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Perception and Detection of Cyberbullying: A Comparison between the Educative Community and GenAI

Dr. Ruben Nicolas-Sans — 2025-04-26

Bullying involves repeated and aggressive behaviors to intimidate or harm others, with cyberbullying being the kind that benefits from digital platforms to direct such messages. They both have serious consequences on students’ mental health and academic performance, demanding prevention and intervention strategies, including teacher training and the use of tools to detect these behaviors in university environments. Artificial Intelligence (AI), specifically generative AI, can automatically detect offensive language on digital platforms, resulting in an effective tool combating cyberbullying. This study investigates the capacity of members within a university community—students, faculty, and administrative staff—to perceive and detect cyberbullying in social media messages. The research utilizes generative AI tools to assess their effectiveness in recognizing cyberbullying patterns, comparing their results against expert evaluations. Results indicate that faculty members are most effective in identifying cyberbullying, while students show greater leniency, highlighting the need for targeted educational interventions. The generative AI models, despite limitations, demonstrate potential for early cyberbullying detection. Findings underscore the importance of training within educational communities and suggest that AI tools, when integrated into preventive programs, can enhance early intervention and promote safer digital environments.

Evaluation of Virtual Learning Environments (VLE). Its Contribution to Educational Improvements

Luz Karina Ramirez Dueñas — 2025-04-26

Virtual learning environments (VLEs) are spaces for interaction that facilitate communication and exchange of resources, designed and implemented by the teacher to develop competencies in students, although it has eliminated geographical barriers, synchrony and face-toface, however the transition to virtual requires a technological adaptation and acceptance that is estimated from the usefulness and ease of use of the VLE perceived by the student. Therefore, a systematic evaluation process of virtual environments is useful to make improvements. The purpose of this study is to evaluate the virtual learning environment in the development of the Education Seminar of the IMSS specialization courses, Puebla, from the perspective of graduate students. A mixed study of a sequential explanatory type, application of a VLE instrument (Estrada Villa y Boude Figueredo, 2015) and open questions on evaluative aspects, data analysis using descriptive and inferential statistics and through grouping and categorization. Non-probabilistic sampling for convenience, the study was developed with total adherence to the guidelines and ethical considerations in research. Sample 151 participants 60.9 % female, 39.1% male, x 32 +/- 4.07, overall VLE rating excellent 35.1 %, very good 33.8 %, 2.6 % poor, p = NS considering year of residence, gender, or dimensions of the instrument, PS perceived technological acceptance and ease of use p = 0.015 and 0.013 of the 1st year of residency, Rho positive: technical, pedagogical aspects and tutor role. Qualitative findings: benefits regarding ease of use and perceived usefulness, drawbacks due to connectivity and overlapping of academic-care activities.

Feminism, Video Games and Learning. An Analysis of the Steam Platform from an Educational Perspective

Mario Cerezo-Pizarro — 2025-04-26

This study uses the video game platform Steam, highlighting the conditions it facilitates for publishing and interaction between its users in relation to games labelled as feminist by the development and consumer community. Its main objective is to investigate the intrinsic relationships between feminism, video games, gamers and education. In order to address this question, a mixed methods methodological approach is proposed, combining qualitative and quantitative aspects of research. This approach is based on the analysis of the video game cards and the graphic and promotional content, texts, paratexts, messages and interactions of the platform’s users. The research identifies and selects a representative set of video games (n=30) to answer six specific research questions related to the educational-feminist use of these video games. These questions seek to define the educational implications of the video games under study, as well as to explore their possibilities and impacts on education in relation to cyberculture, identity and diversity in video games. The analysis of each object of study reveals the existence of specific implications, debates and interests related to feminism and the transmission of values and ideas, with a total of (r=15) video games or proposals identified that present a markedly educational character.

Patterns of Perception and Use of ChatGPT in College Students: An HJ-Biplot and Cluster Analysis

Ms. Edgar Rolando Morales Caluña — 2025-04-26

This study investigates the perceptions and attitudes of Ecuadorian university students toward ChatGPT as an educational tool, analyzing usage patterns and factors that influence its adoption. Unlike previous studies, this research employs an advanced statistical approach combining HJ-Biplot and cluster analysis, allowing for segmentation of profiles based on their degree of acceptance. Primary data were collected from 210 students from different Ecuadorian universities using a validated questionnaire. This is a cross-sectional study that utilizes HJ-Biplot and cluster analysis techniques. The results identified three distinct profiles: (1) students with highly positive perceptions and constant technological access; (2) students with intermediate perceptions, influenced by technological limitations in rural areas; and (3) skeptical students with less technological exposure. Sociodemographic variables such as gender, university, and area of residence showed a significant impact on ChatGPT acceptance. The findings suggest that the digital divide and differences in access to technology largely determine ChatGPT adoption. The proposal is to design personalized strategies for each profile: promoting advanced use in the first group, providing technological training in the second, and reducing skepticism through empirical evidence and guided experiences in the third group. This study provides a novel perspective on student segmentation based on multivariate analysis, providing evidence for future interventions in the use of AI in higher education.

Educommunication and Appropriate Use of Social Media in Preadolescence

Dr. Antonio Castillo-Esparcia — 2025-04-26

The use of social media during preadolescence has cognitive, behavioral, and emotional impacts on the educational development of minors. With this in mind, the study encompasses two dimensions. Firstly, it aims to examine the social media usage patterns of a group of preadolescent students, with the goal of establishing possible correlations with their academic performance. Secondly, it seeks to evaluate the effectiveness of a communicative intervention aimed at raising awareness about the proper use of social media, focusing on both informative aspects and behavior modification. The methodological approach involves a pre-test post-test design with a single experimental group, consisting of 136 students aged 10 to 12. Data analysis is carried out using statistical techniques, including correlation analysis, a binary logistic regression model (BLR), and a Wilcoxon signed-rank test for paired data. The results indicate that the subjects in the sample spend almost two hours a day on social media, while parental control is insufficient and ineffective. An inverse correlation is observed between academic performance and both the number of social media platforms used and the daily hours of use. However, after the implementation of the actions, a statistically significant decrease in usage and consumption patterns of these platforms is evident.

Analysis of the Integration of ChatGPT in University Learning Supported by Blogs

Dra. Ana Gabriela Zúñiga Zárate — 2025-04-26

Generative artificial intelligence (AI) is revolutionizing the academic landscape, prompting educators to rethink traditional teaching and learning models. This study offers concrete recommendations for the effective implementation of ChatGPT in university technical courses and proposes its pedagogical integration combined with reflective tools such as digital blogs to mitigate the risks of technology dependency. It also highlights the need for additional research evaluating its long-term impact in different educational contexts. ChatGPT was implemented as a virtual assistant in a technical course for second-year digital marketing students, with the aim of facilitating error resolution, offering detailed explanations, and streamlining practical activities. Simultaneously, individual blogs were used as a metacognitive strategy to document the learning process, promoting critical reflection and analysis of the experience with AI. Through a mixed-methodological approach, surveys, structured observations, and analysis of submissions from 120 students were conducted over a 12-week period. The results reveal a 30% reduction in the time required to complete assignments and a 25% improvement in code quality and comprehension. However, challenges related to technological dependency emerged, which were mitigated by implementing individual blogs as reflective tools for recording processes, errors, and solutions adopted by students during practical activities. These findings reinforce the importance of combining AI tools with traditional pedagogical methodologies adapted to current technological demands. In conclusion, ChatGPT not only optimizes the technical quality of projects but also encourages critical and reflective interaction, establishing an adaptable framework for future innovative pedagogical approaches in higher education.

Dronics in Higher Education and Inclusive Education: Proposal For Educational Innovation from above

Dr. Miriam Martínez Muñoz — 2025-04-26

Access to quality higher education remains a challenge, especially for students with physical, sensory or cognitive disabilities, and those in remote communities. Higher education institutions face the need to offer inclusive solutions, taking advantage of technology to eliminate barriers. The use of drones has the potential to transform higher education, removing barriers and promoting the participation of students with diverse needs. This innovation fosters a more inclusive, collaborative and technologically advanced learning model. Unmanned aerial vehicles (UAV) can offer many advantages for higher education and research, especially in fields that require remote sensing, aerial mapping, environmental monitoring or disaster response. For example, UAVs can allow students and researchers to collect high-resolution images, videos, and sensor data from different perspectives and locations, which can improve their spatial awareness, analytical skills, and scientific research. UAVs can also facilitate collaborative and interdisciplinary learning and research, as they can be used to share data and ideas across disciplines, institutions and regions. Additionally, UAVs can foster creativity and innovation as they can be used to design and test new solutions, prototypes and methods for various problems and scenarios. Introduce gamification and other active drone learning methodologies, where students solve challenges related to their area of study (for example, aerial tracking of “treasures” in geology or rescue simulations in civil engineering). This work proposes the use of drones as an educational innovation focused on inclusion, by offering tools that complement teaching and learning models in higher education through an interdisciplinary approach. Drones can be used to help improve orientation skills, motor skills, and even give students a better understanding of how the world around us works.

Women in Educational Series Once upon a time... by Albert Barillé

Oliver Salas Herrera — 2025-04-26

More than 75 years after the signing of the Universal Declaration of Human Rights (1948), there are still deep rooted discriminations that invite us to investigate on the education that today’s adults received in their recent past. Focusing on discrimination against women in the educational and audiovisual sector, this study proposes to analyse the representation of female characters in a set of internationally recognised productions whose subject matter focuses on explaining the evolution of humanity: the animated series franchise Once upon a time... by Albert Barillé. Thus, this object of study covers the analysis of all the episodes of Once upon a time... Man (1978); Once upon a time... Space (1982); Once upon a time... Life (1987); Once upon a time... the Americas (1991); Once upon a time... the Discoverers (1994); Once upon a time... the Explorers (1996); and Once upon a time... the Earth (2008). Based on the original digitised scripts and using word processors, we have counted the words of dialogue of the male and female characters in order to contrast the percentage of participation in each fiction. The results obtained show a clear inequality of representation between both sexes. In conclusion, we can also see that this problem transcends these products, as their educational discourse has been validated internationally.

I know but I Imagine… Algorithmic Stories on the Borderline of Journalism

Prof. Jan Kreft — 2025-04-26

Research on algorithmic knowledge has primarily focused on professional users or so-called ordinary people. This segmentation highlights a gap in studying those who fall in between. To fill this gap, we conducted research among journalism students pursuing higher education in journalism who found themselves on the “borderline”: they are no longer “ordinary” users, but are not yet professional specialists. Drawing from latest research we have formulated a theoretical concept of “algorithmic stories on the borderline of journalism”. Through 41 semi-structured interviews with journalism students recruited through snowball sampling, we found that journalism students’ knowledge of AI consisted of imaginaries: ranging from those closely related to the realities of journalism to conspiracy theories. Students perceive knowledge of how social media works as something natural, almost intuitive, coming from many years of experience. On the other hand, journalism studies play a key role in learning the mechanisms of news sites. Among the sources of knowledge, scientific sources are almost absent. In conclusions, we formulate recommendations for efforts to provide future journalists with reliable knowledge about Artificial Intelligence in journalism.

Model of Preparation of University Teachers with a Non-pedagogical Profile

Vanessa Mariuxi García Macías — 2025-04-26

This paper analyzes the need for continuing education of university professors with a non-pedagogical profile, a problem widely recognized by the scientific community. The objective of the research is to establish the basis for a pedagogical strategy based on a teaching-methodological preparation model that facilitates this process from an articulating and integrating approach, improving the pedagogical performance of the teaching staff. A mixed methodology with descriptive explanatory design was used, applying surveys and interviews to 35 teachers of the Information Technologies career of the Universidad Estatal del Sur de Manabí. Data processing was carried out using the systemic-structural-functional method, complemented with theoretical, empirical and statistical-mathematical methods to evaluate the relevance and feasibility of the proposed model. The results showed that a structured and methodological preparation of teachers without pedagogical training has a positive impact on the quality of the teaching-learning process. It is concluded that the proposed model constitutes a valid tool for teacher professionalization, contributing significantly to the improvement of pedagogical, didactic and methodological competences of university teachers with a technical profile.