Gilberto Huesca
Biographic Data
| ID | 9974812 |
|---|---|
| NAME | Gilberto Huesca |
| GIVEN NAMES | Gilberto |
| FAMILY NAME | Huesca |
| SIGNATURE | HUESCA G |
| AFFILIATIONS | Tecnológico de Monterrey |
| ORCID | 0009-0008-1903-4426 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Modeling Factors Influencing Learning Gains in Generative Artificial Intelligence-Supported Undergraduate Programming Courses
The integration of Generative Artificial Intelligence (GenAI) into programming education has introduced new opportunities and challenges for the teaching–learning process in higher education. While GenAI tools can support personalized learning and immediate feedback, their effectiveness depends on how they are pedagogically integrated into instructional environments. This study analyzes the relationship between GenAI-supported instructional strat…
Evaluating the Potential of Generative Artificial Intelligence to Innovate Feedback Processes
Feedback is an essential component of the teaching–learning process; however, it can vary in quality due to different contexts and students’ and professors’ individual characteristics. This research explores the effect of generative artificial intelligence (GenAI) in strengthening personalized and timely feedback by initially defining an adaptable framework to integrate GenAI into feedback mechanisms defined in theoretical frameworks. We applied …
Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender Perspectives
Active learning strategies are widely studied, but perspective on their effectiveness in complete undergraduate studies or about their contribution to closing the gender gap are still required. Challenge-based learning has been around for more than a decade. However, results have been collected in limited time and application environments, for example, one semester or one activity in a course. In this work, we present a quantitative study that wa…
Effectiveness of Using ChatGPT as a Tool to Strengthen Benefits of the Flipped Learning Strategy
In this study, we evaluate how ChatGPT complements and enriches the traditional flipped learning strategy in higher education, particularly in engineering courses. Using an experimental design involving 356 students from basic programming courses in undergraduate engineering programs, we compared the normalized learning gain between groups that used the ChatGPT-assisted flipped learning strategy (focus groups) and those that followed a traditiona…
Implementation of a Mixed Strategy of Gamification and Flipped Learning in Undergraduate Basic Programming Courses
The post-pandemic stage has accelerated the search for innovative ways that impact the teaching–learning process. Flipped learning and gamification have been used as active learning strategies to increase motivation and student learning gains. Both strategies have shown positive results when applied alone and when compared to traditional modalities. In this work, we present a quantitative study that was applied to 414 students throughout a comple…
Facilitating Mathematical Competencies Development for Undergraduate Students During the Pandemic Through ad-hoc Technological Learning Environments
In this article we show how to facilitate the development of mathematical skills using 3D surface visualization tools and virtual environments in an online, project-based learning context. The “Lumen” software is presented, which is an ad-hoc solution, designed and developed to visualize and combine mathematical surfaces in 3D, based on their associated equations. Several activities were designed with the use of Lumen, to measure the learning gai…
No prominent works on this page.
Facilitating Mathematical Competencies Development for Undergraduate Students During the Pandemic Through ad-hoc Technological Learning Environments
In this article we show how to facilitate the development of mathematical skills using 3D surface visualization tools and virtual environments in an online, project-based learning context. The “Lumen” software is presented, which is an ad-hoc solution, designed and developed to visualize and combine mathematical surfaces in 3D, based on their associated equations. Several activities were designed with the use of Lumen, to measure the learning gai…
Implementation of a Mixed Strategy of Gamification and Flipped Learning in Undergraduate Basic Programming Courses
The post-pandemic stage has accelerated the search for innovative ways that impact the teaching–learning process. Flipped learning and gamification have been used as active learning strategies to increase motivation and student learning gains. Both strategies have shown positive results when applied alone and when compared to traditional modalities. In this work, we present a quantitative study that was applied to 414 students throughout a comple…
Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender Perspectives
Active learning strategies are widely studied, but perspective on their effectiveness in complete undergraduate studies or about their contribution to closing the gender gap are still required. Challenge-based learning has been around for more than a decade. However, results have been collected in limited time and application environments, for example, one semester or one activity in a course. In this work, we present a quantitative study that wa…
Effectiveness of Using ChatGPT as a Tool to Strengthen Benefits of the Flipped Learning Strategy
In this study, we evaluate how ChatGPT complements and enriches the traditional flipped learning strategy in higher education, particularly in engineering courses. Using an experimental design involving 356 students from basic programming courses in undergraduate engineering programs, we compared the normalized learning gain between groups that used the ChatGPT-assisted flipped learning strategy (focus groups) and those that followed a traditiona…
Evaluating the Potential of Generative Artificial Intelligence to Innovate Feedback Processes
Feedback is an essential component of the teaching–learning process; however, it can vary in quality due to different contexts and students’ and professors’ individual characteristics. This research explores the effect of generative artificial intelligence (GenAI) in strengthening personalized and timely feedback by initially defining an adaptable framework to integrate GenAI into feedback mechanisms defined in theoretical frameworks. We applied …
Modeling Factors Influencing Learning Gains in Generative Artificial Intelligence-Supported Undergraduate Programming Courses
The integration of Generative Artificial Intelligence (GenAI) into programming education has introduced new opportunities and challenges for the teaching–learning process in higher education. While GenAI tools can support personalized learning and immediate feedback, their effectiveness depends on how they are pedagogically integrated into instructional environments. This study analyzes the relationship between GenAI-supported instructional strat…
Computer Science (5 works) · Mathematics education (5 works) · Psychology (4 works) · Artificial Intelligence (3 works) · Educational Games and Gamification (2 works) · Educational technology (2 works) · Flipped Classroom (2 works) · Flipped learning (2 works) · Generative grammar (2 works) · Innovative Teaching Methods (2 works)