In the last decade, the extensive use of new Information and Communication Technologies (ICT) in education in recent years has changed the nature of the teaching–learning environment. However, the adequate use of ICT is necessary for promoting educational practices that contribute to sustainable development. The systematization of the research in this area is presented as an opportunity to provide a contribution to the already existing theories and practices related to the use of ICT and the development of the Sustainable Development Goals (SDGs). The aim of this study is to conduct a systematic review of articles that address innovative approaches to sustainability in digital education. The PRISMA 2020 guidelines were used to review the literature of articles published in the last decade in the Web of Science (WoS) and Scopus databases. The results presented are based on the research questions that will guide the search and analysis of the information. They are divided into theoretical and practical research, giving relevance to the relationship between educational innovation with ICT and sustainability. The main variables that are taken into account in contributing to the SDGs through the use of ICT in educational practice are also presented. A critical discussion on this topic is elaborated, which will help to support a solid theoretical framework. Last, a conclusion on the effectiveness of digital education and its contribution to a sustainable development are provided.
The objective of this article is to determine which are the international standards and norms of usability that are used in educational technology applied to the teaching of mathematics at secondary and higher education levels, focused on two scenarios: (1) digital educational resources and virtual learning environments (VLEs), and (2) game-based learning. The PRISMA protocol was used and the Scopus and IEEE Xplorer databases, the Springer publishing House and the ACM Digital Library were used for the search strategy. Forty-seven primary studies were selected, emphasizing the use of the ISO/IEC 9241-11 standard. However, the isolated use of criteria to usability assessment without achieving engineering integration is reflected. Primary studies in the teaching of mathematics mainly use the ISO 9241-11:2018 and ISO/IEC 9126-1:2004 standards. Game-based learning scenario uses ISO 9241-11:2018 standards and procedures that guarantee, at least, the integration between efficiency, effectiveness, and ease of use. Digital educational resources and VLEs scenario uses ISO/IEC 9126-1:2004 and ISO/IEC 9241-11:2018 standards, and procedures that guarantee at least the integration between efficiency and ease of use; effectiveness and ease of use; ease of use and accessibility; and effectiveness, ease of use, accessibility, and efficiency.
Investigaciones actuales muestran que el engagement hacia el aprendizaje de la Matemática Discreta y su rendimiento académico no alcanzan los niveles deseados. Este trabajo pretende identificar las características de los estudiantes y las aulas que influyen en el engagement (EMD) hacia el aprendizaje de la Matemática Discreta y en el rendimiento académico (RMD). La muestra se compone de 728 estudiantes de primer curso agrupados en 40 aulas en la Universidad de Ciencias Informáticas (Cuba). Con el objetivo de conocer las variables de estudiantes y aulas que son predictoras de las variables dependientes se realizó un análisis multinivel multivariado. La autoeficacia percibida, la utilización de las tecnologías y la satisfacción con los materiales de estudio son factores de los estudiantes que explican el EMD y el RMD. A nivel de aula resultan significativas el tipo de actividad, el grado de retroalimentación que se logre y el ambiente de aprendizaje.
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