<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802024000100022</article-id>
<article-id pub-id-type="doi">10.32870/ap.v16n1.2436</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tribus digitales cognitivas en el aula]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital cognitive tribes in classroom]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores Rueda]]></surname>
<given-names><![CDATA[Isabel Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Sánchez]]></surname>
<given-names><![CDATA[José de Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tristán Monrroy]]></surname>
<given-names><![CDATA[Beatriz Virginia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de San Luis Potosí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de San Luis Potosí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de San Luis Potosí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>22</fpage>
<lpage>39</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802024000100022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802024000100022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802024000100022&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio tuvo como propósito explorar la conformación de tipos de estudiantes e identificar una posible relación entre su trayectoria educativa y su percepción en cuanto al nivel de habilidades cognitivas y técnicas. El diseño de la investigación fue de tipo cuantitativo, de corte transeccional correlacional. El análisis siguió el modelo de ecuaciones estructurales, conglomerados jerárquicos y de K-means, así como una prueba de hipótesis de Chi-cuadrada. La información fue recopilada de 191 estudiantes universitarios y los resultados, además de identificar una relación entre el semestre cursado y las habilidades cognitivas y técnicas, mostraron tres tipos de estudiantes denominados: pensadores analíticos, aprendices en progreso e innovadores tecnológicos. Los estudios que evidencian tipos de estudiantes con base en habilidades cognitivas y técnicas, que se centran en explorar diferentes variables, son poco frecuentes y poco concluyentes. Para este estudio se consideró a priori las habilidades cognitivas y técnicas autopercibidas, junto con una descripción del entorno del estudiante y del semestre, una variable clave en la autopercepción alta y positiva para la posible aplicación de cursos en distintas modalidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this research was to explore the possibility of conforming types of students, as well as to identify a possible relationship between the educational trajectory and the self-perception of both cognitive and technical skills. The research design was quantitative, transectional correlational. The analysis followed the structural equation model, hierarchical conglomerates and K-means, as well as a Chi-square hypothesis test. The information was collected from 191 university students, and the results showed three types of students that we called: analytical thinkers, progressing learners and technological innovators in addition to identifying a relationship between semester and cognitive skills as techniques. The studies that showed types of students based on cognitive and technical skills are rare and not very conclusive, although they focus on exploring different variables. This study was the first to address skills a priori of self-perceived cognitive and technical skills, as well as a description of the student environment based on different types for the possible application of multimodal courses, in addition to providing a key variable in high and positive self-perception: the semester.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Tribus de estudiantes]]></kwd>
<kwd lng="es"><![CDATA[habilidades cognitivas]]></kwd>
<kwd lng="es"><![CDATA[habilidades tecnológicas]]></kwd>
<kwd lng="en"><![CDATA[Student tribes]]></kwd>
<kwd lng="en"><![CDATA[cognitive skills]]></kwd>
<kwd lng="en"><![CDATA[technological skills]]></kwd>
</kwd-group>
</article-meta>
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