<?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>S1665-61802020000200150</article-id>
<article-id pub-id-type="doi">10.32870/ap.v12n2.1910</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El futuro de la interacción aprendiz-interfaz, una visión desde la tecnología educativa]]></article-title>
<article-title xml:lang="en"><![CDATA[The learner-interface interaction´s future, a vision from EdTech]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assaf Silva]]></surname>
<given-names><![CDATA[Nayiv Amin Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico de Monterrey SubGIEE: Módulos y Aplicaciones de Inteligencia Artificial en Tecnología Educativa ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<fpage>150</fpage>
<lpage>165</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802020000200150&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802020000200150&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802020000200150&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen A partir de las tres interacciones de Moore de la educación a distancia, Hillman, Willis y Gunawardena (1994) propusieron una interacción tecnológica en el dominio instruccional: la interacción aprendiz-interfaz. A veintiséis años de su propuesta, esta interacción está más vigente que nunca ante el alto grado de tecnologización de la tecnología educativa por su vinculación con la inteligencia artificial. En este artículo abordamos el pasado, presente y futuro de esta cuarta interacción, y exponemos los tres rubros tecnológicos más importantes en torno a la educación para el desarrollo futuro de la interacción aprendiz-interfaz: evaluación de interacciones tecnológicas en el dominio del aprendizaje (usabilidad y experiencia de usuario), capacidades de agentes inteligentes educativos (inteligencia artificial y procesamiento de lenguaje natural) y alcance de algoritmos predictivos en educación (deep learning y big data), elementos fundamentales, aunque no los únicos, para el diseño de la próxima generación de interfaces interactivas multimedia inteligentes 2&amp;3D con propósito educativo. Planteamos la necesidad de un modelo interaccional unificado, basado en el modelo triangular Anderson-Moore, y recurrimos al teorema de equivalencia de Anderson para hipotetizar un posible escenario futuro a corto, mediano y largo plazo de la educación altamente tecnológica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract From Moore&#8217;s three interactions of distance education, Hillman, Willis &amp; Gunawardena (1994) proposed a technological interaction in the instructional domain, the learner-interface interaction. Twenty-six years after their proposal, due to the high degree of technologization of educational technology due to its link with artificial intelligence, this interaction is more valid than ever. This article develops the past, present and future of this fourth interaction. The three most important technological areas related to education are presented, for the future development of the learner-interface interaction: Evaluation of technological interactions in the learning domain (Usability and user experience), Capabilities of intelligent educational agents (Artificial intelligence and natural language processing) and Scope of predictive algorithms in education (Deep learning and big data), as fundamental elements, although not the only ones, for the design of the next generation of 2&amp;3D intelligent multimedia interactive interfaces for educational purposes. The need for a unified interactional model, based on the Anderson-Moore triangular interactional model, is raised, and the Anderson equivalence theorem is taken to hypothesize a possible future scenario in the short, medium and long term for highly technological education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Interacción humano-computadora]]></kwd>
<kwd lng="es"><![CDATA[interacción estudiante-interfaz]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[agentes inteligentes]]></kwd>
<kwd lng="es"><![CDATA[diseño tecnológico]]></kwd>
<kwd lng="es"><![CDATA[Covid-19]]></kwd>
<kwd lng="en"><![CDATA[Human-computer interaction]]></kwd>
<kwd lng="en"><![CDATA[learner-interface interaction]]></kwd>
<kwd lng="en"><![CDATA[EdTech]]></kwd>
<kwd lng="en"><![CDATA[AI]]></kwd>
<kwd lng="en"><![CDATA[intelligent agents]]></kwd>
<kwd lng="en"><![CDATA[tech design]]></kwd>
<kwd lng="en"><![CDATA[Covid-19]]></kwd>
</kwd-group>
</article-meta>
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