<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672021000100102</article-id>
<article-id pub-id-type="doi">10.23913/ride.v11i22.822</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[SecuenciaLab: laboratorio de simulación para entrenamiento en manejo de sistemas de control electromecánicos]]></article-title>
<article-title xml:lang="en"><![CDATA[SecuenciaLab: Simulation laboratory for training in the management of electromechanical control systems]]></article-title>
<article-title xml:lang="pt"><![CDATA[SequenceLab: laboratório de simulação para treinamento em gestão de sistemas de controle eletromecânico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santoyo Sanchez]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López de Alba]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo Serrano]]></surname>
<given-names><![CDATA[Cristian Michell]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guadalajara  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Intel Guadalajara Design Center  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<numero>22</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672021000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672021000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672021000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los laboratorios virtuales se han utilizado en la educación como sistemas de entrenamiento a través de prácticas/experimentos para desarrollar en los estudiantes habilidades o capacidades que permitan desempeñar una tarea aún no aprendida utilizando ciertos equipos a través de un modelo de enseñanza no presencial. Sin embargo, en México existe poca documentación respecto al desarrollo y/o utilización de esta tecnología. Para incorporar y evaluar la efectividad de esta herramienta tecnológica, el presente trabajo se enfocó en el desarrollo y evaluación del laboratorio virtual SecuenciaLab, el cual se implementó considerando dos elementos principales: 1) un simulador que funciona como una aplicación de escritorio para la creación, diseño y prueba de sistemas de control secuencial, enfocado a reforzar la educación de los estudiantes de nivel licenciatura o superior relacionados con la carrera de Ingeniería Mecánica Eléctrica, 2) una plataforma de aprendizaje para el control de prácticas, clases, reportes de evaluación, reportes de grupo y evaluación. La evaluación de la efectividad de la herramienta se realizó a través de pruebas piloto en el equipo de desarrollo junto a la asesoría de un grupo de docentes. Además, se efectuaron algunas pruebas preliminares con grupos de control para contrastar el desempeño y el aprendizaje de los estudiantes que utilizaron el simulador y aquellos que no lo hicieron. Los resultados indican que los estudiantes que utilizaron el laboratorio virtual SecuenciaLab obtuvieron una calificación promedio de 10.85 puntos más que quienes no lo usaron.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Virtual laboratories have been used in education as training systems through practices/experiments to develop skills or abilities in students that allow them to perform a new task or work that they have not yet learned using certain equipment, through a non-classroom teaching model. However, in Mexico, there is reduced documentation related to the development and/or use of this technology. To incorporate and evaluate the effectiveness of this technological tool, this work is focused on the development and evaluation of the SecuenciaLab virtual laboratory, which was implemented considering two main components: 1) a simulator that works as a desktop application for the creation, design, and testing of sequential control systems, focused on reinforcing the education of undergraduate students or graduated, related to the Electrical Mechanical Engineering career, 2) a learning platform, to control practices, classes, evaluation reports, group reports, and evaluation. The evaluation of the effectiveness of the tool was carried out through pilot tests within the development team, together with the advice of a group of teachers. In addition, some preliminary tests with control groups in order to contrast the performance and learning of students, who used the simulator and those who did not use it. The results of the study indicate that the students who use the virtual laboratory SecuenciaLab show a better academic performance which is 10.85 points more than those who did not use it.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os laboratórios virtuais têm sido utilizados na educação como sistemas de formação através de práticas / experimentações para desenvolver competências ou habilidades nos alunos que lhes permitam realizar uma tarefa ainda não aprendida com determinados equipamentos através de um modelo de ensino não presencial. No entanto, no México, há pouca documentação sobre o desenvolvimento e/ou uso desta tecnologia. Para incorporar e avaliar a eficácia desta ferramenta tecnológica, este trabalho centrou-se no desenvolvimento e avaliação do laboratório virtual SequenceLab, o qual foi implementado considerando dois elementos principais: 1) um simulador que funciona como uma aplicação desktop de criação, projeto e teste de sistemas de controle sequencial, com foco no reforço da formação de alunos de graduação ou superior relacionados à carreira de Engenharia Elétrica Mecânica, 2) uma plataforma de aprendizagem para o controle de práticas, aulas, relatórios de avaliação, relatórios grupo e avaliação. A avaliação da eficácia da ferramenta foi realizada por meio de testes pilotos na equipe de desenvolvimento em conjunto com a assessoria de um grupo de professores. Além disso, alguns testes preliminares foram realizados com grupos de controle para comparar o desempenho e a aprendizagem dos alunos que usaram o simulador e os que não usaram. Os resultados indicam que os alunos que usaram o laboratório virtual SequenceLab obtiveram uma pontuação média de 10,85 pontos a mais do que os que não usaram.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comunicación]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[herramientas]]></kwd>
<kwd lng="es"><![CDATA[soporte]]></kwd>
<kwd lng="en"><![CDATA[Communication]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[tools]]></kwd>
<kwd lng="en"><![CDATA[support]]></kwd>
<kwd lng="pt"><![CDATA[comunicação]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[ferramentas]]></kwd>
<kwd lng="pt"><![CDATA[suporte]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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