, CERVERA-EVIA, Gimer Amilcar, MOO-PECH, José Guadalupe and QUIJANO-CRUZ, Bonesí, with adscription in the, Universidad Tecnológica Metropolitana.

Content Article Page

Argumentative paragraphs identification with markers categories 1-6 GARCÍA-GORROSTIETA, Jesús Miguel, LÓPEZ-LÓPEZ, Aurelio, MADRID- MONTEVERDE, José David and PONCE-MENDOZA, Ulises Universidad de la Sierra

New model, to evaluate the implementation of LMS in institutions at a higher level, 7-16 through the supplies of the student JUAREZ-SANTIAGO, Brenda, OLIVARES-RAMIREZ, Juan Manuel, FERRIOL- SANCHEZ, Fermín and LEDESMA-URIBE, Norma Alejandra Universidad Internacional Iberoamericana Universidad Tecnológica de San Juan del Río

Use of office package of free software in high school of Santa Rosalía, BCS 17-25 MEZA-ARELLANO, Antonio, HERNÁNDEZ-VALENZUELA, Juan Carlos and VILLAVICENCIO-LÓPEZ, José Ignacio Instituto Tecnológico Superior de Mulegé

Mathematics 3.0 fraction squares, an educational video game for ludic use in classroom 26-32 QUIJANO-ABAN, Víctor Manuel, CERVERA-EVIA, Gimer Amilcar, MOO-PECH, José Guadalupe and QUIJANO-CRUZ, Bonesí Universidad Tecnológica Metropolitana

1 Article Journal of Systems and Educational Management June 2020 Vol.7 No.20 1-6

Argumentative paragraphs identification with markers categories

Identificación de párrafos argumentativos con categorías de marcadores

GARCÍA-GORROSTIETA, Jesús Miguel*†, LÓPEZ-LÓPEZ, Aurelio, MADRID-MONTEVERDE, José David and PONCE-MENDOZA, Ulises

Universidad de la Sierra, Moctezuma, Sonora, México.

ID 1st Author: Jesús Miguel, García-Gorrostieta / ORC ID: 0000-0001-6246-6795

ID 1st Coauthor: Aurelio, López-López / ORC ID: 0000-0001-8832-3880

ID 2nd Coauthor: José David Madrid-Monteverde / ORC ID: 0000-0001-5945-2165

ID 3rd Coauthor: Ulises Ponce-Mendoza / ORC ID: 0000-0003-0719-7136

DOI: 10.35429/JSEM.2020.20.7.1.6 Received January 25, 2020; Accepted June 25, 2020

Abstract Resumen

The argumentation in theses is necessary to develop the La argumentación en tesis es necesaria para desarrollar las ideas and convince the reader of the presented statements. ideas y convencer al lector de las afirmaciones However, among university students, there is a deficiency presentadas. Sin embargo, entre los estudiantes de nivel in their ability to argue, which is attended by teachers superior existe una deficiencia en su habilidad de through the review process. In this article, we present a argumentar, la cual es subsanada por los profesores a model for argumentative paragraph detection in sections través del proceso de revisión. En este artículo such as the problem statement, justification, and presentamos un modelo para la detección de párrafos conclusions. The classification task is performed using argumentativos en secciones como el planteamiento del machine learning algorithms using five categories of problema, justificación y conclusiones. La tarea de argumentative markers. We present the sets of word clasificación la realizamos empleando algoritmos de patterns for each of the following categories: justification, aprendizaje computacional utilizando cinco categorías de explanation, deduction, refutation and conditional. marcadores argumentativos. Presentamos los conjuntos de Experiments were carried out to evaluate the patrones de palabras para cada una de las siguientes argumentative paragraph identification reaching categorías: justificación, explicación, deducción, encouraging results. refutación y condicional. Se realizaron experimentos para evaluar la identificación de párrafos argumentativos alcanzando resultados alentadores.

Academic theses, Argument mining, Natural language Tesis académicas, Minería de argumentos, processing Procesamiento del lenguaje natural

Citation: GARCÍA-GORROSTIETA, Jesús Miguel, LÓPEZ-LÓPEZ, Aurelio, MADRID-MONTEVERDE, José David and PONCE-MENDOZA, Ulises. La educación ambiental a través del aprendizaje colaborativo en línea. Argumentative paragraphs identification with markers categories. Journal of Systems and Educational Management. 2020. 7-20: 1-6.

*Correspondence to Author (Email: [email protected]) †Researcher contributing as first Author.

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Introduction State of the art

The argument today is all around us. Whether in The detection of argumentation in texts has been electronic media such as forums or blogs, in carried out at the level of paragraphs, sentences which people write their opinions and present or clauses. Researchers like Moens et al. (2007), elements (evidence) so that these opinions are make the classification of argumentative and accepted as true, as well as in written media, non-argumentative sentences in the Araucaria such as: newspapers, magazines, legal texts, corpus, for which they represent sentences with essays , scientific articles, thesis or research characteristics such as combinations of word reports. From these means, particularly for pairs, verbs and text statistics. Using a Bayes scientific texts, it is necessary to offer reasoned classifier they report 73.75% accuracy. arguments developed from clearly presented Furthermore, Mochales and Moens (2011) use evidence that lead to a consistent conclusion the ECHR corpus of legal texts with 47 (Lindsay, 2011). annotated documents, where the clauses (sub- sentence) of the sentences are classified as In recent years, researchers have studied argumentative or not using a maximum entropy the task of automatic argument processing in a classifier, and report an accuracy of 80% for that variety of fields such as law, with the aim of task. It is important to note that legal texts have facilitating access to the jurisprudence that a particular structure that allows lawyers to supports a case (Mochales and Moens, 2008, clearly identify the arguments. 2011; Wyner and Bench, Capon, 2007; Wyner et al., 2010). In political documents, automatic On the other hand, the identification of argument analysis has been studied to classify argumentative paragraphs is investigated by arguments into concepts and modes such as Florou et al. (2013) who use 5 sets of argument politics, fact, and value (Fierro et al., 2017). In categories (justification, explanation, deduction, scientific papers, particularly in biomedicine, refutation, and conditional) and characteristics automatic argument processing can be applied to based on the verb tense and tense. In this work, more quickly identify arguments for or against a it is possible to identify text segments with hypothesis under investigation (Green, 2015). In argumentation, using a J48 decision tree social networks, argumentation analysis is also classification algorithm, reporting an F measure used to identify the general position (for or of 0.764. against) of comments in a debate (Cabrio and Villata, 2012). There are also studies aimed at Another approach for identifying evaluating argumentation in trials (Persing and argumentation in text segments is presented by Ng, 2015; Stab, 2017). Still, studies are lacking Goudas et al. (2014), who build a corpus from for larger and more complex academic papers, 204 documents collected from social networks, such as academic theses, particularly in Spanish. which are annotated with their premises. They use structural, lexical, contextual, and In this article, we present a method for grammatical features to represent each sentence. identifying argumentative paragraphs using Using a logistic regression classifier they report computational learning techniques with a an F measure of 0.77. representation based on argumentative marker categories: justification, explanation, deduction, Argument structure refutation, and conditional. To evaluate our method, a corpus of thesis arguments and end- The design of the argument structure is made of-course projects were constructed with using the argument diagramming technique with annotated argumentative paragraphs. which it is possible to transfer the arguments from natural language to a structured representation, to analyze and evaluate them. This technique helps students formulate their arguments. This is done by identifying each premise and conclusion with a letter, which are associated with nodes of a graph.

ISSN 2410-3977 GARCÍA-GORROSTIETA, Jesús Miguel, LÓPEZ-LÓPEZ, Aurelio, MADRID- MONTEVERDE, José David and PONCE-MENDOZA, Ulises. La educación ECORFAN® All rights reserved ambiental a través del aprendizaje colaborativo en línea. Argumentative paragraphs identification with markers categories. Journal of Systems and Educational

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Subsequently, using directed arcs Corpus of Arguments (arrows) it is possible to indicate the relationships between these components. A The corpus was created using the Coltypi simple argument has only one premise that is collection (Collection of theses and research used as the basis to support a conclusion proposals) (González-López and López-López, (Walton, 2005). 2015), which has 468 theses and research proposals from the area of computer science and Argument example: [Today, information technology, written in Spanish. The educational institutions have a greater number of texts belong to the undergraduate computers with Internet.] / P1 [Therefore, more (undergraduate and higher university technical) students have access to the Internet.] / C2 and postgraduate (master and doctorate) levels. In particular, our study focuses on the Problem As seen in the example, the first sentence Statement, Justification and Conclusions is a premise (in brackets / P1) that supports the sections, since these are considered highly conclusion in the second sentence (in brackets / argumentative (López Ferrero and García C2). In the simple argument, a premise provides Negroni, 2003). the foundation for supporting the veracity of the associated conclusion. Figureure 1 illustrates a The corpus was built with 444 sections simple argument structure where premise ‘A’ with at least two annotations per section. The supports conclusion ‘B’. annotation team consisted of seven linguistics- related field annotators who worked on different subsets of the corpus. This was a challenging task for scorers due to the variety of complex computing concepts discussed in the theses. A B The corpus documents show systems analysis and development for companies, government and universities. They cover topics Figure 1 Diagrama de argumento sencillo such as the use of smart agents, mobile systems, Source: self made automation, voice analysis, simulations, robotics, wireless networks, VoIP telephony, As we can see from the argument software architecture, computer learning, example, the word “therefore” plays an essential information retrieval systems, image role in identifying a possible conclusion; These recognition, analysis of voice, virtual reality, word patterns are called argumentative markers web developments, home automation systems, and can help with detecting the elements of an etc. argument. In Table 1 we present examples of argumentative markers proposed by Capaldi A total of 1,973 paragraphs were noted. (1990) with which the identification of A level of agreement between annotators is components is supported, however, the presence observed for the identification of argumentative of an argumentative marker does not guarantee paragraphs of Cohen kappa (Cohen, 1960) of that there is an argument, as is the case of a 0.399, which places it at a 'fair' level of conclusion without premises. agreement. For the generation of the corpus for the identification of argumentative paragraphs, only the paragraphs where the two annotators Premises since, since, as, while, since, because, agreed were selected and at least two seeing that, because, because Conclusions therefore, therefore, thus, consequently, argumentative components were identified. This therefore, it follows that, as a result, we restriction reduces the number of paragraphs to come to the conclusion 1,174 where we find that 830 are argumentative with a proportion of 70.7% and with 344 Table 1 Argumentative markers paragraphs without argument. Source: self made

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Argumentative Marker Categories Deduction category: as a result of, to the end and the end, before the above, so, so, so, as Argumentative markers help in the identification a conclusion, as a consequence, as a result, of components of an argument and with it the conclude that, conclusion, consequently, detection of argumentative paragraphs. The consequently, correspondingly, the former, argumentative marker categories correspond to hence, in this way, in such a way, in such a way, five sets of word patterns (argumentative in such a way, to deduce that to demonstrate that, markers), used to obtain the frequency of each of which to point to the conclusion that, which to the following categories: justification, imply that, which to show that, which allow to explanation, deduction, refutation, and infer that, which to prove that, which to mean conditional. Sets of patterns were created based that, in conclusion, consequently, definitively, on the review of different sources of finally, in summary, in summarizing account, in argumentative markers in Spanish (Briz et al., itself, in synthesis, in sum, in such a case, then, 2008; Rodríguez, 2009; Sánchez Avendaño, to establish that , finally, imply that, infer that, 2005). Some examples of these patterns are reach it, reach the conclusion, to, to conclude, to 'since-for', for the justification category, this finish, to be able to infer that, therefore, pattern is related to the argumentative therefore, therefore, therefore, therefore, for this component of premise; or 'therefore', for the reason, therefore, finally, to prove that, that, to deduction category, which indicates a summarize, to detach, detach from, I know what conclusion. The slogans of the word patterns to follow, why. were used in order to capture a greater number of expressions. From the corpus we obtained 43 Category of refutation: on the contrary, paragraphs with argumentation without unless, despite, despite everything, now, rather, argumentative markers and 787 paragraphs with even so, although, well to the contrary, anyway, argumentation with indicators. In addition, 29 anyway, after all, however, in change, that yes, non-arguing paragraphs without bookmarks and more, even more, rather, quite the contrary, 315 non-arguing paragraphs with bookmarks however, does not seem, but, however, despite, were found. This indicates that 94.8% of the on the contrary, on the contrary, because, paragraphs with argumentation have bookmarks, although, however, but, except that. however, 91.6% of the paragraphs without argument also have bookmarks, which indicates Conditional category: according, that the bookmarks are found both in paragraphs provided, provided that, unless, with that, with argumentation and without argumentation. suppose that, although, if, in case of, if and only Below are the pattern lists of the constructed if. categories. Using the argumentative marker Category of justification: because of, to categories it is possible to obtain a vector the end and to the end, to the end and to the end, representation of the text based on the pattern after all, how, how to show, how to be indicated count of each category. The representation of the by, with say you, give that, according to, in fact argument example presented in the argument , owe to, owe to, after all, the above because, the structure section generates the vector [jus: 0, motive to be, the reason to be, the reason to be exp: 0, ded: 1, ref: 0, with: 0] in which we that, while, in view of the fact that, thanks to, not observe that only a single pattern is found in the in vain, put to be a consequence of, for the sake deduction category, this being the pattern of of, therefore, for all of this, because, since, "therefore". because, because it can be deduced from, it can be derived from, it will follow from, it will be, Experimental results see that, since. The task of detecting argumentative paragraphs Category of explanation: because, in the was approached as a binary classification to end, thus, in another way, must, to say in another detect if a certain paragraph contains way, the reason to be, specifically, definitively, argumentation. The experiments used a 10-fold in another word, in particular, the reason to be, layered cross-validation using the Scikit-learn reason to that, put, put by case, for example, for Toolkit (Pedregosa et al., 2011). The Weka that reason, for that reason, for this reason, for machine learning tool was used to perform the this reason, reason that, one example, one put. classification (Hall et al., 2009).

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The classifiers used were Support Vector Based on the results, the best accuracy Machine (SVM) (Stab and Gurevych, 2014), and F-measure observed in our experiments to Naive Bayes (NB) (Moens et al., 2007), identify paragraphs with arguments using Decision Tree (DT) (Florou et al., 2013) and argumentative marker categories was achieved Random Forest (RF ) (Carstens and Toni, 2015) using the decision tree (DT) classification since, previously, they have been used in algorithm. In future works it is planned to argument mining. implement a system that uses the developed model to present to the student the number of Class f1 argumentative paragraphs detected in his Accuracy F1 macro with arg without writing. arg SVM 70.7% 0.414 0.828 0.000 RF 72.9% 0.666 0.811 0.521 References NB 65.4% 0.642 0.709 0.574 DT 76.6% 0.695 0.842 0.548 Briz, A., Pons, S., y Portolés, J. (2008). Diccionario de partículas discursivas del Table 2 Detection results of argumentative paragraphs español. In El diccionario como puente entre las using marker categories. The Support Vector Machine lenguas y culturas del mundo. Actas del II classification algorithm is indicated with SVM, likewise Congreso Internacional de Lexicografía RF for Random Forest, NB for Naive Bayes and DT for Decision Tree Hispánica. Alicante, Biblioteca Virtual Source: self made Cervantes, pages 217–227. Alicante: Biblioteca Virtual Miguel de Cervantes. The representation was constructed by calculating the frequency of the argumentative Cabrio, E. y Villata, S. (2012). Combining categories for each paragraph in the corpus. textual entailment and argumentation theory for Subsequently, classifiers were trained with the supporting online debates interactions. In training data set and evaluated using the test set. Proceedings of the 50th Annual Meeting of the Table 2 shows the accuracy and F1 Association for Computational Linguistics: measurements achieved by the analyzed Short Papers - Volume 2, ACL ’12, pages 208– classifiers. We look at the DT classifier, which 212. Association for Computational Linguistics. achieves the best accuracy with 76.6%, which indicates that it is wrong only 23.4% of the time. Capaldi, N. (1990). Cómo ganar una discusio´n. In addition, we observe that it manages to better Gedisa. detect paragraphs with argumentation with a measure F1 for the class "with arg" of 0.842. On Carstens, L. y Toni, F. (2015). Towards relation the other hand, we observe that the SVM based argumentation mining. In Procs. of the classifier achieves an accuracy of 70.7% but 2nd Workshop on Argumentation Mining, pages with a macro F1 of 0.414, in the detection of 29–34, Denver, CO. ACL. paragraphs without argumentation it reports an F1 measure for the class "without arg" of 0 Chris Reed, Raquel Mochales Palau, G. R. y (zero), with which highlights the importance of Moens, M.-F. (2008). Language resources for considering metrics such as the F1 measure in studying argument. In Nicole1a Calzolari particular for unbalanced sets. (Conference Chair), Khalid Choukri, B. M. J. M. J. O. S. P. D. T., editor, Proceedings of the Sixth Conclusions International Conference on Language Resources and Evaluation (LREC’08), pages In this article we present a model for detecting 2613–2618, Marrakech, Morocco. European argumentative paragraphs using argumentative Language Resources Association (ELRA). marker categories. Categories of argumentative markers constructed to generate a vector Cohen, J. (1960). A coefficient of agreement for representation that allow the classification task nominal scales. Educational and Psychosocial were presented. It was observed that, in the Measurement, 20(1):37–46. academic theses, particularly for the sections of the problem statement, justification and Fierro, C., Fuentes, C., Pérez, J., y Quezada, M. conclusions, they are mostly paragraphs with (2017). 200k+ crowdsourced political argumentation. arguments for a new chilean constitution. In Proceedings of the 4th Workshop on Argument

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Pedregosa, F., Varoquaux, G., Gramfort, A., Michel, V., Thirion, B., Grisel, O., Blondel, M., Pre1en-hofer, P., Weiss, R., Dubourg, V., Vanderplas, J., Passos, A., Cournapeau, D.,

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New model, to evaluate the implementation of LMS in institutions at a higher level, through the supplies of the student

Nuevo modelo, para evaluar la implementación de LMS en instituciones a nivel superior, mediante los insumos del educando

JUAREZ-SANTIAGO, Brenda1,2*†, OLIVARES-RAMIREZ, Juan Manuel1,2, FERRIOL-SANCHEZ, Fermín1 and LEDESMA-URIBE, Norma Alejandra2

1Universidad Internacional Iberoamericana, Campus México 2Universidad Tecnológica de San Juan del Río

ID 1st Author: Brenda, Juarez-Santiago / ORC ID: 0000-0001-9071-9243, Thomson ID: F-7396-2017, CVU CONACYT ID: 511613

ID 1st Coauthor: Juan Manuel, Olivares-Ramirez / ORC ID: 0000-0003-2427-6936

ID 2nd Coauthor: Fermín, Ferriol-Sanchez / ORC ID: 0000-0003-4138-8999

ID 3rd Coauthor: Norma Alejandra, Ledesma-Uribe / ORC ID: 0000-0002-2512-892X, CVU CONACYT ID: 673202

DOI: 10.35429/JSEM.2020.20.7.7.16 Received January 18, 2020; Accepted June 21, 2020

Abstract Resumen

The information and communication technologies-ICT, Las tecnologías de la información y comunicación-TIC, have more use with the implementation of Learning tienen mayor uso en la educación, con la implementación Management System-LMS; The present study was carried de Learning Management System-LMS; el presente out to evaluate the use of four LMS in a university, to estudio se realizó para evaluar el uso de cuatro LMS en identify acceptance and performance, through the student's una universidad, para identificar la aceptación y inputs, the LMS used: Edmodo, Classroom, Schoology desempeño, mediante los insumos del educando, los LMS and Moodle, the methodology consisted of 4 stages; 1) utilizados: Edmodo, Classroom, Schoology y Moodle, la LMS selection, 2) conFiguretion LMS, 3) evaluation of metodología consistió en las siguientes 4 etapas; acceptance factors and 4) calculation of statistical 1)selección de LMS, 2)conFigureción LMS, 3)evaluación coefficients. The results obtained from the four LMS, factores de aceptación y 4)cálculo de coeficientes Google Classroom in its conFiguretion has the highest estadísticos. Los resultados obtenidos de los cuatro LMS, level of performance, with an average of 73%; while for Google Classroom en su conFigureción tiene el mayor the statistical coefficients; Of seven factors evaluated for nivel de desempeño, con un promedio del 73%; mientras the level of acceptance, those with the greatest preference que para los coeficientes estadísticos; de siete factores for the learners were System Factors FS (82%), Anxiety evaluados para el nivel de aceptación, los de mayor and innovationAI (80%) and Virtual Library BV (43%). preferencia por los educandos fueron Factores del Sistema FS (82%), Ansiedad e innovación AI (80%) y Biblioteca virtual BV (43%).

Learning Management System LMS, Evaluation, Sistemas Gestores de Aprendizaje (LMS), Evaluación, Model, Information and Communication Technologies Modelo, Tecnologías de la Información y (ICT) Comunicación (TIC)

Citation: JUAREZ-SANTIAGO, Brenda, OLIVARES-RAMIREZ, Juan Manuel, FERRIOL-SANCHEZ, Fermín and LEDESMA-URIBE, Norma Alejandra. New model, to evaluate the implementation of LMS in institutions at a higher level, through the supplies of the student. Journal of Systems and Educational Management. 2020. 7-20: 7-16.

*Correspondence to author (Email: [email protected]) †Researcher contributing as first Author.

8 Article Journal of Systems and Educational Management June 2020 Vol.7 No.20 7-16

Introduction There are previous qualitative research of LMS (Dagger, O'Connor, Lawless, & Walsh, Currently, Information and Communication 2007), (Liaw, 2008), (Piccoli and Adhmad, Technologies (ICT) have become a strategy for 2009), (Al-Busaidi & Al-Shini, 2010), ( Sumak, universities in the development of the teaching- Hericko, Pusnik, and Polancig, 2011), (Shu- learning process, generating in students Personal Shen, 2013), (Humanante, García, & Conde, Learning Environments (PLE, Personal 2015) (Ahmad, 2015) and (Ramirez, Sabat, Learning Environment), (Humanante, García , & Audet, & Lordan, 2017), without However, no Conde, 2015); With the use of ICT, students systematic quantitative studies have been found have the opportunity to study outside the that point to a model for evaluating the university site, without requiring a physical acceptance and performance of LMS. meeting between teachers and students using an e-learning model (Masud, 2016), which has Evaluation studies are found; of the use great advantages in which services can be of technology are: Technology Acceptance offered. academic, through a Learning Model (TAM, Technology Acceptance Model), Management System (LMS), which allow the (Davis, 1989), its purpose is to determine the administration of courses taught at universities. factors of the use of ICT, and is based on the Theory of Reasoned Action (TRA, Theory of Different investigations have been Reasoned Action) (Ajzen & Fishbein, 1980); carried out to identify the ability to dynamically Unified Theory of Acceptance and Usage of create a Virtual Learning Environment EVA Technology (UTAUT) (Venkatesh, Morris, & (VLE, Virtual Learning Enviroment), (Raaij & Davis, 2003). Schepers, 2008); (de Jesús, & Gabriel ,, 2020) I use the EVAs through the “Moodlecloud” The authors (Yong Varela, Rivas Tovar, platform, in order to promote the achievement of & Chaparro, 2010), observed in their study “that learning. the use of TAM has been very supportive in predicting when a system should be (Pineda López, 2020) I generate didactic implemented, and they conclude that students as strategies in virtual methodology for online they advance in their professional careers, they teachers, which allows the continuous increase the use of ICT ”(2010, p.202). improvement of the teaching-learning processes in virtual education. It is necessary to highlight the constructs that define the TAM model: Behavioral The third generation of LMS (Dagger, Intention (BI): It is the degree to which a person O'Connor, Lawless, & Walsh, 2007) that refer to has expressed behaviorally, whether or not they "the strategy of using technological resources plan to use a specific technology; Attitude through Web 2.0, which plays an important role Towards Using (A): An individual's negative or in the use of resources through ICTs external to positive feeling about the performance of the the LMS and that allow students greater objective behavior, for example, using an interaction, with the “e-learning model” (Oprea, information system; Perceived Uselfulness 2014) and “Through the use of technology, new (PU): The degree to which a person believes that learning environments have been generated, the use of the system will help them achieve which facilitate the performance of academic progress in the performance of their work; activities and improve the performance ”(Soto, Perceived Ease of Use (PEU): The degree of Martinez, & Otero, 2009). ease associated with using the system or technology. While for (Rivera, & Dayan, 2020) the use of technological mediations, allow to increase the quality in the teaching-learning processes, and (Rosa, Riaño, & Rodríguez, 2020) observed that academic work is more productive for young people through the use of technological tools and collaborative work.

ISSN 2410-3977 JUAREZ-SANTIAGO, Brenda, OLIVARES-RAMIREZ, Juan Manuel, ECORFAN® All rights reserved FERRIOL-SANCHEZ, Fermín and LEDESMA-URIBE, Norma Alejandra. New model, to evaluate the implementation of LMS in institutions at a higher level, through the supplies of the student. Journal of Systems and Educational

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In this study, the constructs of (Ajzen & There is previous research on LMS. Fishbein, 1980) and (Davis, 1989) were used for Edmodo is a free option LMS for educational (Raaij & Schepers, 2008) in their study on ELV centers, where the corporate author presents applying TAM and as evaluated variables; A, PU elements of support for the interaction of and PEU; while in a PLE study the variables learning, with online tools of free access were: PU, PEU, (Humanante, García, & Conde, (Edmodo, 2018), that previous investigation 2015); On the other hand, and taking into (Sáez & Fernández, 2012), indicate that the use account that ICTs have boomed with the use of of Edmodo allows evaluating student learning mobile devices in recent years, the m-learning through the elements that the corporate author model has been studied in the LMS (Ahmad, Edmodo provides on his platform, Google 2015), using the TAM and UTAUT models, with Classroom is an LMS that in its study (Iftakhar, variables A, BI, PU and FC Condition Factors. 2016) supported by the theory of (Rogers, 2010), The conclusions of the author Ahmad (2015) is by applying a survey to students evaluated the that “reality indicates that not all the scope is use of Classroom in their learning, in Classroom available to cover the acceptance aspects of its corporate author indicates that it is perfect for mobile use in education, for this reason he work inside and outside the classroom; online, describes that there is still much to investigate this platform has different tools, virtual. and contribute to the models for the use of Schoology (Friedman, Hwang, & Kindler, technology in educational centers ”(Ahmad, 2009), its objective was to create a learning 2015). strategy for students and motivate students to study online, resources from external platforms On the other hand, studies indicate that can be integrated, it presents statistics on the LMS must have support resources for students, progress of each student and is a free platform one of them is the virtual library to study outside use (Schoology, 2018) the university (Mee, 2013). The study by (Leppisaari, 2012) stated that a well-designed There are studies for the implementation Online Learning environment allows increasing of ICTs, with experimentation on groups of student learning. For (Junfeng Yang, 2014) students, calculating by statistical coefficients shows in his study that to obtain strategies for the factors of systems that support e-learning, collaborative online learning which used a with interactive virtual campuses, informative mixed methods research method using websites and LMS, in isolation they are questionnaire, interview and content analysis, evaluated with the Cronbach's Alpha the findings could explain the fact that the coefficients, (Cronbach, 1951), to know the level Collaborative Computer Learning, (CSCL, of reliability, and the correlation coefficient to Computer Supported Collaborative Learning), identify the correlation of the evaluated factors. (Huang, Zhang, Chen, & Xu, 2007). The author (Armas Jaramillo, 2020) used quantitative research to assess the quality of For (Navarro, Cristóbal, & Fernández, work using the Cronbach coefficient. 2011) they indicate that the design, development and maintenance of large virtual campuses that Methodology are used for e-learning are complex issues. Figure 1 shows the methodology that was carried The analyzed work of Navarro et al., In out in four stages. their architectural proposal was based; in software architecture; detailed software design; 3.Evaluation 1. LMS 2-Configuration 4.Statistical and hardware architecture. While, for the study factors for Selection calculations of Yábar, López and Castella (2007) describe LMS acceptance that virtual campuses perform various functions: they provide support for teaching through virtual Figure 1 Research model forums, and they promote teaching innovation, Source: self made they promote communication between different users. In the first stage, a selection was made of four LMSs that would be implemented in the higher institution: Edmodo, Schoology, Google Classroom and Moodle, all of which are free for institutions and students.

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In the second stage, the configuration of Where the evaluation scale was each LMS was carried out with the data of the determined: Alpha coefficient> 0.9 is excellent, institution, where the registration was made with Alpha coefficient> 0.8 is good, Alpha the name of the university, and user accounts coefficient> 0.7 is acceptable, Alpha were created with the name of the university, as coefficient> 0.6 is questionable, Alpha well as the creation of a administrator type coefficient> 0.5 is poor, Alpha coefficient <0.5 account for each LMS, which allowed to be the is unacceptable Equation 3 was used for the manager of the students for their registration and coefficient of variation, where the variable was of the teachers who used the LMS platforms. found to identify the variation of each factor, in LMS. The third stage was the evaluation of 휎 seven factors that were obtained, from the 퐶. 푉 = (3) 푥̅ literary review of previous investigations, where the constructs that other researchers used to Where: σ = Standard deviation, x = evaluate the LMS that they investigated were Arithmetic mean reviewed, thus achieving a bank of questions for the students. Participants through The scale of variation: Accuracy from 0 questionnaires, which were created in the to 0.25 is accurate, 0.26 to 0.50 acceptable application of Google forms, with the Likert type precision, 0.51 to 0.75 regular precision, greater response from 1 to 5. Where 5 was totally in than 0.75 imprecise precision. agreement, and 1 totally disagreed, with the results obtained, the mean was calculated. of To obtain the correlation of the evaluated each factor using Equation 1, which allowed factors, Equation 4 corresponding to the identifying the value that allowed acceptance of correlation coefficient was used. each of the four LMS. 휎푥푦 휌푥, 푦 = (4) ∑푁 푋푖 휎푥휎푦 푋̃ = 푖=1 (1) 푁 Where: X ̃ is the value of the average, the Where: σxy = Covariance between xy, sum of all the answers obtained in the σx = Standard deviation of x, σy = Standard questionnaire. deviation of y.

N: the total number of x. Where the scale is as follows: Values close to 1 is direct correlation, values very close i: the consecutive number up to the value to 0 there is no correlation and values close to -1 of n. inverse correlation.

∑x = Sum of x In stage five, the analysis of the results obtained in this research, found in the results Stage four, using the results of the section, was carried out. questionnaires obtained, performed the statistical calculations with Equation 2, the Results coefficient of variation, the coefficient of reliability and the correlation coefficient LMS Selection. The results obtained in this investigation are presented below. The selection 2 of the four LMS shows that they are platforms 퐾 ∑ 푆푖 ∝= [1 − 2 ] (2) with their reliable official sites that offer the 퐾−1 푆푇 resources to educational institutions, while, for Where: ∝ = Cronbach's alpha reliability the private productive or industrial sector, the coefficient, K = The number of items, S_i ^ 2 = cost will depend on the users who use it. Sum of item variances, S_T ^ 2 = Variance of the sum of items.

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LMS Configuration. In the investigation Likewise, the study by (Ahmad, 2015) carried out, the configuration for each LMS was uses its variables where it determines that obtained; registering the institution of the case innovation occurs when a system is used, the study where the students identified the data in next impact factor was BV 43%, which allowed the four LMS, (Navarro, Cigarrán, Huertas, students to have access to libraries with Rodríguez, & Cogolludo, 2014) I call it the academic resources to support the Study of the presentation level, for this case it is also called courses, for (Mee, 2013) determines that both the LMS presentation, It was observed that when teachers and students require that they be the teacher shared the access code to the courses provided with the use of virtual library for online the students were 100% integrated, in the first courses obtaining 70%, in exclusive use of 3 three days the registration process started, this libraries that I use. occurred due to the ease with which they found the process to register with the identified For LE, FS 80% was obtained because institution. the APP was installed on their cell phones or direct use of the internet allowed easy access, AI Assessment of Factors for acceptance of 77% for being the first interaction and BV 40% LMS. The factors that influence the LMS in a because I integrated the material into the higher level institution in which it was more courses. For LM and LS they are presented in accepted in the students of the 6 courses are FS, AI and BV as in LC and LE, because the presented. Table 1 presents the factors evaluated students evaluated access to their courses with in the four LMS. greater weight, through the FS and AI because they showed a higher percentage, and BV was a Table 1 shows that LC obtained the third factor impact on your learning with the use greatest impact on FS with 82%, this is because of LMS. For this result, it was found that the student generated a positive impact when compared to the studies of (Shu-Shen, 2013) using system resources, this result is consistent self-efficacy 50.5%, as described in being with the studies of (Taylor & Todd, 1995) and confidence in one's ability to achieve results, in (Moore & Benbasat, 1996) where they indicate its system quality variable 58% the first is that the compatibility and ease of access to the comparable with AI 77% and the second with FS system is of impact for the user with 60%, for the 80% in this study; There are more recent studies result of AI with 80% it is because the students (Namkee, Mohja, Jinghui, & Kwan, 2014) assess were their first interaction with LC, for (Raaij & anxiety at an impact of 90% and associate self- Schepers, 2008) with 82% and (Davis, 1989) efficacy with 55%. (Moore & Benbasat, 1996) (Venkatesh, Morris, & Davis, 2003) with 84% in their variable of Evaluation of statistical coefficients for LMS intention in behavior and self-efficacy, stand out performance that when the user initiates an interaction for the first time the behavior can be stress or can The result of the reliability, precision and generate innovation. correlation coefficients of the four LMS to know the best performance derived from the 6 courses LMS Factors, % that were used in the research, the study carried LC:Gloogle Classroom FS, 82%,AI, 80% y BV, 50% LE: Edmodo FS, 80%,AI, 77% y BV, 40% out showed Cα (Cronbach, 1951) even though it LS: Schoology FS, AI, 80% y BV, 40% has been widely discussed in the literature on LM: Moodle FS, AI, 80% y BV, 60% their level of confidentiality, for this study the Note: AI; Anxiety and Innovation, UU; use and utility, EA; Access Strategies, HA; Access Tools, FS; System Factors, BV; values are comparable with (Humanante, García, Virtual Library, UM; Mobile use. & Conde, 2015) that in their study obtained Cα 0.83. Table 1 LMS Acceptance Factors Source: own elaboration In Table 2, it is observed that for the collaborative virtual environment constructs, Cα 0.84 in communications and Cα 0.58 in level of consciousness, in the first 2 it is good reliability and in the third it is unreliable, for the investigation the Cα was for LC 0.79 and LS 0.75, for this study, acceptable reliability was determined according to the Cronbach scale.

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The highest Cα was presented in the C2 Course LS LMS Cα LMS Cv LMS C 흆풙 * * course with the use of LS in this course the C1 105 LC 0.73 LE 0.69 LE -0.46 *** students showed their acceptance of using the Ls C2 57 LS 0.79 LC 0.32 LE -0.22

** for them it was interesting to generate a learning C3 45 LC 0.74 LC 0.29 LS 0.12 environment through virtual media, however, on * ** the average of the coefficient of the Four LMS C4 45 LS 0.67 LM 0.28 LS -0.22 that show reliability, the highest average is LC C5 43 LC 0.72 LM 0.34 LE -0.18

** *** *** with a value of 0.73, that is to say that for the 6 C6 79 LS 0.75 LE 0.25 LE 0.17 courses the Classroom LMS was the one with the Note: LMS is presented in LC; LMS Classroom, LS; LMS Schoology, LE; LMS greatest impact. Edmodo, LM; LMS Moodle. For the courses: C1; office automation, C2; ISW, C3; CDSW, C4; STI, C5; ADPTI, C6; Integrative. Statistical coefficients: Cα; Cronbach- Reliability Coefficient, CV; Variation coefficient- Accuracy, C ρx; Correlation coefficient. In the LE and LM results, reliability was Metadata: MN; Name, MA; Author, MF; Date, MFo; Format. *** highly significant value, ** value very significant, * significant values not presented, this is because not in all the courses the reliable acceptance was obtained Table 2 Reliability, variation and correlation coefficients according to the Cronbach coefficient formula, of the courses in the four LMS and for the CV it was obtained in the C6 with LE 0.25 of precision, and in the LC average 0.30 is Conclusions the lowest average precision obtained, this is because the CV formula indicates that the In this investigation, it was possible to identify acceptable precision of a statistical study must which of the four LMS had the highest be no more than 30%. For the correlation acceptance in the inputs of the student, regarding coefficient C ρx the course that presented the the behavior of the evaluation indicators in the acceptable correlation is C6 with 0.17, in this period from September 2017 to August 2018, it case being positive it was an acceptable direct is evident that the highest reliability was correlation. presented in Classroom higher than 60% the average of the evaluation period, however for The average obtained by LMS in the Schoology an average of 79% was presented coefficients: in LC average of Cα 0.73 is only the period from September-December acceptable in this LMS, students had the highest 2017, for the course of Software Engineering, reliability by having their activities organized in this was due to the participation of social the same space in the cloud through the drive and networks and session of chats among the website. participants, the precision indicator showed a decreasing behavior for Edmodo, going from CV 0.305 is accurate for the variation; 0.69% of the office automation course to 0.25% the C ρx was not presented, this means that for in software engineering due to the use of chat LC the relationship of the questionnaires applied rooms that showed the effectiveness of Edmodo; in the evaluation is independent. For LE, Cα did the correlation indicator was presented in not present an acceptance level, CV0.470, C ρx- Edmodo with 0.17 and for Schoology 0.12 this 0.16; in the case of LM, Cα was not presented, indicator its behavior was more stable for the use CV0.307, C ρx-0.18; at LSCα0.70, CV was not of the LMS, it is clearly observed that the presented, C ρx-0.17. The correlation that interaction between the participants with the occurred in the LMS was very weak. external learning tools allowed to have a good correlation . For (Pérez, Giampaolo, & Perazzi, 2014) they indicated that the precision they found predominates the value greater than 0.25, which they indicate is due to the lack of planning due to the error in the investigation levels. In this investigation, a result greater than 0.25, this indicates that you must have a strategy in planning possible errors in the LMS. In the study (Pulido et al, 2013) it was found that the correlation between the use of technologies and psychological variables, with correlation results of (-0-001), (0.122) and (0.001), with the LMS there is no relationship between factors.

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Management. 2020 17 Article Journal of Systems and Educational Management June 2020 Vol.7 No.20 17-25

Use of office package of free software in high school of Santa Rosalía, BCS

Uso de paquete ofimático de software libre en el instituto de Santa Rosalía, BCS

MEZA-ARELLANO, Antonio†*, HERNÁNDEZ-VALENZUELA, Juan Carlos and VILLAVICENCIO-LÓPEZ, José Ignacio

Instituto Tecnológico Superior de Mulegé

ID 1st Author: Antonio, Meza-Arellano / ORC ID: 0000-0002-6553-8392, Researcher ID Thomson: P-6194-2018, CVU CONACYT ID: 404918

ID 1st Coauthor: Juan Carlos, Hernández-Valenzuela / ORC ID: 0000-0003-3523-232, Researcher ID Thomson: P-4344- 2018, CVU CONACYT ID: 278735

ID 2nd Coauthor: José Ignacio, Villavicencio-López

DOI: 10.35429/JSEM.2020.20.7.17.25 Received January 15, 2020; Accepted June 21, 2020

Abstract Resumen

The present article shows the results of the study carried El presente artículo muestra los resultados del estudio to the junior high schools of Santa Rosalía Baja California realizado a las escuelas secundarias de la localidad Santa Sur, to identify the level of knowledge that the students Rosalía Baja California Sur, para identificar el índice de and teachers have about the free office software package, conocimientos que se tiene sobre la paquetería de where the result obtained was a high percentage of ofimática de software libre, donde el resultado obtenido ignorance. It should be noted the great availability and fue un alto porcentaje de desconocimiento. Cabe destacar acceptance shown by students and teachers towards this la gran disponibilidad y aceptación que se mostró por parte software package based on free software. To carry out this de alumnos y docentes hacia esta paquetería basada en study, it was used the exploratory and descriptive methods, software libre. Para llevar a cabo dicho estudio, se where the study sample was a total of 135 students and 44 utilizaron los métodos exploratorio y descriptivo donde la teachers who replied the surveys and interviews, which muestra de estudio fue de un total de 135 alumnos y 44 were conducted in two stages: the first one, was carried out docentes, a quienes se les aplicaron las encuestas y to know the level of knowledge the school community has entrevistas, las cuales fueron realizada en dos etapas: la about of office programs of free software; the second one, primera etapa, se llevó a cabo para deducir el nivel de was done to know the level of acceptance of it. conocimiento que la comunidad escolar tiene respecto a los programas ofimáticos de software libre, mientras que la segunda, se hizo para conocer el índice de aceptación de esta misma.

Office automation software (Office suite), free Educación básica, Migración, Paquetería de ofimática software, basic education, programs, migration (Suite de ofimática), software libre, programas

Citation: MEZA-ARELLANO, Antonio, HERNÁNDEZ-VALENZUELA, Juan Carlos and VILLAVICENCIO-LÓPEZ, José Ignacio. Use of office package of free software in high school of Santa Rosalía, BCS. Journal of Systems and Educational Management. 2020. 7-20: 17-25.

*Correspondence to Author (Email: [email protected]) †Researcher contributing as first Author.

18 Article Journal of Systems and Educational Management June 2020 Vol.7 No.20 17-25

Introduction Material and methods

The general purpose of this research is to Methodology investigate the level of knowledge of the free software office package in basic education for The research method used was the descriptive both students and teachers, obtaining as a result and exploratory method, based on an analysis a high rate of ignorance of this teaching tool, carried out at the secondary schools in the town, regarding this it was shown great availability and which are: Manuel F. Montoya, Colegio enthusiasm from both parties to get to know it Salvatierra and Técnica 24, where two survey and learn how to use it, as they are aware that instruments and questionnaires were taken to having this new alternative will help improve carry carried out an analysis on the knowledge their performance. and use of the free software office package, this allowed the collection of data, which contributed Although it is true, the Secretary of to the analysis related to the study topic. Public Education (SEP), has set aside a capital for the purchase of office automation package Likewise, the secondary schools were licenses that are used in the laboratories that visited to collect information on the population exist in the different schools, which is the reason of students and teachers of each one of them. for the investigation. , it is noted that a low 푁σ²푍2 percentage of the study population believe that 푛 = (1) some free software office packages are aware, (푁−1)ᵨ2+휎²푍² however, there is resistance to change. The benefit of free software is that it does not have a The formula shown above was applied, cost as such. which showed that 135 students and 44 teachers from the total population of the secondary By adopting this package of free software schools in the town had to be interviewed. Where office, both parties will benefit because in n is equal to the sample size, z is the confidence addition to knowing one that is the Microsoft level, which was determined to be 95%, N equals Suite, it will help to have more than one the number of people that make up the alternative for the development of tasks such as population to be studied (135 students and 44 their assignment. teachers); ⃙ corresponds to the desired sample error, which is 5%. Next, the methods used in the research process will be disclosed, analyzing the data Then, 57 students from the Manuel F. obtained to specify the acceptance of this Montoya secondary school, 55 from the package based on free software, as well as the Technical 24 secondary school and 23 from the topics of: office automation package used in the Salvatierra School were selected. As for the secondary schools of the locality, being this teachers, 20 from the Manuel F. Montoya Microsoft Office in its entirety, also the secondary school were selected, 17 from the programs most used by students and teachers, Technical 24 secondary school and 7 of the both coinciding with the word processors, in the Salvatierra College, to carry out the surveys and same way the places where they use the office questionnaire, in order to obtain corresponding package are shown, obtaining by the teachers data and proceed to the analysis of the with a higher percentage work, while students at information, which were revealing data. school. Once the instruments for data collection The aforementioned results in the have been applied, the results obtained through proposal to migrate to LibreOffice as an the designed instruments will be presented, in alternative to the office software package order to determine relevant information about currently used by Microsoft Office, this will the different environments that exist in each of bring benefits to the institutions that implement the aforementioned schools. Each instrument it, in addition to promoting the use of free will be submitted to the evaluation, from the software in teaching, which will generate methodological point of view, in order to students and teachers expand their knowledge validate the applied tools, allowing to have a and skills by contributing to their academic and greater knowledge regarding the software professional development. installed in each of the secondary schools.

ISSN 2410-3977 MEZA-ARELLANO, Antonio, HERNÁNDEZ-VALENZUELA, Juan ECORFAN® All rights reserved Carlos and VILLAVICENCIO-LÓPEZ, José Ignacio. Use of office package of free software in high school of Santa Rosalía, BCS. Journal

of Systems and Educational Management. 2020 19 Article Journal of Systems and Educational Management June 2020 Vol.7 No.20 17-25

On the other hand, it should be A study was carried out in the secondary mentioned that most of the secondary schools schools in the town of Santa Rosalía (Manuel F. have Microsoft Office parcel installed in their Montoya, Colegio Salvatierra and Técnica 24) to computer laboratories, however, by find out the office package they use. implementing this tool they will benefit from familiarizing themselves with new software What office packages do you use? without having to pay for a license, giving guideline to new knowledge in the field of computing.

Microsoft Office In addition, by obtaining this data, this 100% same procedure can be replicated in all secondary schools in the country, as a new alternative to develop their work under a free 0% 50% 100% 150% license.

Graphic 1 Office equipment parcels used in the secondary Results schools of Santa Rosalía Baja California Sur Source: own elaboration; Taken from the study "Use of Secondary office automation parcel Free Software Office Package in Secondary Schools of Santa Rosalía Baja California Sur" Office packages are computer programs that are used to automate office activities, such as According to the results obtained from writing letters, generating reports, processing the study carried out on secondary school data; The importance of these programs in teachers and students, as shown in Graphic 1, it education is that they are of great help for the was obtained as a result that the three institutions academic development of students, because they surveyed in their entirety use the Microsoft are an instrument for carrying out school work Office office software package. with better presentation and formality, and they also promote quality in the work that students This causes secondary school students present, through the wide range of tools they and teachers to be unaware of other office have, it should be mentioned, in secondary software packages such as free software, which schools is where students have the first contact would provide benefits for the institution in with subjects focused on computing, therefore, terms of economics and for students because it is where they begin to familiarize themselves helps to develop skills and knowledge that with with the package of Office automation, software You cannot own it, as alternatives there throughout the country the office automation are free software packages that have an interface package used for education is the already known similar to Microsoft Office, such as LibreOffice, worldwide Microsoft Office, this is because which is considered optimal to carry out the most of the people automatically relate office migration to free software without causing a automation to the one already mentioned above, drastic change that has an impact on the this being the best known by both teachers and academic development of students or the students of this educational level considering it planning of teachers, because the adaptation the easiest to use, while the different alternatives time to this new package is considered short, Existing pathways are being wasted for the given that it has a friendly and intuitive interface educational field. for all types of users.

The author (Stallman R., 2016) argues that schools have a social mission to educate and teach students to be capable and independent of megacorporations, something that schools are not fulfilling, because they are only limited to the use of Microsoft Office, however, they forget to promote the use of free software, which provokes and increases the students' lack of knowledge about other office software alternatives, such as free software.

of Systems and Educational Management. 2020 20 Article Journal of Systems and Educational Management June 2020 Vol.7 No.20 17-25

Most used office software packages On the other hand, Graphic 3 shows that the most used software package for office The office package consists of programs that automation by high school students is the word help to systematize tasks carried out within an processor with 77%, the presentations are with office, which are: Word processors, 20% use and the spreadsheets with 3 %. spreadsheets, presentation tools, page layout and layout, and database manager, however , these Office software used by students programs help students to carry out academic work with greater professionalism and formality, SPREADSHEETS 3% which allows teachers to prepare and maintain control over their classes, in addition to PRESENTATIONS 20% organizing the materials to be used within them, TEXT PROCESSORS 77% despite the use of office software vary depending on the user. 0% 20% 40% 60% 80%

From the authors' point of view (Rubio & Office Software Used by Students Callejón Picón, 2014) the office package is made Graphic 3 Programs used by students in the local high up of programs, such as: word processors (to schools write documents), spreadsheets (to perform Source: own elaboration; Taken from the study "Use of mathematical operations), presentations ( to help Free Software Office Package in Secondary Schools of transmit ideas in an audiovisual way), databases Santa Rosalía Baja California Sur" (to process and store information), these programs allow information to be processed According to the figures shown, it can be automatically by means of computers, helping to seen that both students and teachers use word reduce the time it takes to carry out activities processors more frequently, both coinciding within the office and educational environment. It with 77%, and it can also be seen that they also can be seen in Graphic 2 that the most widely coincide in the use of presentations and used software package for office automation by spreadsheets, however, the percentage of the teachers in secondary education is the word latter differs, it can be seen that teachers have a processor with 77%, followed by presentations higher percentage in the use of spreadsheets with with 16% and spreadsheets with 7%. 7%, while students 3% in the use of the same, on the other On the other hand, the use of presentations is higher in students, obtaining Ofimaticas Programs most used by 20% as a result, while teachers with 16%. teachers? It is important to mention that the Presentation percentages obtained on the use of office s Spreadsheets 16% automation package programs are low for both 7% students and teachers, both mentioned the lack of knowledge for handling these tools, missing Text out on the development opportunities they processors 77% provide for education. and better performance for teachers, it is important to note that the lack of knowledge and use of office automation package programs by the teacher causes an

Text processors Spreadsheets Presentations increase in ignorance of these tools in students at the basic educational level, which means that Graphic 2 Programs used by teachers in local high this situation keep crawling to higher education schools levels. Source: own elaboration; Taken from the study "Use of Free Software Office Package in Secondary Schools of Santa Rosalía Baja California Sur"

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Places where the office package is used During the study, the teachers mentioned that the office equipment package is also used in Office software is designed to be used by all their homes during their free time to carry out types of users, whether or not they have activities related to their work, the same happens extensive experience in the use of computer with the students, because in their free time they equipment, as well as being a de facto standard use it to do In spite of this, academic works both since they are suitable for any type of miss out on a large part of the functionalities of organization, due to which they can Being used these office programs, the main cause of this in different areas of daily life, therefore, it is problem being the lack of knowledge to handle important that from basic education levels such them, which causes inefficiency in the other as high school, students are taught to use these areas where these same programs are used. tools as part of academic development, which will help them to develop more Ease in higher Knowledge of free software package in education levels and the labor field, although it secondary schools is in schools that they begin to use office automation programs, this is not the only place As mentioned above, a large number of where they are used and you learn to use them. secondary school students and teachers lack the knowledge to use office automation programs As noted, (Corrales, Computer Technical properly, but what if they both knew how to use Assistant, 2012) the scope of office automation it correctly? They would have the possibility to tools is very broad since the programs that make take advantage of all the advantages they offer, it up fulfill functions that facilitate the for teachers it would decrease the time of processing and safeguarding of different types of carrying out activities related to their work, as far information. as the students would be facilitated the use of these to carry out school work, these advantages Graphic 4 shows the places where would be favorable for the academic teachers use office automation packages, being development of students and in the same way for at work where they use it the most with 80%, in the professional development of teachers , but leisure time 18% and with 2% in other places what would happen if, in addition to knowing such as internet cafe, at home, among others. how to correctly use the office automation package they currently use (Microsoft Office), Regarding the results of the students, they knew other alternatives? They would have Figure 5 illustrates that the place where they use the opportunity to choose the package that suits the office parcel the most is the school with 42%, the needs of the activity they want to carry out in their free time with 21% and finally, in the and, in this way, many limitations to which e workplace 37%. They face. For this reason (Stallman R., 2016) points out that implementing the use of free Places where the office package is used software in schools is much more than a way to (Students) improve education a little, it is more about replacing a bad education with a good one 60% 42% offering new growth opportunities. and 37% development. 40% 21%

20% With respect to the data obtained, 0% At work Graphic 5 shows the percentage of knowledge of EscuelaSchool TiempoFree libretime En el trabajo free software office package by teachers, with 89% being unaware, and 11% being aware of it. Graphic 4 Places where office automation packages are used by students Source: own elaboration; Taken from the study "Use of Free Software Office Package in Secondary Schools of Santa Rosalía Baja California Sur"

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Within this context it can be pointed out Knowledge of the Free Software that a high percentage of students and teachers Office package in secondary are unaware of the existence of the free software schools (Teachers) office package, on the other hand, those who answered that if they know of the existence of Yes this, most of them are students and teachers who 11% They are related to computer matters, however they mentioned that they do not know how to use No them, this high level of ignorance causes the loss 89% of opportunities that these packages offer, and in the same way generates that schools train students enslaved to the use of proprietary software which becomes in a bigger problem at Yes No the time of these becoming professionals, Graphic 5 Knowledge of the free software office package carrying with them the same problem mentioned by teachers above. Source: own elaboration; Taken from the study "Use of Free Software Office Package in Secondary Schools of Interest in learning how to use free software Santa Rosalía Baja California Sur" office packages Likewise, the results obtained by the students illustrate in Graphic 6 that 94% do not The free software package turns out to be an know the free software office package and 6% unknown topic for students and teachers at the do. basic educational level, however, it is not an impediment for students and teachers to want to learn, many of the respondents showed interest Knowledge of the Free Software Office in this package, they also showed the results on package in secondary schools (students) the knowledge of this parcel within the secondary schools, where I highlight the lack of knowledge of the existence of these, which 6% makes clear the insufficiency of alternatives they have to carry out their activities, although the interest in part of students and teachers of these institutions to know and learn to use new office software package tools, it is essential to start and carry out the migration to free software office 94% software package, bringing benefits for both Si No parties.

Abounding about it (Burgos, 2012) Graphic 6 Knowledge of the free software office package points out that migrating to a free software-based by students Source: own elaboration; Taken from the study "Use of application is no different than another type of Free Software Office Package in Secondary Schools of application; Since the same steps for adoption, Santa Rosalía Baja California Sur" only prior knowledge is required.

Due to this, the importance of the teacher learning to correctly handle the functionalities of the free software office programs to which they are going to migrate arises.

It can be seen in Graphic 7 it refers to the interest shown by teachers to learn how to use the free software office package, showing that 97% are interested in learning, while 3% are not interested.

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The evidences shown highlight the large Interest in learning to use Office package (Teachers) percentage of students and teachers willing to learn to use the free software office package, which shows the desire to acquire new knowledge and skills, this makes it even easier 100% to carry out the migration to this new alternative, 90% for this reason, it must be taken into account by 80% the corresponding authorities of each secondary 70% school to take advantage of this opportunity, 60% since by implementing this new package it will 50% 97% allow them to learn more office automation 40% tools, therefore it brings benefits for the students 30% and teachers involved. 20% 10% 3% Willingness to learn to use free office 0% automation. SiYes No

Graphic 7 Interest in learning how to use the free software To begin the migration to the free software office office package by teachers package within the secondary schools of the Source: own elaboration; Taken from the study "Use of town, it is essential to know the availability of Free Software Office Package in Secondary Schools of the students and teachers, since it will depend on Santa Rosalía Baja California Sur" whether said migration is successful when implementing it, it is known that it always exists On the other hand, Graphic 8 shows the resistance to change, due to the fact that its percentage of students who are interested in magnitude or adaptation time is unknown, learning how to use the free software office however, it should be noted that having various package, with Technical high school students alternatives will contribute to the development with 44% showing the most interest, followed by of both, strengthening their skills and Manuel F. Montoya with 42% and in last place knowledge, because of this, the opportunity the Colegio Salvatierra with 14%. presents by having students and teachers willing to learn how to use this free software package. Interests of learning to use free software office package students As stated (Suárez, 2013) to migrate to 50% free software, it is not enough to change the applications on the users' computers, but the way 45% 44% 42% 40% of working with these tools must also be 35% modified, adapting them to their needs. 30% 25% In addition to this, Graphic 9 shows the 20% number of hours that teachers are willing to 15% 14% invest during their free time to learn how to use 10% the free software office package, obtaining the 5% highest percentage of 2 hours a day with 34%, 3 0% hours a day with 30%, 1 hour a day 22% and less Colegio Manuel F. Secundaria Salvatierra Montoya Técnica than an hour with 14%.

Graphic 8 Interest in learning how to use the free software office package by students Source: own elaboration; Taken from the study "Use of Free Software Office Package in Secondary Schools of Santa Rosalía Baja California Sur"

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Willingness to learn Free Of office automation parcels, regarding software office teachers this, the students commented that they would like to be taught within the same secondary 40% school to use this parcel, since they are more 35% facilitated if teachers guide them during 30% learning, while teachers suggest that they are 25% given a training course to learn how to use it and 20% make the most of its features and to share the 34% knowledge acquired. 15% 30%

10% 22% 14% Results 5% 0% Libre office (free software package) as an 1 hora1 hour diaria 2 horas2 hours diaria 33 horas hours MenosLess than de alternative to microsoft office daily daily diariasdaily unaan hourhora

Graphic 9 Willingness to learn the free software office To carry out the migration to the free software package by teachers office package, it was determined that the Source: own elaboration; Taken from the study "Use of optimal option to be implemented in education Free Software Office Package in Secondary Schools of Santa Rosalía Baja California Sur" at the basic level (secondary) is the LibreOffice package, because it has a similar interface and According to the study, Graphic 10 functions to which is already used (Microsoft reveals the willingness of students to learn to use Office), with this the students and teachers will this package, with 1 hour per day being the not feel a drastic change, thus being faster the amount of time invested that obtained the adaptation, in addition to having constant highest percentage with 47%, followed by 2 updates and improvements to maintain its easy hours per day with 31%, less one hour with 15%, use and friendly interface for all kinds of users. finally, 3 hours a day with 7%. During the study carried out, the LibreOffice office package was installed in some Willingness to learn Free computers in secondary schools, with the Software office automation, objective of showing the operation and interface students of this one to teachers and students, later they were asked to use it and make their opinion known about this. Given this situation, Graphic MenosLess than de unaan hour hora 15% 11 shows the percentage of teachers who consider LibreOffice packaging as an 33 hours horas daily diarias 7% alternative, with 91% considering it and being willing to use it and 9% not interested in it. 22 hours horas daily diarias 31% Consider the LibreOffice package as an 1 hour1 hora daily diaria 47% alternative, teachers

0% 10% 20% 30% 40% 50% No 9%

Graphic 10 Willingness to learn the free software office package by students Si Source: own elaboration; Taken from the study "Use of 91% Free Software Office Package in Secondary Schools of Santa Rosalía Baja California Sur"

Within this framework, it can be seen that Si No a favorable response was obtained from both parties (students and teachers), showing the best Graphic 11 LibreOffice office package as an alternative disposition to learn to use this new tool based on (Teachers) free software, where it was possible to perceive Source: own elaboration; Taken from the study "Use of the desire to learn and improve its use. Free Software Office Package in Secondary Schools of Santa Rosalía Baja California Sur"

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Similarly, Graphic 12 shows that 89% of Conclusions students consider LibreOffice as an alternative, while 11% do not consider it and are not Thanks to the availability of the directors of the interested in learning how to use it. local high schools, who gave the opportunity to carry out the study, where a favorable response Do you consider LibreOffice was obtained regarding the acceptance of the packaging as an alternative? Students package based on free software (LibreOffice), according to the results obtained, it is hoped that 100% the implementation of this office package in 89% 80% basic education will improve the quality of teaching within the institutions that use it, 60% training students capable of developing in different areas and higher educational levels, due 40% to the fact that a high enthusiasm from both 20% parties to invest time and effort to learn to use 11% this tool and to be able to take full advantage of 0% the benefits that it provides for teaching, in Si No Yes addition to providing new tools where the cost of

Graphic 12 LibreOffice office package as an alternative use is relatively low, thus helping the economy (Students) of the institutions. Source: own elaboration; Taken from the study "Use of Free Software Office Package in Secondary Schools of References Santa Rosalía Baja California Sur"

Burgos, R. H. (2012). Implementación de On the basis of the results presented, it aplicaciones Informáticas basadas en software highlights that a high percentage of students and libre en bibliotecas y unidades de información. teachers consider LibreOffice as an alternative e-Ciencias de la información, 13. and mentioned that, if they learn to use it and exploit the functions it has, they could migrate to Corrales, J. D. (2012). Ayudante técnico de this package based on free software, it is worth informática. España: MAD-Eduforma. mentioning that enthusiasm and availability was shown by students and teachers, upon learning Rubio, J. M., & Callejón Picón, F. (2014). of the existence of this parcel, which was Tecnologias de la Información y la unknown to them, these data cannot be ignored Comunicación. España: Planeta Alvi. by the corresponding authorities, since it is a wake-up call that encourages them to take the Stallman, R. (18 de 11 de 2016). Free Software necessary measures to improve aspects in the Foundation. Obtenido de Free Software education of students and the performance of Foundation: their teachers, which together will contribute to https://www.gnu.org/education/edu- the academic strengthening of the institution. schools.es.html

Suárez, J. D. (2013). Factores críticos de éxito

para la migración de la ofimática al software

libre. Universidad Simón Bolivar, 170.

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Mathematics 3.0 fraction squares, an educational video game for ludic use in classroom

Matemáticas 3.0 fracciones cuadradas, un videojuego educativo para uso lúdico en el aula

QUIJANO-ABAN, Víctor Manuel†*, CERVERA-EVIA, Gimer Amilcar, MOO-PECH, José Guadalupe and QUIJANO-CRUZ, Bonesí

Universidad Tecnológica Metropolitana

ID 1st Author: Víctor Manuel, Quijnao-Abán / ORC ID: 0000-0002-6192-0797

ID 1st Coauthor: Gimer Amilcar, Cervera-Evia / ORC ID: 0000-0002-5836-6895, CVU CONACYT ID: 259032

ID 2nd Coauthor: José Guadalupe, Moo-Pech / ORC ID: 0000-0003-3566-3106

ID 3rd Coauthor: Bonesí, Quijano-Cruz / ORC ID: 0000-0003-3185-7667, CVU CONACYT ID: 955316

DOI: 10.35429/JSEM.2020.20.7.26.32 Received January 17, 2020; Accepted June 28, 2020

Abstract Resumen

When we talk about video games we associate it with in Cuando se habla de video juegos, los asociamos con el entertainment, but its use also has extensive benefits in entretenimiento, pero su uso también tiene amplios educational area: promote skills, help review curricular beneficios educativos: fomenta las competencias, ayuda a and allows you to keep track student progress. repasar materias curriculares y permite llevar un registro Mathematics 3.0, are two software prototypes: one for the de los progresos o avances del estudiante. Matemáticas teacher and another one for the student, with this it, then 3.0, son dos prototipos de software: uno para el profesor y seeks to promote skills in the resolution of numerical otro para el alumno, lo que se busca, es fomentar las fractions at primary school in a playful way. This paper competencias matemáticas a nivel de educación primaria, shows the results obtained in this project using the para la resolución de fracciones de manera lúdica. Este Prototype methodology. artículo muestra los resultados obtenidos en el proyecto y la metodología de desarrollo por Prototipos

Mobile apps, Numerical fractions, Video game cast Aplicación móvil, Representación de fracciones, Video technology juegos cas

Citation: QUIJANO-ABAN, Víctor Manuel, CERVERA-EVIA, Gimer Amilcar, MOO-PECH, José Guadalupe and QUIJANO-CRUZ, Bonesí. Mathematics 3.0 fraction squares, an educational video game for ludic use in classroom. Journal of Systems and Educational Management. 2020. 7-20: 26-32.

*Correspondence to Author (Email: [email protected]) †Researcher contributing as first Author.

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Introduction An educational mobile application is the assimilation instrument proposal for this work. In Mexico, only 5.1% of third-year high school Today, most students have portable devices at students can solve a mathematical problem by their fingertips. A mobile application are small, combining fractional and decimal numbers, simple and elegant applications called “apps”, according to the 2017 National Results of the which fulfill specific functions on an electronic Planea Test, which included the sample from the tablet or on a smartphone (Johnson et al., 2012). National Institute for Educational Evaluation In view of the latest technological advances, it is (INEE, 2017). In 2019, the Secretary of Public necessary to take into account that the learning Education, in coordination with the state process of the students has varied, their same educational authorities, carried out the information processing is not the same as some application of the Plan Basic Education 3er test. years ago (Duran-Quispe, 2020). Secondary grade to 1'056,701 students corresponding to 34,209 secondary, public and It would also be desirable to ask the private schools across the country. With Planea, educational authorities to get hold of educational mathematics, language and communication were materials and that they arrive every year at the evaluated, and the results are expected to be Educational Institutions, in order to be used in comparable with those of 2017 and 2018 teaching, learning and developing skills in (PLANEA, 2019). Today in 2020, it will be students (Cruz-Calle, 2020). difficult to compare the results, since INEE did not apply the corresponding sample, due to a Fraction Talks budget cut last year. Professor Nat Banting created a technique called One way to tackle the problem of low "Fraction Talks". This consists of drawing school achievement is to interest infant students fractional square figures using pencil and paper in solving problems of daily life through play. A to improve the reasoning of their students. well-chosen game can be used to: introduce a Squares divided by straight lines, when joined topic, help to better understand the concepts, with others, form new flat geometric figures: strengthen those already acquired, acquire skill squares, rectangles and triangles. The fractional in an algorithm or discover the importance of a square is called the “Fraction Square” (Banting, property, also reinforce automatisms and 2020). consolidate content seen in class. The game helps students to acquire skills in the The teacher in the classroom performs an mathematical development of their knowledge. activity that consists of introducing students to A class with a game is a motivated session from one or more “Fraction Squares”. For example, start to finish, it produces enthusiasm, fun, color some of the sections in the “Fraction interest, unlocking, and a taste for studying and Square” and ask students what fraction of the knowing more mathematics (Salvador, 2017). illuminated part or portion represents the entire square. Students should reason and record on an The game constitutes a form of answer sheet. As the days go by, the teacher relationship and communication between the keeps a history of the answers that his students students and an instrument of assimilation and have, so that he can evaluate his reasoning ability integration in the "world of adults". It has a clear related to fractions. See Figure 1. educational value and turns out to be a methodological element. However, most educational systems consider it an unserious activity, not adequate for the learning processes that take place in the classroom. The game is a didactic instrument that can help us in an active pedagogy, to "do math in the math class", as opposed to passive, repetitive, verbal learning; to take into account the intellectual and affective processes for: the improvement of attitudes, exchanges of points of view, active participation, teamwork, promoting creativity and imagination (Salvador, 2017).

ISSN 2410-3977 QUIJANO-ABAN, Víctor Manuel, CERVERA-EVIA, Gimer Amilcar, ECORFAN® All rights reserved MOO-PECH, José Guadalupe and QUIJANO-CRUZ, Bonesí. Mathematics 3.0 fraction squares, an educational video game for ludic use in classroom. Journal of Systems and Educational Management.

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Video games can be considered tools for learning. Currently, video games have characteristics that make them attractive to players and give them great potential as instruments to learn or develop specific strategies for acquiring knowledge (Gros, 2007).

Other characteristics of video games as tools in educational settings are: competition, the presence of objectives, the existence of well- defined rules and the need to make decisions at the moment (Charsky, 2010). See Figure 2.

Figure 1 Fraction Talks Source: (Banting, 2020)

Banting's work is interesting, since: it reinforces, interests and unlocks the student in the classroom and gradually assimilates the use of fundamental mathematical concepts for the following courses. Concepts such as: fraction, representation of fractions and fractional unit.

Remember that the fractional unit is each of the parts obtained by dividing the unit into n equal Figure 2 Educational video game parts (Crilly, 2016). Source: (DIDACTOONS, 2020)

Educational video games Chromecast™ device

Video games are electronic programs that The ChromeCast ™ is a “dongle” or small involve the interaction of one or more people device with an HDMI connection port (High- with a machine or "interface" that generates Definition Multimedia Interface), it connects to graphics (Prensky, 2001). a television and is used to play multimedia content and the internet (GOOGLE, 2020). Once Video games have been gaining more the television is turned on, a configuration app is public presence in recent decades. These have downloaded. The app configures ChromeCast ™ transcended their initial role as a source of and connects to the closest Wi-Fi network. Once entertainment for children and have become a the device is configured, users can download cultural product (Albarracín et al., 2017). The compatible applications, such as a video game target audience has expanded its age range, due developed in this project. to the increase in the number and type of devices that it is possible to play on: laptops, The Chromecast ™ device is shaped like a smartphones and more recently consoles. circular disk and weighs 39 grams, as shown in Figure 3. Inside there is a powerful device to Video games exist thanks to electronics connect to the internet, it already has a dual core and computers, several examples: "Pong, 1.3GHz processor and 512MB of RAM. It also Pacman, Space Invaders, etc". None of them complies with connection standards are 802.11 b would exist without the massive use of the / g / n / ac Wi-Fi (2.4 GHz / 5 GHz). A new personal computer and the television screen. The model of the device is currently available. story begins in 1972, when a strange game booth appears installed in the Andy Capp’s bar in the USA. This one looked a bit like pinball machines, but instead of a game table it had a television (Pérez-Latorre, 2010). The game called Pong and created by Nolan Bushnell and Ted Dabney, later founding young engineers of the Atari company (Kent, 2001).

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vi. Rotate rectangles and triangles.

vii. Rotate triangles.

viii. The fractions that the squares can occupy are 1/4, 1/16, 1/64 and 1/256.

Figure 3 Chromecast ™ device Source: (GOOGLE, 2020)

Methodology

This section describes the prototyping methodology. It is the prototyping of software applications, which initially show little functionality. The process follows an iterative development cycle that gradually adds new features until the final product is finished. (Sommerville, 2011)

Below are the main activities to develop a prototype:

1) Identification of requirements.

2) Development of the initial prototype. Figure 4 Prototype one Source: self made 3) Review of the prototype. 2. Prototype two 4) Improve the prototype. Prototype One was reviewed and modified to

make it a Chromecast ™ app. That is, adding 1. Prototype one software libraries to a Chrome app (GOOGLE,

2020). A Chromecast ™ application is defined The first prototype was a web application to as the sum of two applications running at the generate "Fraction Squares", that is, a puzzle same time: “the sender and the receiver”. The made up of flat geometric figures that can be of "sender application" is installed on mobile different colors and sizes as already mentioned. devices and the "receiver application" is See Figure 4. installed on the Chromecast ™. In the end, they

interact with TV. See Figure 5. With the following user requirements:

i. Draw squares, rectangles, and triangles to form puzzles.

ii. Select the fraction that represents the Figure. iii. Draw right triangles, isosceles or scalenes according to the fraction they represent. iv. Select the color of the figures.

v. Make the figures move up, down, left, and Figure 5 Prototype two right. Source: self made

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3. Prototype three

With the previous prototype, the following requirements are requested to be added:

i. Puzzles can be added to containers called challenges.

ii. The puzzles can be used in as many challenges as desired and can also be repeated in the same challenge. iii. A list is requested to add new puzzles. iv. A list of challenges is requested so that new challenges can be created and the desired puzzles can be assigned.

Lists and challenges are managed in this Figure 7 Graphical interface of the mobile app prototype. A challenge is an activity that can Source: self made include one or more puzzles and the teacher decides when to apply by dates (activity 4. Prototype four calendar). In the "receiver application" the methods and user interface to manage the puzzle Here a database was added to store the question- list by challenge are added, as can be seen in answer relationship in a table called Figure 6. Challenges_Puzzle. In addition the following requirements are added:

i. Each puzzle belonging to a challenge can be assigned a question and an answer.

ii. The challenges can be published to be used in the mobile application.

With the “sender application”, a screen was added to enter questions and answers. There are three types of possible answers: those that indicate integers, fractions and colors. In this prototype only the response in the form of fractions was used. See Figure 8.

Figure 6 Prototype three Source: self made

The "sender application" has been modified to allow you to create puzzles as in the previous prototype, but also have the option of creating new challenges and adding previously made puzzles to it from the puzzle list. See the graphical interface in Figure 7.

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Question Player 1 Player 2 Player 3 Question 1 0 0 1 Question 2 1 0 0 Question 3 0 1 0 Question 4 0 0 1 Question 5 0 0 0 Question 6 0 0 1

Table 1 Test results Source: self made

The winner was Player 3, with three points in total, after answering Questions 1, 4 and 6. It can also be seen that Question 5 was not answered correctly by any participant.

With respect to the electronic equipment used, they functioned smoothly to work on most

devices available on the market. In addition, the Figure 8 Prototype four challenges in the equipment used were shown Source: self made without distortion: a 50 ”TV, a laptop with a 15” screen, a smartphone and three electronic tablets Results with different screen dimensions. See Figure 9.

Finally, an application for the student was The project schedule estimated one created, following the previous development month per prototype and the total project time of process, it is a prototype consisting of: a four months. The cost per prototype was receiving web application and a transmitting approximately $ 500 USD, this includes: the application for mobile devices with Android development time of a fellow, the time of two operating system. consultants, purchase of equipment, payment of software licenses, consumption of electrical The application met the following energy and consumption of internet access. requirements:

i. Use and synchronization of up to five Android mobile devices.

ii. Students will be able to enter their name to play. iii. The correct answer must add points to the corresponding student. iv. The game must show the points obtained per student.

Figure 9 Devices used in the project Next, a test carried out with the prototype Source: self made is presented. Start with a question and wait for the first answer, then move on to the next Conclusions question. The evaluation of results is done at the end of the game. This test was carried out with Mathematics 3.0, is an educational mobile students from a primary school near the application that helps solve mathematical University. The test results are presented below. problems of elementary school students on the See Table 1. topic of fractions and representation of fractions. The starting point was the technique developed in Professor Banting's “Fraction Talks”.

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The end result is a learning tool, since the Matemática, en Estudiantes del Nivel teacher imagines and designs “Fracction Secundario de una Institución Educativa del Squares” figures and his students must solve Distrito San Juan de Lurigancho, 2019. these mathematical challenges with the video game. The video game can be run on more than GOOGLE. (2020). Sitio Google Cast. one device at the same time: a TV, a smartphone, Recuperado el 25 de febrero de 2020, desde and a Google ChromeCast ™ device. https://support.google.com/chromecastbuiltin/a nswer/6102923?hl=es-419&ref_topic=6102922 With this tool it was possible to: generate weekly tasks, encourage participatory student Gros, B. (2007). Digital games in education: The work and help consolidate the content seen in design of games-based learning environments. class. In addition, it has a progress record to Journal of Research on Technology in identify which student needs advice or Education. Vol. 40, No. 1, pp.23–38. reinforcement on the topic of fractions. INEE. (2017). Sitio web Instituto Nacional para It is suggested to continue with the la Evaluación de la Educación. Recuperado el 6 prototype until having a final product available de enero de 2019, desde on the "play store" website for downloads. https://www.inee.edu.mx/evaluaciones/planea/r esultados-planea/ References Johnson, L., Adams, S., & Cummins, M. (2012). Albarracin, L., Hernández-Sabate, A. & Informe Horizon del NMC: Edición para la Gorgorió, N. (2017). Los videojuegos como enseñanza universitaria 2012. The New Media objeto de investigación en Educación Consortium. EE.UU. Matemática. Modelling in Science Education and Learning. Volumen 10(1). pp.53-69. Kent, S. L. (2001). The ultimate history of videogames. Three Rivers Press. Nueva York. Banting, N. (2020). Sitio Fraction Talks. Recuperado el 15 de febrero de 2020, desde Pérez-Latorre, O. (2010). Análisis de la http://fractiontalks.com/about-2/ significación del videojuego. Fundamentos teóricos del juego, el mundo narrativo y la Charsky, D. (2010). From edutainment to enunciación interactiva como perspectivas de serious games: A change in the use of game estudio del discurso. Tesis doctoral. Universidad characteristics. Games and culture, Vol. 5, N. 2, Ponpeu-Fabra. Barcelona. España. pp.177–198. PLANEA. (2019). Sitio web Plan Nacional para Crilly, T. (2016). 50 Cosas que hay que saber la Evaluación de los Aprendizajes. Recuperado sobre matemáticas. 3ª. Ed. Editorial Planeta. el 10 de enero de 2019., desde México. http://planea.sep.gob.mx/

Cruz Calle, Y. (2020). Talleres de robótica Prensky, M. (2001). Digital game-based educativa con materiales lego, para mejorar el learning. Games for entertainment and learning. aprendizaje en el área de matemática, en los ACM Computers in Entertainment. Volumen estudiantes del primer grado de secundaria de la 1(1), pp.1–4. institución educativa particular “Excelencia”, Chiclayo 2018. Salvador, A. (2017). El juego como recurso didáctico del aula de matemáticas. Universidad DIDACTOONS. (2020). Estudio de video Politecnica de Madrid. España. juegos educativos. Recuperado el 20 de marzo de 2020, desde https://www.didactoons.com/ Sommerville, I. (2011). Ingeniería de software. 9ª. Ed, Pearson. México. Duran Quispe, D. O. (2020). Influencia de un Módulo Didáctico en el Aprendizaje de la

2020

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“Argumentative paragraphs identification with markers categories” GARCÍA -GORROSTIETA, Jesús Miguel, LÓPEZ-LÓPEZ, Aurelio, MADRID -MONTEVERDE, José David and PONCE-MENDOZA, Ulises Universidad de la Sierra, Moctezuma

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“Use of office package of free software in high school of Santa Rosalía, BCS” MEZA-ARELLANO, Antonio, HERNÁNDEZ-VALENZUELA, Juan Carlos and VILLAVICENCIO-LÓPEZ, José Ignacio Instituto Tecnológico Superior de Mulegé

“Mathematics 3.0 fraction squares, an educational video game for ludic use in classroom” QUIJANO-ABAN, Víctor Manuel, CERVERA-EVIA, Gimer Amilcar, MOO-PECH, José Guadalupe and QUIJANO-CRUZ, Bonesí Universidad Tecnológica Metropolitana