Repositorio Institucional UniAgustiniana
El Repositorio Institucional de la UniAgustiniana administra, preserva y difunde en OPEN ACCESS los documentos académicos de la institución: tesis, trabajos finales de graduación, libros, artículos, resultados de investigación, trabajos docentes, etc. Actualmente está indexado en varios recolectores mundiales de metadatos OAI-PMH que incrementan su visibilidad y permiten la consulta y citación de sus contenidos en todo el planeta, garantizando de este modo el acceso ilimitado y continuo a nuestra producción académica/universitaria.
Recent Submissions
Desarrollo de un videojuego para el aprendizaje en seguridad de la información dirigida a estudiantes afines al área de tecnología y usuarios no especializados
Borda White Karen Sofia; Castro Vargas Miguel Angel; Alonso Villalba Mauricio
CiberGame Project proposes the development of an educational video game accessible
through a web browser, designed to teach basic and intermediate-level concepts of information
security to students and users without technical experience. The initiative arises from the lack of
accessible tools for the student community, who often face complex and impractical courses.
In the game, the user assumes the role of a CISO (Chief Information Security Officer) of
a fictitious company, making decisions in everyday scenarios such as emails, phishing attempts,
and resource management. The system evaluates actions through three pillars: Confidentiality,
Integrity, and Availability (CIA), economic budget, and risk of dismissal, showing the impact in
real time.
The methodology combines the problem tree for initial analysis and Scrum for iterative
development, ensuring constant feedback. In summary, CiberGame seeks to strengthen
cybersecurity culture in the target population, offering practical, interactive, and motivating
learning.
DUA Como Estrategia Inclusiva en Aulas de Inglés a estudiante con TEA
Lina Maria Huerfano Cagua; Jose Gerardo Muñoz Mateus
This research analyzes the implementation of strategies based on the fundamental
principles of Universal Design for Learning (UDL) and how they promote the learning of English
as a second language in students with Autism Spectrum Disorder (ASD). Taking into account the
challenges and obstacles that students with ASD face, it also seeks to analyze the results reported
in previous studies on the implementation of these strategies and to synthesize the pedagogical
implications of the findings for teaching practice. After conducting a documentary review, it was
evident that Universal Design for Learning constitutes a pertinent and necessary framework for
teaching English as a foreign language to students with ASD since it promotes accessible,
motivating, and equitable spaces. However, less limited and broader research designs are
required, integrating the three principles. Additionally, many studies are limited to interviews and
surveys with the stakeholders, so more specification is needed in the processes and results of the
application of the strategies. In addition, greater teacher training is needed to make educational
inclusion more effective.
Professors' Perspectives on the Cultural Content of Textbooks for Teaching Spanish as a Foreign Language in a Higher Education Institution / Perspectivas De Los Profesores Sobre El Contenido Cultural De Los Libros De Texto Para La Enseñanza Del Español Como Lengua Extranjera En Una Institución De Educación Superior
Zuluaga Suarez Miguel Angel; Prieto Acosta Michelle Camila; González Fuentes Laura Daniela; Linares Nuñez Diana Rocío
This research analyzes the perspectives of Spanish as a Foreign Language (ELE)
professors at Uniagustiniana regarding the cultural content of Basic-level textbooks, with a focus
on understanding the importance of including idiomatic expressions from Bogotá. The study is
based on the identification of a tendency in educational materials to prioritize Peninsular Spanish
while limiting the representation of Latin American varieties.
The research used a phenomenological approach and used surveys, interviews, and
classroom observations as data collection instruments. The findings show that, even when
textbooks play an important role in organizing content, they present limitations in the inclusion
of cultural elements and idiomatic expressions related to the Bogotá context.
Additionally, professors claim that there is a need to incorporate more contextualized
content that reflects real language use, since skipping these elements can affect learners’
communicative competence and cultural understanding in real life contexts.