* Autor a quien debe ser enviada la correspondenciaRecibido Sep. 27, 2017; Aceptado Nov. 27, 2017; Versión final Ene. 26, 2018, Publicado Jun. 2018 _____________________________________________________________________________________________________________________________________ ResumenSe presenta la construcción de un entorno virtual de aprendizaje, que involucra en su diseño, elementos del aprendizaje afectivo y la gamificación de actividades, buscando crear un entorno amigable que responda a necesidades emotivas de los usuarios. Considerando que los entornos virtuales de aprendizaje deben dejar de ser considerados escenarios fríos y rígidos, dedicados exclusivamente a compartir contenidos y realizar actividades; es necesario que estos consideren las características que inciten o motiven al estudiante a realizar sus labores en pro de construir su conocimiento y desarrollar sus competencias. Además se describe la ruta metodológica para lograr la construcción del entorno virtual y posteriormente su validación a través de un estudio de caso donde se trabajó con estudiantes de educación media pertenecientes a escuelas rurales. Estos estudiantes, en su mayoría, no habían tenido experiencias que los vincule con procesos educativos a través de medios virtuales. Sin embargo, se logró que el 80% de los estudiantes lograra terminar el curso y dentro de ellos el 59% mostró una curva ascendente en el aprendizaje. Palabras clave: educación virtual; entorno virtual de aprendizaje; gamificación; aprendizaje afectivo; conciencia en las interfaces Emotional Learning and Gamification in Virtual Education Environments AbstractThis article presents the study and the process carried out for the construction of a virtual learning environment, which involves in its design elements of affective learning and gamification of activities trying to create a friendly environment that respond to the emotional needs of users. Considering that virtual learning environments should no longer be considered cold and rigid scenarios, dedicated exclusively to share content and activities, it is necessary that these consider the characteristics that induce or motivate the student to carry out their learning process and development of competences. This document describes the methodological route carried out in the project to achieve the construction of the environment and later its validation through a case study where we worked with students of basic education belonging to rural schools. Most of the students did not have experiences that link them to educational processes through virtual means. However, 80% of the students managed to finish the course and 59% of them showed an upward curve in learning. : e-learning; virtual learning environment; gamification; affective learning; awareness Información Tecnológica Vol. 29(3), 237-248 (2018) http://dx.doi.org/10.4067/S0718-07642018000300237 El Aprendizaje Afectivo y la Gamificación en Escenarios de Educación Virtual Melo-Solarte Keywords 238Información Tecnológica -Vol. 29 Nº 3 2018 INTRODUCCIÓ...

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ResumenSe propone un modelo para medir la situación digital en instituciones de educación superior. El modelo tiene un componente conceptual que define su estructura, un componente procedimental que determina su aplicación y una herramienta de software que articula los anteriores componentes para facilitar la operacionalización del mismo. Adicionalmente, se describe un estudio de caso desarrollado en una institución universitaria colombiana para evaluar el modelo considerando su efectividad, sus debilidades y su alcance. Entre los principales resultados obtenidos, está la validez del modelo para identificar el índice de situación digital para todos los integrantes de una comunidad universitaria, encontrando que las competencias axiológicas y productivas son las de menor valoración. Se concluye que toda institución debe contar con planes de gestión tecnológica que determine la viabilidad de la adquisición de tecnologías. Además, debe contar con estrategias de apropiación para reducir brechas y lograr mejor aprovechamiento de la inversión. Palabras clave: inclusión digital; brecha digital; índice de inclusión digital; alfabetización tecnológica; situación digitalAbstract This paper presents the proposal of a model to measure the digital situation in higher education institutions. The model is composed of a conceptual component that defines its structure, a procedural component that determines its application in an institution and a software tool that articulates the previous components in order to facilitate its functioning. In addition, this article describes a case study developed in a Colombian university institution for evaluating the model considering its effectiveness, its weaknesses and its scope. Among the main results obtained, there is the validity of the model to identify the digital situation index for all the members of a university community, finding that the axiological and productive competences are the least valued. It is concluded that the institution must have technological management plans that determine the viability of the acquisition of technologies. Also, it must have appropriation strategies to reduce gaps and achieve better use of the investment.

Objective: To compare the efficacy of the score technique of the tibial dyschondroplasia lesions with a quantification technique in broiler chickens, in search of a better objectivity and reliability of the diagnosis. Materials and methods: 384 male one-day-old chickens were raised until day 36. A total of 192 chickens were sampled, 96 at day 21 and 96 at day 36; the tibial dyschondroplasia disorder was evaluated by comparing two techniques: 1. Qualitative evaluation of the score of tibial dyschondroplasia and, 2. Quantitative measurement of the percentage of area with tibial dyschondroplasia as an alternative test. Results: the Score test of TD lesions had a sensitivity of 83% and 100% with a specificity of 55% and 54% for day 21 and day 36 respectively, and a positive predictive value of 60% for day 21 and of 66% for day 36, while the negative predictive value was 80% and 100% for days 21 and 36. Conclusions: The evaluated alternative test proved to be an effective and efficient method of quantification of tibial dyschondroplasia in broiler chickens, offering more objectivity than the traditional macroscopic test.

Abstract. This paper sets out the design of web interfaces that consider