Escobar Castillejos, David

Main Affiliation

Facultad de Ingeniería - CampCM

Preferred name

Official Name

Escobar Castillejos, David

ORCID

0000-0002-6583-5274

Researcher ID

I-1228-2019

Scopus Author ID

57130992800

Now showing 1 - 10 of 16

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A visuo-haptic simulator for understanding magnetic forces for engineering majors
(ICERI, 2024)
Neri-Vitela, Luis
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Robledo-Rella, Víctor
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Noguez, Julieta
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Escobar Castillejos, David
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Gonzalez-Nucamendi, Andres
According to the embodied cognition theory, adding extra sensory channels for user interaction with an online learning scenario can improve understanding and long-term retention of physical phenomena. In this regard, the implementation of visuo-haptic simulators (VHSs), which integrate touch into a visual simulator, may enhance users' learning experiences by allowing them to manipulate objects and feel forces realistically. Haptic technology and VHSs have been used for training in various fields like surgery, navigation, and industrial applications. In education, VHSs have also been applied to explain physics concepts from elementary to undergraduate levels. Our research group has consistently applied a methodology to develop VHSs for undergraduate engineering students over several years, called VIS-HAPT. Using this methodology, several VHSs have been developed to explain physics concepts, such as electric forces between different charge distributions, friction forces exerted by a surface on a block, and the buoyant force on an object immersed in a liquid. In this project, we introduce a new VHS designed to clarify the nature of magnetic forces, a challenging concept for our students. This VHS features a fixed long straight conducting wire and a rectangular conducting loop in the same plane, with one side of the loop parallel to the wire. Users can adjust parameters like the magnitude and direction of currents in the wire and loop, the distance between them, and the loop's dimensions, and perceive the corresponding effects on the magnetic force exerted by the wire on the loop. Through the haptic feedback provided by the VHS students can feel the strength of this force, perceive its direction, and simultaneously visualize its value on the screen, enhancing their learning experience. The VHS was tested with 117 junior undergraduate engineering students at Tecnologico de Monterrey, Mexico City Campus, during the February-June 2024 term. To study the impact of the VHS on students’ learning, the student sample was randomly divided into an experimental group (N = 81), who used the VHS, and a control group (N = 36) who did not. Guided by detailed instructions, experimental students conducted several practices to explore the magnetic force by adjusting the physical parameters of the VHS. In a parallel way, control students received more traditional lecture-based instruction. A feedback perception questionnaire about the VHS experience was administered to the experimental students. The results show that most experimental students expressed a very positive opinion on their interaction with the VHS and found it user-friendly, motivating, realistic, and helpful in understanding magnetic forces. Additionally, by administering identical pre-tests and post-tests instruments to both experimental and control groups, learning gains were calculated for both student groups. The preliminary results are promising, in the sense that the average learning gains for the experimental students was larger than the one for the control students. The statistical significance of this result is discussed. Overall, the results of this work suggest that the use of the magnetic force VHS, complemented with appropriate learning strategies, can improve students' understanding and retention of electromagnetic concepts better than only applying traditional instruction methods. ©ICERI2024 Proceedings ©The authors.
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Evaluating user perception and satisfaction in a digital platform designed for executive function assessment: a user-centered evaluation of Bloom 2.0 in higher education
(Frontiers Media SA, 2026-06-12)
Atristain-Suárez, Connie
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Martínez-Orozco, Elizabeth
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Escobar Castillejos, David
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Paipa-Galeano, Luis A.
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García-Becerra, Andrea Milena
Introduction Digital platforms are increasingly used in higher education to deliver content, assess learning, and measure complex cognitive processes such as executive functions. Although the DeLone and McLean information systems success framework has been widely applied to e-learning platforms, empirical evidence on user-centered evaluation of digital cognitive assessment tools in higher education remains limited. Methods The study evaluated Bloom 2.0, a web-based platform that administers six executive function tasks: Tower of Hanoi (3-disc and 4-disc), Raven’s Progressive Matrices, Stroop, Token Test, and the Wisconsin Card Sorting Test. Sixty-four undergraduate students from Universidad Panamericana (Mexico City) completed the full six-task battery in March 2026. Of these, 55 also responded to a 15-item Spanish adaptation of Doll and Torkzadeh’s End-User Computing Satisfaction (EUCS) survey and two open-ended prompts. Data were analyzed using descriptive statistics, Cronbach’s α , and inductive thematic coding of open-ended responses. Results Overall satisfaction was high ( M = 4.28 , S D = 0.91 on a 1–5 scale), with 81.0% of responses rated 4 or 5. Internal consistency was high (Cronbach’s α = 0.936 for the full scale; α = 0.749 – 0.874 across dimensions). Accuracy was the highest-rated EUCS dimension ( M = 4.39 ), whereas Content received the lowest mean rating ( M = 4.20 ). Open-ended responses yielded six themes, with instruction clarity the most frequent (58%). The remaining themes were overall positive comments, interface and visual design, cognitive fatigue during the Raven task, the closing and feedback experience, and anxiety related to visible timers or error counters. Discussion Bloom 2.0 was usable in this undergraduate sample and produced internally consistent satisfaction responses. The findings address users’ perceptions of system quality and satisfaction and do not constitute psychometric validation of the underlying cognitive tasks. No criterion or convergent validity was evaluated against a clinician-administered reference battery in this study. The main issues were related to task instructions, interpretation of feedback, and usability elements associated with task guidance. The next version should revise task instructions, improve the closing feedback screen, and recalibrate task cutoffs before the platform is compared with a clinician-administered reference battery.
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Development of a Mobile Application for Dermatological Diagnosis Using Image Recognition: The DermAware Case Study
(Springer Nature Switzerland, 2025)
Cedillo-Maldonado, Luis
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Sigüenza-Noriega, Iñaki
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Miranda-Mateos, Sara Rocio
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Reinoso-Fuentes, Lorenzo
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Pérez-Aguirre, Mauricio
This chapter discusses the development of DermAware, an iOS mobile application intended for assisting dermatological diagnosis through image recognition and machine learning. DermAware aims to serve as a supplementary resource for specialized medical professionals and patients, aiding the early identification and supervision of dermatological illnesses. The application was developed with SwiftUI for the front end and Django for the back end, providing scalability and secure data management. The application incorporates multiple components designed to enhance its usability. A real-time messaging module was designed to facilitate direct communication among users for prompt consultation scheduling. Health tracking functionalities, supported by Apple’s HealthKit, enable the collection and monitoring of patient data. The application integrates patient history management, allowing doctors to review previous assessments and track disease development conveniently. Ultimately, an authentication system guarantees data confidentiality and adherence to regulations. DermAware uses Apple’s CoreML framework alongside the ResNet50 convolutional neural network model to classify skin diseases. The system was trained using publicly accessible dermatological datasets, achieving an accuracy of 85% for detecting various skin conditions, including melanoma. The chapter finishes by addressing the technical challenges faced during development, evaluating potential enhancements, and discussing future developments in the field. These factors highlight the significance of AI-driven applications for improving medical diagnostics and healthcare accessibility. ©The authors ©Springer.
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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
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Noguez, Julieta
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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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The effectiveness of curriculum standardization in data analysis and tools proficiency for undergraduate education: a case study
(Frontiers Media SA, 2025)
DelaTorre-Diaz, Lorena
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Ramírez Pérez, Héctor Xavier
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Escobar Castillejos, David
Introduction: The rapid evolution of technology necessitates the development of advanced computing and data analysis skills in undergraduate education. Standardizing curricula is a strategy to ensure consistent learning outcomes and align educational objectives with industry requirements. This study investigates the impact of a standardized curriculum on students' academic performance and professional certification outcomes. Methods: A quasi-experimental design was used to analyze 1,597 students enrolled in a data analysis course before and after implementing a standardized curriculum at a private university in Mexico City. The study assessed course grades and certification exam scores to evaluate the effectiveness of standardization. Parametric and non-parametric tests were applied to ensure robust analysis. Results: Implementing the standardized curriculum resulted in a slight decrease in average course grades but significantly improved certification exam scores, exceeding the threshold for certification. The findings highlight enhanced proficiency in data analysis tools and consistency in achieving educational objectives across groups. Discussion: The results suggest that curriculum standardization effectively addresses teaching methodologies and assessment criteria discrepancies. While increased curriculum difficulty temporarily impacted grades, the improved certification outcomes demonstrate the value of standardization in preparing students for industry demands. These insights provide a foundation for future curriculum development to align academic instruction with the evolving requirements of a technology-driven workforce. ©The authors ©Frontiers Media.
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Learning Analytics to Determine Profile Dimensions of Students Associated with Their Academic Performance
(2022)
Gonzalez-Nucamendi, Andres
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Noguez, Julieta
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Neri, Luis
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Robledo-Rella, Víctor
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García-Castelán, Rosa María Guadalupe
With the recent advancements of learning analytics techniques, it is possible to build predictive models of student academic performance at an early stage of a course, using student’s self-regulation learning and affective strategies (SRLAS), and their multiple intelligences (MI). This process can be conducted to determine the most important factors that lead to good academic performance. A quasi-experimental study on 618 undergraduate students was performed to determine student profiles based on these two constructs: MI and SRLAS. After calibrating the students’ profiles, learning analytics techniques were used to study the relationships among the dimensions defined by these constructs and student academic performance using principal component analysis, clustering patterns, and regression and correlation analyses. The results indicate that the logical-mathematical intelligence, intrinsic motivation, and self-regulation have a positive impact on academic performance. In contrast, anxiety and dependence on external motivation have a negative effect on academic performance. A priori knowledge of the characteristics of a student sample and its likely behavior predicted by the models may provide both students and teachers with an early-awareness alert that can help the teachers in designing enhanced proactive and strategic decisions aimed to improve academic performance and reduce dropout rates. From the student side, knowledge about their main academic profile will sharpen their metacognition, which may improve their academic performance.
Scopus© Citations 5 2 16
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Sphonic: Development of a Mobile Application Using AI and AR for Learning Biomedical Concepts
(Springer Nature Switzerland, 2025)
Escobar-Castillejos, Daisy
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Báez Gómez Tagle, Enrique Ulises
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Chavarría-Reyes, Fernando Mauricio
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Sigüenza Noriega, Iñaki
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Cruz-Ledesma, Iván
This chapter covers the development of Sphonic, an iOS mobile application that combines artificial intelligence (AI) and augmented reality (AR) to improve biomedical education. Sphonic was designed to employ SwiftUI for its front end, while its back end is based on Django and hosted on Amazon Web Services. Sphonic intends to assist in explaining complex topics in chemistry and biology. Using Apple’s ARKit framework, Sphonic allows students to explore dynamic representations of DNA architecture, chemical bonding interactions, and biological processes to promote engagement and retention. On the other hand, the application features an OCR-based chemical equation solver, using Amazon Bedrock’s generative AI capabilities, that balances equations and offers comprehensive, step-by-step guidance, addressing conceptual deficiencies for learners. Additionally, Sphonic implements secure authentication protocols to protect user data and features a user-friendly interface that simplifies navigation. This chapter concludes by emphasizing the importance of AI and AR in modern education, demonstrating how these technologies could democratize access and understanding of scientific information and foster creativity in academic environments. ©The authors ©Srpinger.
30 39Scopus© Citations 1
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Designing a gamified approach for digital design education aligned with Education 4.0
(Frontiers Media SA, 2024)
Cal y Mayor-Peña, Francisco
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Barrera Ánimas, Ari Yair
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Escobar-Castillejos, Daisy
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Noguez, Julieta
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Escobar Castillejos, David
Introduction: Gamification integrates game-like elements, such as points, badges, and leaderboards, into the educational process. This study examines the influence of a gamified approach on improving graphic design education. By implementing this methodology, we aim to create a more dynamic learning environment that could lead to better academic outcomes. Methods: A quasi-experimental design was employed to compare students' average grades and academic achievements using the gamified technique with those taught using conventional methods. Thirty-two students participated in the study, with these students enrolled in three different terms. Data collection involved tracking students' grades, participation, and completion rates of gamified activities. Results: Participants in the August—December 2023 semester (Experimental 2 group) who experienced the gamified approach with the proposed platform showed significant improvement, with a p-value of 0.033, compared to those in the August—December 2022 semester (Control group), which used only conventional approaches. Furthermore, better learning outcomes were obtained when the Experimental 2 group was compared with the January-May 2023 semester (Experimental 1 group), which used only the gamification methodology (p-value = 0.025). Additionally, out of 15 students in the Experimental 2 group, 10 achieved certification in Adobe Illustrator and 13 in Photoshop, suggesting that gamification elements applied through a digital platform can improve academic performance and enhance students' practical skills and readiness for professional challenges in graphic design. Discussion: Results indicate that the gamified methodology can improve learning outcomes. Nevertheless, the proposed approach also has limitations and areas for improvement. Manual data capture, integration with external tools, the amount of teachers applying the approach, and the sample size of participants are limitations of the study that could have affected the accuracy of the results. Future work will focus on developing a proprietary platform that integrates course content and automates the tracking system to improve efficiency and accuracy. Moreover, a subsequent study will include a larger sample of students and professors to validate the present study's findings. ©The authors ©Frontiers Media SA ©Frontiers in Education.
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Policy Design for Electricity Efficiency: A Case Study of Bottom-Up Energy Modeling in the Residential Sector and Buildings
(2023)
Sanchez-Escobar, Marlene Ofelia
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Noguez, Julieta
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Molina-Espinosa, Jose Martin
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Escobar Castillejos, David
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Ruiz-Loza, Sergio
Energy models play a crucial role in the domain of energy policy by serving as essential instruments for decision-making. However, a significant limitation of numerous bottom-up energy models (BUEMs) is their empirical design, which hinders their ability to effectively inform policy design. This study presents a structured framework that can be used to improve the effectiveness of behavior, understanding, and engagement measures in the development of BUEMs for enhancing energy end-use efficiency. The model selected for this case study was provided by the Mexican Commission for the Efficient Use of Energy (CONUEE), and it examines the impact of regulatory instruments on the residential sector and residential buildings. The benefits of the proposed framework were successfully demonstrated through a quantitative comparison of real energy models, using and without using the said framework, revealing the advantages of its use. The framework significantly decreases the time required for model generation in various aspects by 59.43%. The obtained results highlight the effectiveness of the framework, and it could enhance the existing knowledge in the sector.
2 3Scopus© Citations 1
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VIS-HAPT: A Methodology Proposal to Develop Visuo-Haptic Environments in Education 4.0
(2021)
Noguez, Julieta
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Neri, Luis
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Robledo-Rella, Víctor
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García-Castelán, Rosa María Guadalupe
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Molina, Arturo
Education 4.0 demands a flexible combination of digital literacy, critical thinking, and problem-solving in educational settings linked to real-world scenarios. Haptic technology incorporates the sense of touch into a visual simulator to enrich the user’s sensory experience, thus supporting a meaningful learning process. After developing several visuo-haptic simulators, our team identified serious difficulties and important challenges to achieve successful learning environments within the framework of Education 4.0. This paper presents the VIS-HAPT methodology for developing realistic visuo-haptic scenarios to promote the learning of science and physics concepts for engineering students. This methodology consists of four stages that integrate different aspects and processes leading to meaningful learning experiences for students. The different processes that must be carried out through the different stages, the difficulties to overcome and recommendations on how to face them are all described herein. The results are encouraging since a significant decrease (of approximately 40%) in the development and implementation times was obtained as compared with previous efforts. The quality of the visuo-haptic environments was also enhanced. Student perceptions of the benefits of using visuo-haptic simulators to enhance their understanding of physics concepts also improved after using the proposed methodology. The incorporation of haptic technologies in higher education settings will certainly foster better student performance in subsequent real environments related to Industry 4.0.
Scopus© Citations 4 1 24

Escobar Castillejos, David

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