UVM Repository :: Browsing by Author "Puraivan, Eduardo"

Browsing by Author "Puraivan, Eduardo"

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An empiric validation of linguistic features in machine learning models for fake news detection
(2023-07-28) Puraivan, Eduardo; Venegas, René; Riquelme, Fabián
The diffusion of fake news is a growing problem with a high and negative social impact. There are several approaches to address the detection of fake news. This work focuses on a hybrid approach based on functional linguistic features and machine learning. There are several recent works with this approach. However, there are no clear guidelines on which linguistic features are most appropriate nor how to justify their use. Furthermore, many classification results are modest compared to recent advances in natural language processing. Our proposal considers 88 features organized in surface information, part of speech, discursive characteristics, and readability indices. On a 42 677 news database, we show that the classification results outperform previous work, even outperforming state-of-the-art techniques such as BERT, reaching 99.99% accuracy. A proper selection of linguistic features is crucial for interpretability as well as the performance of the models. In this sense, our proposal contributes to the intentional selection of linguistic features, overcoming current technical issues. We identified 32 features that show differences between the type of news. The results are highly competitive in the classification and simple to implement and interpret.
ANÁLISIS BIBLIOMÉTRICO SOBRE DESERCIÓN/RETENCIÓN ACADÉMICA EN EL PRIMER AÑO DE UNIVERSIDAD EN LA BASE DE DATOS SCOPUS
(Bibliotecas. Anales de investigación, 2021) Ferrada Ferrada, Cristian; Puraivan, Eduardo; Flores Sepulveda, Mónica; Lasnibat Godoy, Tamara
Objective This article aims to develop a bibliometric analysis about the scientific production on academic dropout/retention during the first year of university, based off of the Scopus database between 1970 to 2020. The Methodology used corresponds to an adaptation made to the bibliometric analysis model of 5 stages. Different bibliometric indicators of analysis have been considered, such as productivity, different subjects and social structures. The Results show a prolific area in the research; there is also evidence of a thematic diversity in research related to academic dropout/retention, positioning the United States as the main producer on this growing area of study. The Originality analysis made on the results are carried out using Scopus’ own metrics and the Bibliometrix software. The Conclusions indicate little relationship between the authors, showing an area of research that grows over time and highlighting a correlation between countries and universities in developed countries as producing agents. KEYWORDS: Student retention; Student dropouts; academic achievement; Dropout factors; dropout retention; student dropout; academic retention; permanence; academic performance; retention.
Análisis bibliométrico sobre educación STEM
(2019) Puraivan, Eduardo; Ferrada, Cristian; Díaz-Levicoy, Danilo; Salgado-Orellana, Norma; Puraivan, Eduardo
Este artículo describe los resultados de un análisis bibliométrico de la producción científica sobre educación STEM, en la base de datos SCOPUS, entre los años 2010 y 2018. El estudio consistió en analizar un total de 65 documentos publicados en dicha base, con las variables que en ella se proporcionan. Los resultados dan cuenta que la educación STEM es un tópico en proliferación, al identificar las áreas y palabas claves relevantes sobre el tema, así como los países y medios en que se publican.
Análisis de emociones en estudiantes de primer ciclo universitario, en el contexto del Covid-19. Un estudio de caso
(2022-06-28) Puraivan, Eduardo; León Vargas, Marcelo; Ferrada, Cristian; Riquelme, Fabián; Lasnibat Godoy, Tamara
En este trabajo se realiza un análisis de emociones al iniciar un curso universitario de primer año, en contexto Covid-19. En el estudio participaron 40 estudiantes, y la identificación de emociones se realizó utilizando el cuestionario Positive Affect and Negative Affect Schedule, panas. El aporte de este trabajo es interpretar los resultados a nivel de grupos. Utilizando clúster jerárquico, se forman y caracterizan grupos, etiquetados como optimistas, realistas, pesimistas e indiferentes. La pertenencia a dichos grupos es validada mediante análisis discriminante. La identificación y caracterización de estos grupos puede direccionar acciones pedagógicas, y con ello constituir un valioso insumo en momentos claves del proceso de enseñanza-aprendizaje.
Artificial Intelligence and Education: Enhancing Human Capabilities, Protecting Rights, and Fostering Effective Collaboration between Humans and Machines in Life, Learning, and Work
(Octaedro Editorial, 2024-11) Sánchez-Vera, Fulgencio; Perdomo Reyes, Inmaculada; Estévez Cedeño, Betty; López-García, Alejandro; Campillo-Ferrer, José María; Zaragoza-Vidal, María Victoria; Miralles-Sánchez, Pedro; Díaz-Noguera, María Dolores; Hervás-Gómez, Carlos; Puraivan, Eduardo; Astudillo-Vásquez, Macarena; Cofré-Morales, Connie; Morales-Pérez, Gloria; Román-Graván, Pedro; Domínguez-González, María de Los Ángeles; Reina-Parrado, Manuel; Martínez, Ortí; Ríos, Pardo; Burgueño López, Jorge; Plitt Stevens, Javier; Martín-Gutiérrez, Ángela; Manzanares-Castillo, Carmen; Angel-Alex, Haisan; Barkoczi, Nadie; Ruiz-Lázaro, Judit; Jiménez-García, Eva; Martínez-Requejo, Sonia; Redondo-Duarte, Sara; Aguilar-Gil, Marta; Castaño-Muñoz, Jonatan; Moreno-Morilla, Celia; Rodríguez-Ruiz, Joaquín; Espejo-Siles, Raquel; Marín-López, Inmaculada; Rosser, Pablo; Soler, Seila; García Carpintero-Blas, Eva; Martínez Miguel, Esther; Uceda Gutiérrez, Sara; Huencho-Iturra, Karina; Díaz Noguera, María Dolores; Ordóñez-Sierra, Rosario; Rodríguez-Gallego, Margarita; De Cecilia-Rodríguez, Cristina; Aguado-Henche, Soledad; Moreno Gómez-Toledano, Rafael; Slocker de Arce, Ana María; De Arriba de la Fuente, Gabriel; Ortega, Miguel A.; Cristóbal Aguado, Soledad; Grande Alonso, Mónica; Díaz-Noguera, María Dolores; Hervás-Gómez, Carlos; Sánchez-Vera, Fulgencio
At the intersection of emerging technology and the educational horizon, Artificial Intelligence and Education: Enhancing Human Capabilities, Protecting Rights, and Fostering Effective Collaboration between Humans and Machines in Life, Learning, and Work is unveiled as an enlightening work. This book transcends the mere analysis of artificial intelligence (AI) as a technological tool, to explore its role as a catalyst in transforming education, enhancing accessibility, and promoting digital well-being. From the initial exploration of AI in education, through its necessity and convenience, to its ethical and epistemic impact, each chapter unfolds as a cohesive narrative that illuminates different aspects of AI in the academic realm. We delve into the inclusion of AI in higher education, marking the path towards a digital transformation that promises to redefine what it means to learn and teach in the 21st century. The book examines how AI is being integrated into academic research and analytical practices, highlighting the technology’s potential to enrich qualitative inquiry and knowledge generation. Through an exploration of the challenges, opportunities, and perspectives in redefining linguistic education, to post-pandemic human development in higher education, the authors offer a comprehensive view of the changes that AI is bringing about in the educational landscape. Chapters dedicated to enhancing learning through the automatic generation of AI-based narratives, students’ perception of AI, and the use of AI tools for creating educational videos illustrate the wide range of practical applications of AI in education. From the use of Dall-E for the self-regulation of learning in elementary school students to the automatic assessment of short answers in health sciences with ChatGPT, the book highlights innovations that are reshaping learning and teaching. The role of faculty members as ethical mentors in the use of AI in academia, and the experience of project-based learning in higher education, underscore the importance of ethical and practical guidance in adopting these technologies. These themes resonate throughout the book, emphasizing the need for conscious and reflective collaboration between humans and machines. The Revolution Through Artificial Intelligence is not just a reference work on the integration of AI in education; it is a call to action for educators, students, researchers, and policymakers. It invites all stakeholders to actively participate in shaping an educational future that leverages the potential of AI to enhance skills, safeguard rights, and facilitate effective collaboration between humans and machines. This book marks the beginning of an exciting journey towards an educational revolution driven by Artificial Intelligence, a journey that will transform not only how we teach and learn but also how we think about education in the digital age.
Attitude scale about professional ethics. A study of higher education teachers in Chile
(2022-07) Gaete-Peralta, Claudio; Tapia, Juan; Puraivan, Eduardo
The objective of this research was to report the results of the application of the Attitude Scale about Professional Ethics, proposed by Hirsch, to a sample of higher education teachers in Chile and, based on this report, to perform an exploratory factor analysis to empirically verify the theoretical competencies that are part of this questionnaire. The research results showed that the scale presented high reliability, with a Cronbach's alpha value equal to 0.87. However, the exploratory factor analysis showed that the sample did not recognize the four theoretical competencies of the instrument. When analyzing each dimension separately, by means of factor analysis and reduction to one factor, the questions of the scale with the highest charges were identified. Among the research conclusions, it is suggested for future work to plan an experimental situation to adapt the scale from the theoretical construction, supported by an exploratory factor analysis.
CLNews: The First Dataset of the Chilean Social Outbreak for Disinformation Analysis
(2022-10-17) Providel, Eliana; Toro, Daniel; Riquelme, Fabián; Mendoza, Marcelo; Puraivan, Eduardo
Disinformation is one of the main threats that loom on social networks. Detecting disinformation is not trivial and requires training and maintaining fact-checking teams, which is labor-intensive. Recent studies show that the propagation structure of claims and user messages allows a better understanding of rumor dynamics. Despite these findings, the availability of verified claims and structural propagation data is low. This paper presents a new dataset with Twitter claims verified by fact-checkers along with the propagation structure of retweets and replies. The dataset contains verified claims checked during the Chilean social outbreak, which allows for studying the phenomenon of disinformation during this crisis. We study propagation patterns of verified content in CLNews, showing differences between false rumors and other types of content. Our results show that false rumors are more persistent than the rest of verified contents, reaching more people than truthful news and presenting low barriers of readability to users. The dataset is fully available and helps understand the phenomenon of disinformation during social crises being one of the first of its kind to be released.
Diseño y presencia de actividades sobre educación financiera en los textos españoles de educación primaria
(2021-05) Ferrada Ferrada, Cristian; Díaz Levicoy, Danilo; Puraivan, Eduardo; Silva Díaz, Francisco
El objetivo de este trabajo es analizar las actividades relacionadas con educación financiera en libros de textos de Educación Primaria utilizados en colegios concertados y públicos de la Comunidad Autónoma de Andalucía, considerando la definición de la OCDE para la competencia financiera. A través de un proceso metodológico cualitativo, basado en el análisis de contenido, se estudió una serie completa de libros de texto para la asignatura de matemática. Los resultados muestran la existencia de 252 actividades que concuerdan con el modelo de Educación Financiera propuesto, destacando las categorías del valor del dinero (145 actividades) y estado y ciudadanos (133) con mayor presencia y, por tanto, mayor desarrollo de estas mismas de esta forma consideramos que una buena cultura en educación financiera a menor escolaridad facilitara las diversas decisiones económicas que enfrentarán los estudiantes en situaciones de incertidumbre económica.
Emotion-based decision support tool for learning processes
(2021) Puraivan, Eduardo; León, Marcelo; Beltran, Jarnishs; Riquelme, Fabián
Student stress is a problem that hinders the teaching-learning processes, and that has increased considerably since the beginning of the Covid-19 pandemic. This article introduces a framework for the development of an emotion-based decision support tool for learning processes. As a case study, we consider undergraduate students starting their academic year virtually in the context of a pandemic. Through the application of the PANAS questionnaire and NLP techniques on free-text responses, students' emotions are automatically classified as positive and negative, as well as a level of basic emotions of the Plutchik model. The results allow to identify the most frequent sentiments in students. Also, they show concordances between both measurement instruments and a high capacity for the classification of emotions.
Un enfoque cognitivo en la comprensión de la comparación entre los cardinales del conjunto de los números naturales y el conjunto de los números enteros en estudiantes de secundaria
(2021-08) Lasnibat Godoy, Tamara; Flores Sepúlveda, Mónica; Puraivan, Eduardo
Esta investigación estudia las estructuras y mecanismos mentales de 164 estudiantes chilenos de tercero y cuarto medio (17 y 18 años), cuando comparan el cardinal del conjunto de los números naturales (ℕ) y el cardinal de los números enteros (ℤ). A partir de una descomposición genética provisoria del infinito en el marco de la teoría APOE, la investigación muestra que los estudiantes establecen solo una función inyectiva de ℕ a ℤ para coordinar los procesos iterativos infinitos y, además, se señala que en general los estudiantes no alcanzan a presentar la estructura de un único proceso iterativo infinito que les permita concluir que tienen el mismo cardinal.
Un estudio cienciométrico sobre las tesis doctorales españolas en acción tutorial (1980-2016)
(2018) Salgado-Orellana, Norma; Ferrada, Cristian; Puraivan, Eduardo; Parraguez, Rafael
Este estudio da a conocer las principales características de la investigación española relacionadas con la acción tutorial, a través de un análisis cienciométrico, de las tesis doctorales indexadas en la base de datos TESEO para el período 1980-2016. La búsqueda de tesis se ha ampliado con términos afines, entregados por la literatura, recuperándose 245 tesis doctorales. La acción tutorial es un tópico de gran riqueza conceptual y bien puede ser considerada un tema de interés en la investigación. Se ha elaborado la serie temporal y la productividad diacrónica en tres ciclos, además de otras variables relacionadas con el contenido y metodológicas. Los hallazgos dan cuenta que su producción aún no ha logrado una estabilidad logística de crecimiento, además la producción de tesis doctorales se concentra en una pequeña cantidad de instituciones y directores.
¿Qué nos dice la publicidad sobre los juguetes que promueven habilidades STEM?
(2021-12-02) Ferrada, Cristian; Díaz-Levicoy, Danilo; Puraivan, Eduardo; Silva-Díaz, Francisco
En este trabajo se describen los principales resultados de analizar los juguetes con potencialidad de desarrollar habilidades STEM, presente en revistas publicadas previamente a la celebración de las fiestas navideñas en el 2019. Para ello, se realizó un análisis exhaustivo de seis revistas publicitarias de grandes tiendas españolas, identificando un total de 4209 juguetes, de los cuales sólo 160 cumplen con alguno de los criterios para ser considerado un juguete que promueve la Educación STEM. El estudio ha seguido una metodología cualitativa, de nivel descriptivo, por medio de un análisis de contenido, para identificar los Juguetes STEM, su área predominante, las características de los juguetes, su influencia en el género, y el fomento educación STEM. Dentro de los principales hallazgos se destaca la promoción deficiente de juguetes que fomenten la educación STEM, diversos elementos que promueven estereotipos de género entre el público receptor del mensaje, marcando diferencias entre niños/as. Finalmente encontramos las disciplinas de ingeniería y ciencias como las más trabajadas en el logro de los objetivos formulados por los juguetes seleccionados.
Revisión Sistemática Sobre Educación Financiera en el Contexto Educativo Primario
(2022-06-17) Ferrada, Cristian; Díaz-Levicoy, Danilo; Puraivan, Eduardo; Lizana, Alexis
Introducción: a través de la siguiente investigación se presentan los resultados de una revisión sistemática de la literatura, siguiendo la declaración PRISMA, sobre Educación Financiera en el contexto de enseñanza primaria. Objetivo: analizar a través de indicadores bibliométricos y cualitativos en la base de datos SCOPUS el estado de la Educación Financiera en el contexto de enseñanza primaria. Materiales y Métodos: Con un diseño longitudinal y descriptivo, se analizan los indicadores bibliométricos complementados con un análisis cualitativo de elementos particulares que se quieren dar a conocer, por la cobertura que entregan y su alcance en Ciencias Sociales y Humanidades se analizó la base de datos SCOPUS hasta el año 2020, siguiendo los elementos establecidos en la declaración PRISMA. Resultados: La búsqueda inicial proporcionó 170 artículos, de los cuales quedaron 16 para su estudio. Una vez analizados los artículos, según los 10 criterios de evaluación, se encontró que los programas de Educación Financiera tienen en promedio, impactos considerables en el conocimiento financiero, similar a las intervenciones educativas en otros dominios. Conclusión. El valor del estudio es potenciar la construcción del conocimiento existente sobre la educación financiera en educación primaria, contribuyendo a dilucidar su complejidad y aplicación que transita desde lo multidisciplinario a lo contextualizado, junto a ello la idea de incrementar el refuerzo en los primeros años de escolaridad, ya que genera efectos positivos sobre los comportamientos financieros entre los estudiantes luego de participar en programas de intervención.
Suicide prevention research: A bibliometric analysis from 1982 to 2021
(2022) Suárez-Soto, Elizabeth; Puraivan, Eduardo; Ferrada, Cristian
Background: Suicide is the most extreme outcome of a mental health crisis and should therefore be a key priority in any mental health prevention response. Objective: the aim of this study was to identify the scientific production and its temporal evolution related to suicide prevention. Method: To do this, a quantitative, descriptive and bibliometric type study was carried out, allowing us to know the current situation regarding this issue. The analysis was performed using Scopus’ own metrics and the use of the Bibliometrix software. Results: The sample to be analyzed constituted 272 papers. The results indicated a progressive growth of productivity levels, with 2018 being the most prolific year of that decade. The United Kingdom and the United States were the geographical territories with the greatest scientific production on the subject. The discipline that has studied suicide the most throughout the 40 years of research is the area of medicine, representing 60.2%. Conclusions: Overall, our analyses shed light on the strong growth of research in suicidology. We believe that these bibliometric analyses can be useful in guiding researchers, institutions, and countries in the prevention of suicide.
The Education Revolution through Artificial Intelligence: Enhancing Skills, Safeguarding Rights, and Facilitating Human-Machine Collaboration
(Octaedro Editorial, 2024-11) Hérvas-Gómez, Carlos; Díaz-Noguera, María Dolores; Puraivan, Eduardo; Astudillo-Vásquez, Macarena; Cofré-Morales, Connie; Estellés-Arolas, Enrique; Pérez Bou, Javier; Santos Villalba, María Jesús; Martínez Domingo, José Antonio; Berral Ortiz, Blanca; Lorenzo Martín, Manuel Enrique; Permodo Reyes, Inmaculada; Sánchez-Vera, Fulgencio; Estévez Cedeño, Betty; Padrón Alvarez, Arasay; Rosas Meneses, Vladimir A.; Ciarra Tejada, Alazne; Parra Sánchez, Diego Ernesto; Henderia Kamandhari, Helen; Lavandera Ponce, Silvia; Mora Jaureguialde, Begoña; Sandín Esteban, María Paz; Sánchez Martí, Angelina; Vilá Baños, Ruth; Cuevas-Alonso, Miguel; Tagarro, Pablo M.; Moral Moreno, Luis; Guzón Nestar, José Luis; Martínez Hernández, Ana; Gil Ruiz, Paula; Iduriaga Carbonero, Rubén; Ribes-Lafoz, María; Navarro-Colorado, Borja; Tabuenca-Cuevas, María; Rovira-Collado, José; Martín-Gutiérrez, Ángela; García-Jiménez, Jesús; Corujo-Vélez, María del Carmen; Florina Grosu, Emilia; Mata, Liliana; Neagu, Sonia Gabriela; Domínguez-González, María de Los Ángeles; Moreno-Morilla, Celia; Reina-Parrado, Manuel; Navarro-Granados, María; Padros-Flores, Nuria; Gadea Sáez, Ivan; Alonso-Montero, Carolina; Hérvas-Gómez, Carlos; Díaz-Noguera, María Dolores; Sánchez-Vera, Fulgencio
At the threshold of an unprecedented educational revolution, The Education Revolution Through Artificial Intelligence: Enhancing Skills, Safeguarding Rights, and Facilitating Human-Machine Collaboration stands as an essential guide for understanding and navigating the complex landscape of Artificial Intelligence (AI) in education. This meticulously composed book not only addresses the urgency of incorporating AI into educational processes but also delves into the ethical, practical, and philosophical implications of this integration. From the initial exploration of AI in education, through its necessity and convenience, to its ethical and epistemic impact, each chapter unfolds as a cohesive narrative that illuminates different aspects of AI in the academic realm. We delve into the inclusion of AI in higher education, marking the path towards a digital transformation that promises to redefine what it means to learn and teach in the 21st century. The book examines how AI is being integrated into academic research and analytical practices, highlighting the technology’s potential to enrich qualitative inquiry and knowledge generation. Through an exploration of the challenges, opportunities, and perspectives in redefining linguistic education, to post-pandemic human development in higher education, the authors offer a comprehensive view of the changes that AI is bringing about in the educational landscape. Chapters dedicated to enhancing learning through the automatic generation of AI-based narratives, students’ perception of AI, and the use of AI tools for creating educational videos illustrate the wide range of practical applications of AI in education. From the use of Dall-E for the self-regulation of learning in elementary school students to the automatic assessment of short answers in health sciences with ChatGPT, the book highlights innovations that are reshaping learning and teaching. The role of faculty members as ethical mentors in the use of AI in academia, and the experience of project-based learning in higher education, underscore the importance of ethical and practical guidance in adopting these technologies. These themes resonate throughout the book, emphasizing the need for conscious and reflective collaboration between humans and machines. The Revolution Through Artificial Intelligence is not just a reference work on the integration of AI in education; it is a call to action for educators, students, researchers, and policymakers. It invites all stakeholders to actively participate in shaping an educational future that leverages the potential of AI to enhance skills, safeguard rights, and facilitate effective collaboration between humans and machines. This book marks the beginning of an exciting journey towards an educational revolution driven by Artificial Intelligence, a journey that will transform not only how we teach and learn but also how we think about education in the digital age.

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