Berumen-Glinz, Lorena Alexandra

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Berumen-Glinz, Lorena Alexandra
Official Name
Lorena Alexandra, Lorena Alexandra
ORCID
0009-0003-5549-5805

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    Transparency as a moderator of the relationship between web-scraping awareness and privacy-protective behavior: a quasi-experimental onboarding study
    (Frontiers Media SA, 2026)
    Betancourt-Barrita, Cecilia
    ;
    Berumen-Glinz, Lorena Alexandra  
    ;
    Cal Y Mayor Peña, Francisco
    ;
    Escobar Castillejos, David  
    Introduction: Automated data collection practices, such as web scraping, are widely used for personalization on interactive platforms, and they raise recurring questions about privacy, transparency, and user trust. Prior work has examined these constructs separately. Less is known about whether transparency in onboarding disclosures is associated with a weaker relationship between awareness of automated data collection and privacy-protective behavior. This study examines the relationship between privacy-protective behavior and user trust in a simulated social media environment.Methods: A quantitative, between-subjects, scenario-based quasi-experimental survey was conducted with 325 participants. The study employed a simulated Instagram onboarding scenario with two transparency conditions: low and high. Privacy-related outcomes were operationalized as two binary privacy-protective behaviors (adjusting privacy settings and refusing to use a platform), summed into a behavior index that takes integer values of 0, 1, or 2. Additional measures assessed web-scraping awareness, user trust, perceived transparency, and control variables related to social media use and privacy sensitivity. Hypotheses were tested using ordinary least squares regression for the behavior index and continuous outcomes, and logistic regression for each binary behavior, including an interaction term to examine the moderating effect of the transparency condition.Results: Greater awareness of web scraping was associated with a higher likelihood of low-barrier privacy-protective behavior, particularly adjusting privacy settings. The transparency condition was associated with a weaker awareness–behavior relationship, consistent with the proposed moderation model. In contrast, the privacy-protective behavior index did not significantly predict user trust in the platform.Discussion: The findings are consistent with transparency operating as a contextual buffer of the link between awareness of automated data collection and privacy-protective behavior, rather than as a direct antecedent of trust. Because condition assignment was self-selected and baseline awareness differed across conditions, the results are interpreted as conditional associations within a simulated onboarding context rather than as causal effects. The results inform the design of onboarding disclosures in AI-driven platforms. © The authors © Frontiers in Computer Science.
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    Enhancing methods engineering education with a digital platform: usability and educational impact on industrial engineering students
    (Frontiers Media S.A., 2024)
    Escobar Castillejos, David  
    ;
    Noguez, Julieta
    ;
    Sigüenza-Noriega, Iñaki
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    Escobar-Castillejos, Daisy
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    Berumen-Glinz, Lorena Alexandra  
    Introduction: Work study aims to comprehend the potential of human work by assessing the duration of tasks and identifying methods for reducing them to enhance productivity and efficiency. On the other hand, methods engineering analyzes job processes to determine the most efficient and cost-effective techniques, resulting in improved operations. These areas are essential in the field of industrial engineering. Traditionally, they are taught using printed manuals and classroom-based instruction. Nevertheless, these conventional strategies frequently encounter difficulties engaging students and generating solid comprehension of the topics. Methods: This study involved the development of a digital platform to improve methods engineering education. The platform adapts the curriculum of the methods engineering course offered at Universidad Panamericana. Each laboratory's practice includes detailed instructions and tasks for students to complete. Upon finishing, students submit their reports, which the professor then assesses. If the report meets the required standards, it is approved; otherwise, students must repeat the activities. An experience system serves as a tracker for course completion and keeps track of the student's progress. Results: An experimental group of 26 students who responded to Doll and Torkzadeh's end-user computer satisfaction survey tested the platform. Participants responded positively, particularly regarding the platform's accuracy (73.08% high satisfaction), ease of use (majority rated 5 for user-friendliness), and timeliness (majority satisfied with up-to-date information). However, the format dimension received mixed ratings, indicating areas for improvement. Additionally, participants appreciated the platform's ability to track progress and motivate the completion of laboratories, with 61.54% finding the content relevant and valuable for learning methods engineering concepts. Discussion: The results suggest that integrating digital platforms into educational settings could significantly enhance educational settings, particularly in engineering courses where conventional approaches struggle to maintain student interest and engagement. Participants' positive responses support digital platforms' potential to complement and improve teaching methods. Future research will focus on integrating adaptive learning and generating micro-credentials to certify student expertise. ©The authors ©Copyright © 2024 Escobar-Castillejos, Sigüenza-Noriega, Noguez, Escobar-Castillejos and Berumen-Glinz. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). © 2024 Frontiers Media S.A. All rights reserved.
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    Integrating visuo-haptic simulators for active learning to explore the concept of Boyle's Law
    (Frontiers Media SA, 2026)
    Montes Isunza, Sebastián
    ;
    Lozada Flores, Octavio  
    ;
    Escobar-Castillejos, Daisy
    ;
    Berumen-Glinz, Lorena Alexandra  
    ;
    Escobar Castillejos, David  
    Introduction: Traditional approaches to teaching physics often struggle to engage students and to convey abstract concepts such as gas laws in a meaningful way. This challenge is particularly evident for learners accustomed to interactive and technology-mediated environments. Recent advances in embodied cognition and active learning suggest that multi-sensory interaction may enhance engagement and conceptual understanding. Visuo-haptic simulators represent a promising approach by combining visual and tactile feedback to support experiential learning. Methods: This study developed a visuo-haptic simulator designed to support the exploration of Boyle's Law through interactive manipulation of pressure and volume variables. The simulator provided real-time visual feedback and proportional haptic resistance to represent changes in gas behavior. Thirty-nine undergraduate engineering students interacted with the simulator in controlled laboratory sessions. A mixed-methods approach was used to evaluate students' perceptions, combining the End-User Computing Satisfaction (EUCS) survey with semi-structured interviews. Results: Survey results indicated high levels of satisfaction in the dimensions of accuracy, ease of use, and timeliness, reflecting students' confidence in the simulator's responsiveness and reliability. Qualitative findings revealed strong engagement and motivation, with participants reporting that tactile feedback helped them intuitively understand the inverse relationship between pressure and volume. Some usability challenges related to interface layout were also identified. Discussion: The findings suggest that visuo-haptic simulators can promote active engagement and support embodied understanding of abstract physics concepts by linking theoretical relationships to sensory experience. Students perceived the simulator as a valuable complement to traditional instruction and expressed interest in its application to other scientific topics. While learning outcomes were not directly measured, the results highlight the potential of visuo-haptic tools to enhance motivation and experiential learning in physics education. Future work will focus on assessing learning gains in classroom settings and extending the approach to additional thermodynamics concepts. © the authors ©2026 Frontiers Media.
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