<?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>2448-8550</journal-id>
<journal-title><![CDATA[IE Revista de investigación educativa de la REDIECH]]></journal-title>
<abbrev-journal-title><![CDATA[IE Rev. investig. educ. REDIECH]]></abbrev-journal-title>
<issn>2448-8550</issn>
<publisher>
<publisher-name><![CDATA[Red de Investigadores Educativos Chihuahua A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-85502019000100009</article-id>
<article-id pub-id-type="doi">10.33010/ie_rie_rediech.v10i18.454</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Laboratorios reales versus laboratorios virtuales en las carreras de ciencias de la computación]]></article-title>
<article-title xml:lang="en"><![CDATA[Real laboratory versus virtual laboratory in computer science careers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zaldívar-Colado]]></surname>
<given-names><![CDATA[Aníbal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Sinaloa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>10</volume>
<numero>18</numero>
<fpage>9</fpage>
<lpage>22</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-85502019000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-85502019000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-85502019000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El uso de laboratorios en las carreras de informática y ciencias de la computación es indudablemente valioso para los estudiantes. Gracias a la evolución de las comunicaciones, a través de Internet es posible implementar laboratorios virtuales con costos mucho más bajos que los de uno real, con la ventaja de estar disponible para todos los alumnos a la vez, a cualquier hora y lugar. El presente estudio tiene por objetivo determinar las preferencias de los estudiantes por laboratorios reales y laboratorios virtuales. La investigación es descriptiva correlacional con un enfoque cuantitativo. La técnica de recopilación de datos se realizó con una encuesta aplicada a 483 universitarios mexicanos a través de Internet con la herramienta Google Forms. Entre los principales resultados se obtuvo que el 100% de los estudiantes encuestados afirma poseer un teléfono inteligente, medio para acceder a los servicios virtuales que ofrece Internet. El 82% de los sujetos de estudio está satisfecho con los laboratorios físicos, encontrando una preferencia en el uso de laboratorios en línea entre los alumnos que no residen en la localidad donde se ubica su institución educativa, con un coeficiente de correlación r=0.858. Se encontraron tendencias en cuanto al tipo de carrera que cursan los sujetos de estudio; los de ingeniería (ingeniería en sistemas computacionales, ingeniería en sistemas de información, ingeniería mecatrónica e ingeniería de software) se inclinan más al uso de los laboratorios físicos que los alumnos de licenciatura (licenciatura en informática, licenciado en tecnologías de la información y licenciatura en sistemas computacionales). Los universitarios que no residen en la misma ciudad de su institución preferirían el laboratorio virtual. En general, hay una opinión favorable hacia los dos tipos de laboratorios; los estudiantes se sienten satisfechos con su uso y perciben mejoría en las materias de programación y en su rendimiento en general.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The use of laboratories in computer science and computer science careers is undoubtedly valuable for students. Thanks to the evolution of communications, through the Internet it is possible to implement virtual laboratories with much lower costs than those of a real one, with the advantage of being available to all students at once, from any time and place. This study aims to determine the preferences between real laboratories and virtual laboratories amongst students. The investigation is descriptive correlational with a quantitative approach. The technique of data collection was carried out with a survey applied to 483 Mexican university students through the Internet using the tool Google Forms. Amongst the main results, it was found that 100% of the surveyed students claim to have a smartphone, which is a means to access the virtual services offered by the Internet. 82% of the subjects are satisfied with physical laboratories, finding a preference in the use of online laboratories amongst students who do not reside where their educational institution is located, with a correlation coefficient r= 0.858. Trends were found under the type of degree that subjects belong to, the ones in engineering (computer systems engineering, information systems engineering, mechatronics engineering, and software engineering) are more inclined to the use of physical laboratories than those in computer science, information technology and computer systems. University students who do not reside in the same city as their institution would prefer the virtual laboratory. Overall, there is a favorable opinion towards the two types of laboratories; the students feel satisfied with their use and perceive an improvement in the subjects of programming and in their overall performance.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[laboratorios]]></kwd>
<kwd lng="es"><![CDATA[laboratorio virtual]]></kwd>
<kwd lng="es"><![CDATA[e-Learning]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[ciencias de la computación]]></kwd>
<kwd lng="en"><![CDATA[laboratory]]></kwd>
<kwd lng="en"><![CDATA[virtual laboratory]]></kwd>
<kwd lng="en"><![CDATA[e-Learning]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[computer science]]></kwd>
</kwd-group>
</article-meta>
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