Lecture Notes in Networks and Systems 773

Carlos Montenegro
Álvaro Rocha
Juan Manuel Cueva Lovelle Editors

Management,
Tourism
and Smart
Technologies
ICMTT 2023 Volume 1
Lecture Notes in Networks and Systems 773

Series Editor
Janusz Kacprzyk , Systems Research Institute, Polish Academy of Sciences, Warsaw,
Poland

Advisory Editors
Fernando Gomide, Department of Computer Engineering and Automation—DCA,
School of Electrical and Computer Engineering—FEEC, University of Campinas—
UNICAMP, São Paulo, Brazil
Okyay Kaynak, Department of Electrical and Electronic Engineering, Bogazici
University, Istanbul, Türkiye
Derong Liu, Department of Electrical and Computer Engineering, University
of Illinois at Chicago, Chicago, USA
Institute of Automation, Chinese Academy of Sciences, Beijing, China
Witold Pedrycz, Department of Electrical and Computer Engineering, University of
Alberta, Alberta, Canada
Systems Research Institute, Polish Academy of Sciences, Warsaw, Poland
Marios M. Polycarpou, Department of Electrical and Computer Engineering, KIOS
Research Center for Intelligent Systems and Networks, University of Cyprus, Nicosia,
Cyprus
Imre J. Rudas, Óbuda University, Budapest, Hungary
Jun Wang, Department of Computer Science, City University of Hong Kong, Kowloon,
Hong Kong
The series “Lecture Notes in Networks and Systems” publishes the latest developments
in Networks and Systems—quickly, informally and with high quality. Original research
reported in proceedings and post-proceedings represents the core of LNNS.
Volumes published in LNNS embrace all aspects and subfields of, as well as new
challenges in, Networks and Systems.
The series contains proceedings and edited volumes in systems and net-
works, spanning the areas of Cyber-Physical Systems, Autonomous Systems, Sen-
sor Networks, Control Systems, Energy Systems, Automotive Systems, Biologi-
cal Systems, Vehicular Networking and Connected Vehicles, Aerospace Systems,
Automation, Manufacturing, Smart Grids, Nonlinear Systems, Power Systems,
Robotics, Social Systems, Economic Systems and other. Of particular value to both
the contributors and the readership are the short publication timeframe and the world-
wide distribution and exposure which enable both a wide and rapid dissemination of
research output.
The series covers the theory, applications, and perspectives on the state of the art
and future developments relevant to systems and networks, decision making, control,
complex processes and related areas, as embedded in the fields of interdisciplinary and
applied sciences, engineering, computer science, physics, economics, social, and life
sciences, as well as the paradigms and methodologies behind them.
Indexed by SCOPUS, INSPEC, WTI Frankfurt eG, zbMATH, SCImago.
All books published in the series are submitted for consideration in Web of Science.
For proposals from Asia please contact Aninda Bose ([email protected]).
Carlos Montenegro · Álvaro Rocha ·
Juan Manuel Cueva Lovelle
Editors

Management, Tourism
and Smart Technologies
ICMTT 2023 Volume 1
Editors
Carlos Montenegro Álvaro Rocha
Universidad Distrital Francisco José de ISEG
Caldas Universidade de Lisboa
Bogota, Colombia Lisbon, Portugal

Juan Manuel Cueva Lovelle

Departamento de Informática
University of Oviedo
Oviedo, Spain

ISSN 2367-3370 ISSN 2367-3389 (electronic)

Lecture Notes in Networks and Systems
ISBN 978-3-031-44130-1 ISBN 978-3-031-44131-8 (eBook)
https://doi.org/10.1007/978-3-031-44131-8

© The Editor(s) (if applicable) and The Author(s), under exclusive license
to Springer Nature Switzerland AG 2024

This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether
the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of
illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission
or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar
methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the
editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors
or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in
published maps and institutional affiliations.

This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

Paper in this product is recyclable.

 Preface

In this edition of the International Conference on Management, Tourism and Technolo-

gies—ICMTT 2023, papers were presented in the areas of: Managements, Tourism,
Marketing Strategies in Management, Tourism and Technology, and Technology.
We would like to give special thanks to the Universidad Distrital Francisco José de
Caldas, Fundación Universitaria Internacional de la Rioja, and Universidad de Cundi-
namarca, for hosting us, as well as to all the members and collaborators, since without
them this dream would not have been possible.
We had more than 200 papers presented, we spent 3 consecutive days in 5 parallel
rooms, and more than 400 people passed through the event and generated an academic
space that allowed the exchange of experiences to advance in the era of knowledge,
where we have so much data that the important thing is to transform it into knowledge.
Another of the great experiences that the event left us is that virtuality is definitely a
reality, since many of our works were presented in this way.
We still have many challenges, but a very important one and on which we are working
is how to get that academic relationship that gives us the presence in these events we
can also make up for with virtuality, and this reflection has helped us to understand
what a visionary as Mark Zuckerberg CEO of Meta has envisioned in what he called
the Metaverse and just put an oculus to understand that virtuality needs these visions to
achieve the great challenge we have set ourselves: How will we relate to other people in
academic, social, or other contexts through virtual scenarios?
I hope to see you all at the next edition of the International Conference on Manage-
ment, Tourism and Technologies—ICMTT 2024, in Cusco, Peru, and as we will not stop
doing virtual sessions, the challenge is that we all have some oculus to see ourselves in
our Metaverse.

May 2023 Carlos Montenegro

Álvaro Rocha
 Contents

Applied Computer Science

Comparative Study Between Ecological and Economic Methods

of Cryptocurrency Mining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Miguel Arcos-Argudo

A Mobile Educational Application Based on Transfer Learning

and Computer Vision for Teaching Semantics Fields in Children
with Intellectual Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Rodrigo Nacipucha-Zhañay, Sofía Bravo-Buri,
and Vladimir Robles-Bykbaev

Exploring the Factors Affecting the Service Quality of Online Shopping

Applications: An Empirical Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Laura Lončarić, Matej Višnjić, and Tihomir Orehovački

A Basic-Electronics Educational Kit for Memory and Visuomotor

Coordination Stimulation in Senior Citizens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Adrián Cabrera-Bermeo, Vladimir Robles-Bykbaev,
and Tonny Lema-Jaramillo

Artificial Intelligence

Comprehensive Program for the Induction of Artificial Intelligence

Knowledge in Secondary Education: Case of Neural Networks, Fuzzy
Logic and Image Processing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Marcos Chacón-Castro, José Gerardo Chacón-Rangel,
Hugo Arias-Flores, and Janio Jadán-Guerrero

Artificial Intelligence Language Models: The Path to Development

or Regression for Education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Bruno F. Gonçalves and Vitor Gonçalves

Business Administration

Factors for the Creation of Technological Startups in Latin America . . . . . . . . . . 69

Germania Vayas-Ortega, Ximena Morales-Urrutia,
and Joselito Naranjo-Santamaría
viii Contents

Exploring Factors Influencing Firm Profitability: The Case of the Meat

Industry in Portugal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Le Quyen Nguyen, António Fernandes, Alcina Nunes,
João Paulo Pereira, Nuno Ribeiro, Paula Odete Fernandes,
and Jorge Alves

Cloud Computing

IPv6 in IoT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Nuno Miguel Carvalho Galego, Rui Miguel Pascoal,
and Pedro Ramos Brandão

Educational Management

Students’ Perception of Professional Accountant Skills and Knowledge . . . . . . . 97

Andrés Palacio-Fierro, Tatiana Valle-Álvarez,
Ximena Morales-Urrutia, and Juan Pablo Martínez-Mesías

Gamification: From Motivation and Challenges to Improving Academic

Performance in Learning Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Aracelly Núñez-Naranjo, José Sinailin-Peralta,
and Elizabeth Morales-Urrutia

Didactics to Enhance Observation, in Educational Contexts . . . . . . . . . . . . . . . . . . 114

Breed Yeet Alfonso Corredor, Rubén González Crespo,
Carlos Enrique Montenegro Marín, and Carlos Augusto Sanchez Martelo

LMS (Learning Management System) Applying MQTT-IOT Networks

and Smart Cities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Yair Rivera Julio, Angel Pinto Mangones, Nelson P. García,
Juan M. Torres Tovio, Frank Ibarra, and Rodrigo Garcia

Personal Learning Environments (PLE) in the Teaching of Central

Tendency Measures in General Basic Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Maritza Sailema-Palan, Francisca Cazorla-Logroño,
Andrés Haro-Velasteguí, and Javier Sánchez-Guerrero

TIC as a Didactic Tool for the Development of Reading Comprehension . . . . . . . 144

Aracelly Núñez-Naranjo, Fanny Carmen Cumbicus,
and José Miguel Ocaña

Active Learning Methodologies in Online Teaching . . . . . . . . . . . . . . . . . . . . . . . . 155

Bruno F. Gonçalves and Vitor Gonçalves
 Contents ix

Finance, Insurance and Services Management

Basic Alert Generator for Potentially Fraudulent Investment Platforms . . . . . . . . 167

Betty Valle Fiallos, Silvio Machuca Vivar, Mario Leon Naranjo,
and Hector F. Gomez A.

Strengthening Young Citizen Participation Through Participatory

Budgeting: The Case of Cascais . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Mariana Marques, Ana Lúcia Luís, and Natália Teixeira

Health Tourism

Borderless Health Care: Review of Three Stages . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Tomás Jesús Cuevas-Contreras and Isabel Zizaldra-Hernández

Human Resource Management

Organizational Competency Management: Undiscovered Competencies

on Leaders’ Radar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Pedro Miguel Gaspar, Rui Madeira, Ricardo Correia,
José A. M. Victor, and Carmem Leal

Regression Model with the Groups of Clusters Apply to Economical Data . . . . . 208
Fausto Vizcaino Naranjo, Edmundo Jalón Arias,
C. Dionicio Ponce Ruiz, and Susana A. Arias

A Study of the Factors Influencing the Turnover of Slovakian Small

and Medium-Sized Enterprises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
Peter Karacsony, David Szabo, and Imrich Antalík

Detecting General Individual Competences for Independent Digital

Entrepreneur Behavior, in a Sample of Portuguese Students . . . . . . . . . . . . . . . . . . 224
Pedro Miguel Gaspar, José A. M. Victor, and Carmen Leal

Analysis of Musculoskeletal Disorders in University Administrative Staff:

A Necessary Ergonomic Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Rodrigo Cruz-Salazar and Jorge Buele

Mental Health at Risk: A Study of Burnout Syndrome in a Textile Company . . . 243

Jorge Buele, Nicolás Leones, and Pedro Escudero-Villa
x Contents

Information Systems Planning and Management

Implementation of a Quality Management System According to ISO

9001:2015: The Case of a Textile Company . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
Jorge Buele, Jacqueline del Pilar Villacís-Guerrero,
Miryam Liliana Tierra-Arévalo, and José Tierra-Arévalo

Gamification in the Learning Process of English Vocabulary . . . . . . . . . . . . . . . . . 265

Vionis Patricia García Cuello, Breed Yeet Alfonso Corredor,
Ricardo Luciano Chaparro Aranguren,
Carlos Augusto Sánchez Martelo, and Jorge Alberto Briceño Vanegas

An Architectural Model for Integrating Big Data in Educational

Information Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282
Abdesselam Redouane

Information Technologies in Tourism

Applications of Artificial Intelligence in Tourism and Hospitality:

A Systematic Literature Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
Ana Elisa Sousa, Sónia Pais, and Ana Sofia Viana

“MIKUNA” Mobile Application for Tourism Promotion of Local Cuisine

of the Ecuadorian Highlands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303
Andrés Haro-Velasteguí, Mario Romo-Rojas, Jaime Ruiz,
and Javier Sánchez-Guerrero

Proposal for an Information System for the Portuguese Historical

and Military Heritage Based on a Sustainable, Innovative and Inclusive
Management Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313
Lígia Mateus, Célio Gonçalo Marques, João Pinto Coelho,
and Hélder Pestana

Identity and Access Management in Tourism and Hospitality . . . . . . . . . . . . . . . . 323

Rashed Isam Ashqar, Huthaifa I. Ashqar, and Célia M. Q. Ramos

Internet Technology

A Projection Neuronal Smart WEB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335

Breed Yeet Alfonso Corredor, Rubén González Crespo,
Carlos Enrique Montenegro Marín, and Carlos Augusto Sanchez Martelo
 Contents xi

Knowledge Management

Factors Influencing the Economic Growth of the Business Sector in Zone

3 of Ecuador . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349
Tania Morales - Molina, Ximena Morales -Urrutia,
Chabely Figueredo-Morales, and Geri Belén Bucheli -Vásquez

Implementation of the General Regulation on Data Protection – In

the Intermunicipal Community of Douro, Portugal . . . . . . . . . . . . . . . . . . . . . . . . . 360
Pascoal Padrão, Maria Isabel Ribeiro, and Isabel Lopes

The Role of Higher Education Institutions as Promoters of Regional

Competitiveness: A Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368
Joana M. S. R. Fernandes, Luís C. M. Pires, and Sónia P. Nogueira

Indigenous Painting in Ecuador and Its Impact on Cultural Identity . . . . . . . . . . . 378

Pablo Alejandro Quezada-Sarmiento, Xavier Andrés Barnuevo-Solis,
Patricia Marisol Chango- Cañaveral,
Mauricio Patricio Artieda–Ponce, and Silvia Imbaquingo -Narváez

Proactivity, a Need, or a Trendy Word? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388

Alexandra O’Neill and Mariana Marques

Factors Influencing Organizational Behavior in Marketing Firms:

A Systematic Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
Enrique Arellanos-Huaylinos, Gisela Fernandez-Hurtado,
and Franklin Cordova-Buiza

Information User Studies Concepts, Models and Applications . . . . . . . . . . . . . . . . 409

Francisco Carlos Paletta

Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437

Applied Computer Science
 Comparative Study Between Ecological
and Economic Methods of Cryptocurrency
Mining

Miguel Arcos-Argudo(B)

Artificial Intelligence and Assistant Technologies Research Group - GI-IATA,

Salesian Polytechnic University, Cuenca 010102, Ecuador
[email protected]

Abstract. This work presents the result of a comparative analysis that has been
carried out between three cryptocurrency mining methods. The mining meth-
ods used are ecological since they do not require equipment that consumes large
amounts of energy and does not overheat. Nor do they require large investments.
Among the conclusions, it stands out that, although large amounts of economic
wealth are not accumulated, crypto actives can be mined or accumulated through
ecological and economic methods.

Keywords: Cryptocurrencies · Cryptocurrency Mining · Bitcoin · Ecological

Mining · Economic Mining

1 Introduction

Cryptocurrency mining is a fundamental process in the operation of blockchain tech-

nology, which underpins the functioning of various cryptocurrencies such as Bitcoin,
Ethereum, among others. Cryptocurrency mining involves solving complex mathemati-
cal problems to verify transactions on the network and add new blocks to the blockchain.
Miners use powerful computers to perform these calculations and are rewarded with new
units of the cryptocurrency they are mining. As the popularity of cryptocurrencies has
increased, mining has become an increasingly competitive and expensive activity, but
can also be lucrative for those who have the resources and skill to do it. Mining is not the
only way to accumulate cryptocurrencies. There are several alternatives such as direct
purchase, faucets, staking, airdrops, trading, and reward programs that can be used to
obtain cryptocurrencies in a more accessible way.
Cryptocurrency reward programs are a way in which cryptocurrency projects reward
users for performing certain actions on their platform [1]. These actions can include
things like inviting friends, performing certain tasks, providing feedback, or writing
reviews. Reward programs typically work by assigning specific tokens or cryptocurren-
cies to users who perform desired actions. These tokens can be used on the project’s
platform, exchanged for other tokens or cryptocurrencies, or even sold on exchanges.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 3–12, 2024.
https://doi.org/10.1007/978-3-031-44131-8_1
4 M. Arcos-Argudo

Reward programs are a way in which cryptocurrency projects seek to encourage the use
of their platform and attract new users.
Cryptocurrency mining can have a significant impact on the environment due to the
large amount of energy consumption it involves. To mine cryptocurrencies, miners use
specialized equipment that perform intensive calculations and consume large amounts of
electrical energy. This means that cryptocurrency mining is an energy-intensive activity
and, in many cases, a significant portion of that energy comes from non-renewable
sources like fossil fuels. As a result, cryptocurrency mining contributes to greenhouse
gas emissions and climate change. Moreover, the increasing demand for energy for
cryptocurrency mining can lead to increased construction of power plants and further
exploitation of natural resources such as fossil fuels and hydroelectric power [2, 3]. It
is important to note that not all cryptocurrency reward programs are legitimate, so it
is important to do thorough research before participating in any such program. Some
reward programs may be fraudulent or a way to deceive users into providing personal
or financial information.
Cryptocurrency mining requires specialized hardware that can be expensive to
acquire and maintain. Miners must constantly upgrade their equipment to stay com-
petitive and maintain profitability [2]. Additionally, cryptocurrency mining consumes
a lot of electrical energy, which can represent a significant cost in countries with high
electricity tariffs. Competition among miners can also drive up the cost of energy as
some miners are willing to pay higher prices to secure a constant supply of energy.
Another factor that contributes to the high costs of cryptocurrency mining is network
difficulty. Network difficulty refers to the amount of computational effort required to
mine cryptocurrencies. As more miners join the network, the difficulty increases, which
can reduce the profitability of existing miners.
This paper presents a comparative study between three methods that allow the accu-
mulation of different cryptocurrencies, two of them correspond to reward accumulation
programs and the other is a cloud mining application. Such methods do not involve the
environmental problem, i.e., they do not consume too much electric power and do not
require economic investment, so they become an interesting research topic to generate
passive income.
Among the conclusions is that, although the methods tested and presented have not
yielded large sums of money, it has been possible to generate passive income without
investment in exchange for minimal or no tasks to be performed by the user, as well as
preserving the environment without the use of hardware that requires large amounts of
electricity.

2 Definitions and Basic Notions

This section presents the basic concepts and notions necessary for the understanding of
this work.
A cryptocurrency is a form of digital currency that uses cryptography to secure and
verify transactions, as well as to control the creation of new units. Cryptocurrencies
operate on a decentralized network and use blockchain technology to record and verify
transactions securely and immutably [4]. Cryptocurrencies are a type of digital currency
 Comparative Study Between Ecological and Economic Methods 5

that rely on cryptography and blockchain technology to secure and verify transactions.
Unlike traditional currencies, cryptocurrencies are not backed by a centralized govern-
ment or financial institution. Instead, they operate on a decentralized network and rely
on the trust and security provided by cryptography and blockchain. The creation and
distribution of new units of cryptocurrencies are controlled by computer algorithms and
protocols, making them immune to external interference and manipulation.
Blockchain is a distributed ledger technology (DLT) used to securely, transparently,
and immutably record transactions and store data. It consists of a chain of blocks that
contain information about each transaction, enabling the authenticity and integrity of
the information to be verified [5]. Each block in the blockchain contains a record of
recent transactions, and each block is connected to the previous and next block through
a series of cryptographic codes. The information in the blockchain is verified by multiple
nodes in the network, ensuring that changes or falsifications cannot be made without
being detected. Blockchain is commonly used to support cryptocurrency, but it also has
broader applications, such as supply chain management, electronic voting, and med-
ical data management, among others. In summary, blockchain is a distributed ledger
technology that provides a secure and transparent way to store and verify information.
Some cryptocurrencies are generated in a decentralized way and are characterized by not
being regulated by any government (for example Bitcoin); and they can be used to carry
out transactions in a completely secure manner without the intervention of a financial
institution being necessary [6].
The distributed network of blockchain refers to the network of interconnected nodes
that work together to validate and record transactions on the blockchain. Each node in
the network has a complete copy of the decentralized ledger and records transactions on
it. The blockchain is updated simultaneously on all nodes in the network, ensuring that
the information on the blockchain is consistent and available to all participants [7]. The
distributed network of blockchain is different from centralized networks, where a central
authority has control over the network and the information stored on it. In a distributed
network, validation and verification of transactions are done through consensus, which
means that all parties in the network must agree that a transaction is valid before it is
added to the blockchain. This provides greater security and transparency as there is no
single point of failure in the network and the information cannot be manipulated by a
single entity.
Cryptocurrency mining is an application of blockchain technology in a decentralized
network without the need for a central supervisor. In this network, each node (or miner)
uses its computational potential to execute the transactions and receive the corresponding
reward, the more transactions it executes the more rewards it will receive [8]. This
accumulation of rewards is what is known as cryptocurrency mining.

3 Obtaining Cryptocurrencies Through Economical

and Environmentally Friendly Methods
For the execution of this work, three methods of cryptocurrency accumulation have
been used whose use turns out to be free or do not require large investments of money.
Two of them consist of rewards programs and the third one is a cryptocurrency mining
application that works in the cloud.
6 M. Arcos-Argudo

3.1 Mining with Pi App

Pi Network is a proposal that was born in 2019. Its founders are Nicolas Kokkalis and
Chengdiao Fan, academics at Stanford University who focus on the problems that Bitcoin
mining represents: high costs, energy consumption, increasingly difficult access, among
others. The authors thought of a way for anyone to mine cryptocurrencies in exchange
for validating transactions in a distributed transaction log. Pi Network uses a consensus
algorithm that is very easy to use and whose main feature is that it allows mining
on personal computers and cell phones. The protocol used is called Stellar Consensus
Protocol (SCP) through which transactions will be recorded in the distributed ledger. This
protocol was designed by David Mazières, a computer scientist at Stanford University
who also works at the Stellar Development Foundation. The SCP advantage uses a
novel mechanism called Byzantine Federated Agreements to ensure that updates to a
distributed ledger are accurate and reliable. SCP is also implemented in practice through
the Stellar blockchain, which has been in operation since 2015 [9]. To achieve this
goal, the Pi Network has developed an application (Pi App, see Fig. 1) that anyone
can download to a smartphone and create an account to mine Pi cryptocurrency. This
cryptocurrency, although it still has no economic value in the crypto market, is becoming
more and more known by a greater number of people.

Fig. 1a. Amount of Pi cryptocurrencies Fig. 1b. Amount of Pi cryptocurrencies

mined to 12/30/2022. mined to 11/03/2023.
 Comparative Study Between Ecological and Economic Methods 7

Figure 1 shows the Pi App main screen where you can see important information.
First of all, at the top is the number of Pi mined cryptocurrencies, until December 30,
2022 an amount of 1475.16125 Pi had been reached (obtained after approximately a year
of using the app) while for 11 March 2023 this amount has increased to 1624.68662 Pi.
The mining rate, like other cryptocurrencies such as Bitcoin or Etherum, is decreasing,
Fig. 1 shows that said rate has decreased from 0.13 Pi/h to 0.11 Pi/h. However, this rate
can be increased through some rewards that the app offers, for example: invite friends
to join the Pi Network and activate the mining function daily, use desktop applications
or create a circle of security with members of the Pi Network. Pi Network community.

Fig. 2. Detailed information on the amount of cryptocurrencies mined with the Pi App.

Figure 2 shows a detail of the amount of Pi mined. It is important to note that, in

order to make cryptocurrencies effective, in the event that they have monetary value,
all members of the security circle must carry out the KYC (Know Your Customer)
process, which consists of a verification process of identity of people; In Pin Network,
carrying out a KYC process, depending on the user’s place of residence, can take several
months or even years, since the validation process is manual and there are not a good
number of collaborators in several countries. It is notorious that the largest amount of
the cryptocurrency balance corresponds to the rewards received by the invited users and
by the security circle created. As long as users do not carry out the KYC process, the
yellow balance will not be effective.

3.2 Using a Bobcat Miner Machine

The Bobcat Miner is a cryptocurrency mining device designed to mine the Helium
(HNT) cryptocurrency using Low-Power Wide Area Network (LPWAN) LoRaWAN
technology. It is a compact and low-cost machine that can be placed indoors or outdoors
8 M. Arcos-Argudo

and works by connecting to the LoRaWAN network and listening to the information
packets that are transmitted through it. The Bobcat Miner uses a built-in antenna and a
series of mining chips to receive and verify information from the LoRaWAN network and
then send it to the Helium network server. The mining process itself involves validating
and verifying transactions on the Helium network, which requires intensive use of energy
and processing power. The Bobcat Miner is designed to be easy to use and set up and
does not require a lot of technical expertise to get it up and running. Users can connect
to the Bobcat Miner through a mobile app and monitor its performance and earnings in
real-time.
The Bobcat Miner and Helium network work as decentralized blockchain-based
network that uses LoRaWAN technology to connect IoT (Internet of Things) devices and
allow data communication across the network. The network is based on node consensus
and validation, meaning nodes must agree and verify transactions before they are added
to the blockchain. The Helium network uses a cryptocurrency called HNT as an incentive
for transaction validation on the network. Users can earn HNT by providing network
coverage and transaction validation through IoT devices, such as the Bobcat Miner. When
an IoT device sends data through the LoRaWAN network, the Bobcat Miner receives it
and transmits it to the Helium network. If the transaction is validated, the device that
sent the data will receive a reward in the form of HNT. The Bobcat Miner functions as a
node on the Helium network, receiving and validating transactions on the network and
receiving rewards in the form of HNT. To connect to the network, the Bobcat Miner
connects to a LoRaWAN gateway, which provides connectivity to the Helium network
and allows for data transmission across the network.

Fig. 3. Helium Network in New York (obtained from https://explorer.helium.com/)

In a simple way, a Bobcat Miner machine connects to the Helium network and
searches for nearby devices that belong to the network. Once it finds it, it establishes a
connection between them and facilitates traffic between the nodes. A simple application
of this type of network consists of pet collars that have a geolocation device that would
facilitate their location in case of loss. The more centrality a node has, the greater the
 Comparative Study Between Ecological and Economic Methods 9

reward it will receive, but it must also be considered that if there are too many nodes
in a region of the network, the reward will be less since the traffic will have too many
options to reach its destination. On the other hand, if there are very few nodes in a region
of the network, the reward will also be small since there will not be much traffic. In
Fig. 3 a part of the Helium network () is shown where the magnitude of this network in
highly developed countries can be observed. Each hexagon corresponds to a region of
the network and the nodes of a region can connect with other nodes of the same region or
of nearby regions. The numbers inside each hex represent the number of existing nodes
in the region, it is worth mentioning that not all nodes will necessarily be active all the
time.

Fig. 4. Helium Network in Cuenca, Ecuador (obtained from https://explorer.helium.com/)

For the development of this work, the Bobcat Miner 300 model (whose description
can be read at https://n9.cl/i1tbgv) has been used and has been used uninterruptedly for
seven months in a home located in the city of Cuenca in the country of Ecuador. The
equipment used was completely new and at the time of purchase (February 2022) the
seller only accepted payment in cryptocurrencies, in addition, they offered to deliver
the product in a period of no less than four months. Figure 4 shows the Red Helium in
Cuenca city. The node used has received the name “Exotic Gray Opossum”. The number
of nodes in this region is very small and therefore there is little traffic, despite this it is
observed that HNT cryptocurrency rewards have actually been received, however, it is
clear that in this region of the network the investment made It is not worth it since the
rewards received will not allow it to be recovered in the short term. It would be advisable
to locate the machine in another place where there is a greater amount of traffic but not
so much that there are too many options for nodes to circulate through. Furthermore,
the value of cryptocurrencies is very unstable and can drop rapidly from one day to the
next.
10 M. Arcos-Argudo

3.3 Brave Browser Rewards

Brave is a web browser that was developed with a focus on user privacy, security, and
ad-blocking. It was founded by Brendan Eich, one of the creators of the JavaScript
programming language and former CEO of Mozilla, in 2015 [10]. One of the key features
of Brave is its ad-blocking capabilities. Unlike other ad-blockers, Brave blocks ads and
website trackers by default, which enhances user privacy and security while browsing the
internet. Brave also allows users to earn cryptocurrency by opting into its Brave Rewards
program, which rewards users with Basic Attention Tokens (BAT) for viewing ads that
are targeted specifically to them. Users can then use these tokens to tip content creators
or to support their favorite websites and online creators. Another feature of Brave is its
Tor integration, which allows users to access the Tor network directly from the browser.
This helps to further enhance user privacy and security by providing an additional layer
of anonymity and encryption when browsing the internet. Brave also includes several
other features to enhance the browsing experience, including built-in support for HTTPS
Everywhere, which forces websites to use secure HTTPS connections instead of insecure
HTTP connections, and a built-in password manager for securely storing and managing
passwords.
The Brave Rewards system is based on the BAT (Basic Attention Token) cryptocur-
rency token, and allows users to opt in to view ads and receive BAT rewards for doing
so. The process works as follows:
1. The user signs up for Brave Rewards and decides how much time they want to dedicate
to viewing ads per day.
2. Brave displays relevant ads in a separate tab of the browser, based on the user’s
interests. Ads are delivered anonymously and privately, without collecting personal
information.
3. When the user views an ad, they receive a small amount of BAT as a reward. Ads are
optional and can be turned off at any time.
4. The user can spend their rewards on various online services or transfer them to an
external cryptocurrency wallet.

Fig. 5. Example of display proposals for Brave advertising that appears at any time while using
the computer.
 Comparative Study Between Ecological and Economic Methods 11

The Brave Rewards system gives users control over their data and privacy while
providing them with the opportunity to earn cryptocurrency through a personalized
advertising experience [11]. Figure 5 shows an example in which Brave proposes to
the user to view advertising. Figure 6 (6a and 6b) shows the number of BATs (and
its evolution after two months) that have been received after a year of using Brave
consistently and viewing all the ads that have been proposed. It is clear that this model
does not grant large amounts of money either, however, it must be considered that to
access this reward system, no monetary investment is required.

Fig. 6a. BATs obtained to January 2023. Fig. 6b. BATs obtained to March 2023.

4 Conclusions
Overall, cryptocurrencies and blockchain technology continue to be areas of growing
interest and development, with a wide range of applications and opportunities in the tech-
nological, financial, and social spheres. Blockchain technology allows for the creation
of a distributed network that enables secure and immutable transaction records.
Cryptocurrencies are digital assets that can be used as a medium of exchange and
store of value. They use blockchain technology to ensure their security and transparency.
Cryptocurrency mining is a costly process that can have a negative impact on the envi-
ronment. There are several alternative ways to accumulate cryptocurrencies, such as
participating in rewards programs, trading, and investing.
There are alternatives for mining or accumulation of cryptocurrencies that avoid
large investments of money and that are also friendly to the environment, however, as
we have seen, these mining methods are not as economically profitable.
For now, the Pi Network is a project that has not stopped since it was launched and is
becoming better known and its number of members continues to grow, however, its future
is uncertain, that is, it is difficult to determine if at some point the Pi cryptocurrency will
have a monetary value, if there are exchanges that pay for them and if the KYC process
can be more efficient.
Currently, mining or rewards obtained by Bobcat Miner machines are not very eco-
nomically profitable, however, they are interesting for studying cryptocurrencies and as
well as delving into Internet of Things (IoT) field applications.
12 M. Arcos-Argudo

The Brave browser uses its rewards system to offer users the opportunity to earn
cryptocurrencies through the viewing of relevant and personalized ads without the need
for investment.

References
1. Shelper, P., Lowe, A., Kanhere, S.S.: Experiences from the field: unify rewards-a cryptocur-
rency loyalty program. In: Proceedings of the Symposium on Foundations and Applications
of Blockchain (2018)
2. Badea, L., Mungiu-Pupăzan, M.C.: The economic and environmental impact of bitcoin. IEEE
Access 9, 48091–48104 (2021)
3. Goorha, P.: Principles of natural resource economics for bitcoin. J. Br. Blockchain Assoc.
1–6 (2021)
4. Cabrera, M., Lage, C.: Cryptocurrencies: what they are and what they claim to be? Economía
y Desarrollo (2021)
5. Dolader, C., Bel, J., Muñoz, J.: La Blockchain: Fundamentos, aplicaciones y relación con
otras tecnologías disruptivas. Revista de Economía Industrial (2017)
6. Universidad de los Andes, Bitcoin y Criptomonedas (2017)
7. Tanenbaum, A.: Distributed Operating Systems, México: Colección Una Década (1996)
8. Gutiérrez, N., Bauer, G., Goenaga, A.:Las criptomonedas y sus resultados en una empresa de
minería, de XXXIV Conferencia Interamericana de Contabilidad, Porto Alegre (2021)
9. Kokkalis, N.F.C.: Pi White Paper, Pi Network, 14 3 2019. [En línea]. https://minepi.com/
white-paper. [Último acceso: 10 01 2023]
10. Brave «Brave,» Brave, [En línea]. https://brave.com/es/about/. [Último acceso: 11 3 2023]
11. Brave,«Brave,» Brave, [En línea]. https://support.brave.com/hc/en-us/categories/360001053
052-Rewards. [Último acceso: 11 3 2023]
 A Mobile Educational Application Based
on Transfer Learning and Computer
Vision for Teaching Semantics Fields
in Children with Intellectual Disabilities

Rodrigo Nacipucha-Zhañay, Sofı́a Bravo-Buri,

and Vladimir Robles-Bykbaev(B)

GI -IATa, Cátedra UNESCO Tecnologı́as Apoyo Para la Inclusión Educativa,

Universidad Politécnica Salesiana, Cuenca, Ecuador
[email protected], [email protected], [email protected]

Abstract. Nowadays, informfation and communication technologies

(ICT) are having major changes in almost all areas of society, there has
been mainly a growing interest in educational technology. For this reason,
in the following research, within the framework of a mobile application,
an artificial vision module based on deep learning has been developed,
which consists of the recognition and classification of images of 3 seman-
tic fields (fruits, vegetables, and meats) and the recognition of their sub-
classes respectively by object detection. There is also the development
of a serious game that consists of healthy eating which is intended to
improve the development of the teaching-learning process in children
and teenagers so that this game can be inclusive and equitable.

Keywords: Transfer learning · mobile application · convolutional

neural networks · intellectual disability · children

1 Introduction

At this time, Information and Communication Technologies (ICT) have become

essential tools of great support for access to knowledge since they are relevant to
the learning processes of people with intellectual disabilities. Technologies (soft-
ware programs) are consolidated as a fundamental element in the development of
education since they enhance communicative and intellectual capacities, achiev-
ing the acquisition of habits during the different teaching and learning didactics,
as well as the development of their competencies, thus exploring countless pos-
sibilities for educational performance, and encompassing other spaces so that
knowledge is globalized [12]. In Ecuador, of the total number of people regis-
tered with disabilities, 9% are enrolled in elementary, middle, and high school.
Of the total of this group, 43% have intellectual disabilities, of which 25.65%
have special education. 72.14% have formal education, and 2.20% have perma-
nent popular education [1]. nowadays the development of mobile applications
c The Author(s), under exclusive license to Springer Nature Switzerland AG 2024
C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 13–22, 2024.
https://doi.org/10.1007/978-3-031-44131-8_2
14 R. Nacipucha-Zhañay et al.

has become something critical and essential for society since these applications
can improve the cognitive abilities (orientation, attention, memory, visuospatial
abilities) of children with learning problems and intellectual disabilities. Tak-
ing advantage of the advancement of technology in general, effective cognitive
training can be carried out [5].
The so-called Serious Games aim to strengthen cognitive skills that can be
useful and even more effective than traditional teaching methods in terms of
training skills and obtaining information [9]. On the other hand, digitization
in society has brought with it the handling of a large amount of data (images,
videos, etc.) by people and this has been the origin of the accelerated develop-
ment of the field of artificial vision [6].
In accordance with what was mentioned to this point, this project has worked
on processes that use artificial vision that consists of image recognition through
deep learning techniques with tools that can be used with the ability to adapt
according to needs and preferences.

2 Related Work
In this section, the analysis of certain studies and research that address topics
on Deep Learning (DL) will be carried out, this technique has positioned itself as
a highly relevant paradigm to solve certain pattern recognition problems, such
as image classification, object detection or semantic segmentation resulting in
satisfactory results in a wide range of applications. For these tasks, models such
as Convolutional Neural Networks (CNN) are used, which carry out the process
known as network training through Transfer Learning techniques [4].
In the same context, in the methodology developed by [10] for the classifica-
tion of traffic signs through deep learning, they described that they worked with
the collection of 1284 images. A manual process was carried out to define regions
of interest for each of the collected images, after which a broad knowledge of the
characteristics of different objects was obtained by training the convolutional
network with the CIFAR-10 which is based on regions for detection of the signs.
Finally, with the use of the transfer learning process and the increase of data
for the classification with a modified ResNet-50, an accuracy of 95.33% in the
recognition of traffic signs is obtained.
There are countless architectures for the development of deep learning
through neural networks, in this area [2] proposes the use of three architectures
(VGG-16, DenseNet, and Xception) to achieve the recognition of 5 different
classes of flowers with 3,669 training images, resulting in an accuracy metric of
0.67%, 0.78% and 0.80% respectively for the architectures used. With this, it was
shown that the Xception architecture with 36 convolutional layers, L2 regulation
of 0.01, and an Adam optimization function gives better precision results.
In the work presented by [7], a process of object detection in images was
carried out employing classification, which consists of a process with three stages:
The first stage is called annotation, where the Bounding Boxes process is carried
out using the CVAT tool (Computer Vision Annotation Tool). The second stage
 A Mobile Educational Application for Teaching Semantics Fields 15

is called training in which the YOLOv3 network is used with 6000 iterations with
an average loss of 0.1189. The third stage is called the test, where two metrics
mAP (mean-Average Precision) and IoU (Intersect of Union) are used.
On the other hand, educational innovation is currently having significant
growth with the use of ICTs (Information and Communication Technologies)
since these allow decisive changes in the teaching and learning process of people
not to mention the support for an important group such as children and teenagers
with intellectual disabilities. One of the tools that are booming is the so-called
Serious Games.
In, [3] it presents games for people with disabilities that are based on obser-
vational methods, and it doesn’t collect data on its use. The first game described
is called “CITI” created to improve some skills and cognitive abilities, such as
spatial orientation, discrimination, or attention. The game consists of strategic
activities like going to the movies, going to the museum, hosting a party, and
going skating as a way to bring technologies closer to users in an engaging and
fun way.
According to [3] another serious game was carried out through a touch
screen called “ECHOES” which contains twelve interactive activities designed
to improve communication skills in children with ASD (Autism Spectrum Dis-
order). There are two types of activities to be carried out aimed at a specific
objective, which has a sequence of steps to follow with an identifiable objective.
Also, cooperative and turn-based activities that do not have a specific objective
and whose purpose is interaction with other players.

3 System Architecture
Convolutional neural networks come from the need to be able to process images
effectively and efficiently, using model structures. The core part of most models
is a convolutional layer, which extracts features from the visual data. Also, these
networks allow the detection of a variety of objects in images and videos in real-
time, the models that are used for these purposes can be modified to create a
custom model for specific purposes.
To obtain optimal results in the learning process of neural networks, in this
research Transfer Learning techniques are used, which will allow us to make use
of a previously trained neural network structure and adjust the recognition of
semantic fields as well as the detection of objects according to the Ecuadorian
context.
For these reasons, the following Fig. 1 shows the general diagram of the archi-
tecture of the proposed system which has four main layers, each layer describes
each step of our proposal.
The presentation layer (upper left part) contains the Mobile Application that
is responsible for presenting the recognition of semantic fields and the resulting
object detection processed by the neural network and as a main part, there
is also the Serious Game proposed on healthy eating as a complement to the
application and to the users who interact with it.
16 R. Nacipucha-Zhañay et al.

Fig. 1. System architecture with its main layers and components.

Later we have the neural network layer (upper right), here we have the log-
ical behavior of the neural network which classifies the images and predicts an
expected output. In addition, there are artificial vision modules that focus on
the neural network being able to accurately classify and extract the character-
istics that are key to identifying to which type of semantic field it belongs and
therefore will help us recognize 3 semantic fields (fruits, vegetables, and meats)
and also to the detection of objects, which in this case is the detection of the
subcategories of the 3 main semantic fields mentioned above.
In the services layer (bottom right) where the training of the neural network
is focused using the Transfer Learning technique, where we use the architecture
that these networks have as well as part of the knowledge they have previously
acquired. In this phase, we have two CNN models that we will implement, the
first called Efficiennet for image recognition and a second model called YOLOv2
[11] for object detection, where we will modify the output layers of each of the
pre-trained models according to our application. Also at this stage, the Tensor
 A Mobile Educational Application for Teaching Semantics Fields 17

Flow Lite module is used to help us implement machine learning models on

mobile devices.
In the data layer (bottom left) we have the dataset, where a wide variety of
images annotated with 3 classes are considered: fruits, vegetables, and meats.
There is also a second dataset of annotated images with 42 subclasses of the 3
main classes. The data set has a balanced distribution of the number of images for
each class. In addition, in this stage, the pre-processing of the data set is carried
out, such as the application of rescaling the images with a size of 224 × 224
pixels, and annotation of the area of interest in each of the images.
As an example, Fig. 2 depicts a part of the mobile application developed
where two functions are seen using the trained neural networks. The first function
aims at image recognition. In the upper left part of the figure, you can see images
of pictograms (fruit, vegetables, and meat) captured with the camera of a mobile
device, and in the lower left part of the figure you can see the level of success that
the neural network returns for identify the pictograms corresponding to fruits,
vegetables, and meats. The second function whose objective is the detection of
objects of the subcategories of fruits, vegetables, and meat, wherein the extreme
right part of Fig. 2 the image of an onion can be seen, where the level of confidence
is directly identified by the neural network, with a bounding box and the label
to the category to which it belongs.

Fig. 2. Screenshots of the mobile application where the recognition through the image
camera of the semantic fields (left part) and the objects detection (right part).

4 Pilot Experiment and Preliminary Results

This section is organized in two stages. In the first stage, the training of the
neural network is carried out and in the second stage, a consensus analysis was
carried out to determine the level of validity of the contents of the serious game
for students with disabilities.
18 R. Nacipucha-Zhañay et al.

4.1 Neural Network Training

For the training of the neural network for object detection, the Tiny-Yolo-v2
model has been used [11], with an image data set made up of 42 classes with 19
subcategories of vegetables and 18 fruits, and 3 subcategories of meats, each one
labeled the area of interest. The total number of images used is 21,880. The Tiny-
Yolo-v2 network consists of 9 convolutional layers and 6 maximal pooling layers,
with an activation function (ReLU) and batch normalization. In addition, in the
configuration file, the first layer was modified, where it takes an input image size
of 224 × 224 to obtain 42 output classes in the last layer in the dataset generated
for the corresponding training. The filter size was also modified to 235. From
the training, an average loss of 0.16 was obtained, thus giving good results in
detection, according to the field tests that have been carried out with the mobile
application (Fig. 3).
On the other hand, to carry out the training process and tests of the neural
network for image recognition, an image dataset was used where there are three
classes made up of fruits, vegetables, and meats. In this process, a total of 16,588
images were used, with 5,525 for the first class, 5,826 for the second class, and
5,237 for the third class, respectively. The training of the convolutional neural
network was carried out and in Fig. 4 the results can be seen, where a 0.92
accuracy and a 0.21 loss in training and a 0.89 accuracy and a 0.30 loss in
the corresponding validation were obtained. With 50 epochs, Softmax activation
function, and Adam optimizer. In addition, field validation tests were carried
out through the mobile application with a minimum of 10 images for each class,
obtaining good precision results.

Fig. 3. Results achieved by the neural network in terms of accuracy (left) and loss
(right) for the training and validation datasets.

4.2 Statistical Analysis

The main objective is to carry out an initial validation process of the main
functionalities of the mobile application, two forms were applied to 3 special
 A Mobile Educational Application for Teaching Semantics Fields 19

education graduates considering that the application will be used for both chil-
dren with mild (form 1) and moderate (form 2) intellectual disabilities. The
profiles of the experts are described in Table 1:

Table 1. Profiles of special education graduates who participated in the validation

process of the functionalities of the mobile application.

Expert Gender Age Years of professional Years of professional

experience with children experience in ICT
with intellectual
disabilitie
1 Male 24 2 1
2 Male 24 2 2
3 Female 25 1 1

As can be seen, there was the participation of 3 professionals (2 men and 1

woman) with basic experience both in the care of children with intellectual dis-
abilities and in the use of ICTs (mean of 1.33 years, SD of 0.577). The age range
of the experts goes from 24 to 25 years (mean of 24.3 years, SD of 0.577), which
shows that the profiles are homogeneous. To determine if there was consensus
among the experts, Kendall’s Coefficient of Concordance W [8] was used. With
this coefficient, the analysis of the results of the two forms organized into two
large blocks was carried out. In the first, 13 demographic questions were included
(names and surnames, gender, age, ethnicity, marital status, religion, profession,
years of experience in ICT work, years of experience in caring for people with
motor disabilities, and area and current activity in which he performs), while in
the second block, 26 questions were raised to determine various aspects of the
mobile application. The groups of questions are detailed below according to the
criteria they focus on:

– Management aspects of the application: ease of use of the application (Q01)

and the “healthy food” game for children with intellectual disabilities (Q02),
ease of carrying out the exercises proposed in the application (Q16), a possi-
bility that the application can be used by children without disabilities (Q18),
– Learning: I support that the application offers to learn through pictograms
(Q03) and the photos that are captured with the mobile device (Q04). Rele-
vance of the use of pictograms (Q05), the usefulness of the animation that is
presented in the game “healthy food” (Q06), support for the improvement of
teaching through the exercises proposed in the application (Q17), support for
the autonomy in the learning of children with intellectual disabilities (Q19),
didactics of the game “healthy food” (Q20), the relevance of the feedback
provided by the character “Mandi” from the game “healthy food” (Q21),
– Accessibility: relevance of the adaptation of the game “healthy food” for chil-
dren with intellectual disabilities (Q07), ease of dragging the images in the
20 R. Nacipucha-Zhañay et al.

game (Q08), pressing the buttons (Q09), and making strokes in the drawing
area of the application (Q25). Aspects such as the relevance of the application
design (Q22), the size of the letter (Q23), the usefulness of the functionality
to capture images with the camera (Q24), and having a function to make the
traces on the area are also considered drawing for learning semantic fields
(Q26).
– Auditory support: relevance of the audios presented by the application to
maintain attention in the identification of domestic animals (Q10), means of
transport (Q11), food (Q12), fruits (Q13), vegetables (Q14) and meats (Q15).

For professionals to become familiar with the application, demonstration

sessions were held where they were able to interact with the application and
interact with all its menus and modules. The iter-rater agreement analysis was
developed to determine if there was consensus among the professionals. For this,
Kendall’s Coefficient of Concordance W [8] was calculated. The calculation pro-
cess was carried out using the R statistical software (version 4.1.2) and the
following hypotheses were raised concerning the agreement between the profes-
sionals, considering the pair of hypotheses for each population group (children
with intellectual disabilities both mild and moderate): a) there is no consensus
among professionals for the criteria indicated on the form (H0 ), and b) there is
a consensus among professionals for the criteria indicated in the form (Ha ).
As can be seen in Table 2, there is a level of “Substantial agreement” for
both forms. This information is supported by the p-values obtained: 0.00561
and 0.00395, respectively. These values are less than 0.05, which is why the
results are considered to be highly significant, with a confidence level greater
than 95%. Thus, the null hypothesis is rejected.

Table 2. Results obtained from Kendall’s Coefficient of Concordance W for both

population groups.

Group Kendall’s χ2 p − value Agreement

W level
Children with mild intellectual 0.619 46.498 0.00561 Substantial
disability
Children with moderate 0.637 47.789 0.00395 Substantial
intellectual disability

In Fig. 4 two plots can be observed with the criteria of the experts for the
mobile application aimed at children with mild (upper part) and moderate (lower
part) disabilities. As can be seen in Figure X2, in the case of the group with
mild intellectual disability, we can see that in most questions the results of the
questions are very similar. It can be noted that only in 7 questions do the 3
professionals coincide (Q06, Q09, Q11, Q17, Q18, Q23, and Q25). Similarly, it
occurs when the mobile application is considered a tool for working with children
 A Mobile Educational Application for Teaching Semantics Fields 21

with moderate intellectual disabilities. As can be seen, in 13 questions the criteria

of the 3 professionals do not coincide, but at least 2 professionals do. However,
the difference is not greater than 1 point, except in the case of question Q09.

Fig. 4. Results of the consensus analysis of professionals for the 26 questions related
to the main aspects of handling, learning support, accessibility, and listening support
of the mobile application.

5 Conclusions
From the trained neural networks, it is essential to say that the dataset that is
generated and provided for training must have a considerable amount of data
in this case of images for better accuracy both in image recognition and in the
detection of objects.
22 R. Nacipucha-Zhañay et al.

It is important to mention that with the use of the mobile application for
the recognition and detection of images of the semantic fields, better precision
results are obtained with high-resolution images. Object detection performance
can be improved by segmenting each of the dataset images corresponding to
each class. There is a substantial level of consensus for both forms, for which the
contents of the application were validated.
On the other hand, according to the results achieved with Kendall’s Coeffi-
cient of Concordance W, we consider it viable to use the mobile application as a
support tool for both groups of children (with mild intellectual disabilities and
with moderate intellectual disabilities).

References
1. Albán, J., Naranjo, T.: Inclusión educativa de estudiantes con discapacidad int-
electual: un reto pedagógico para la educación formal. 593 Digit. Publisher CEIT
5(4), 56–68 (2020)
2. Aljure Jiménez, Y.: Clasificación de Flores con Redes Neuronales Convolucionales.
Master’s thesis, Universidad de Antioquı́a (2021)
3. Cano Moreno, A.R.: Aplicación de analı́ticas en la sistematización del diseño y
validación de juegos serios para usuarios con discapacidad intelectual. Ph.D. thesis,
Universidad Complutense de Madrid (2019)
4. Frausto-Pérez, O., Domı́nguez, A.R., Ornelas-Rodrı́guez, M., Puga, H., Carpio,
M.: Entrenamiento dinámico de redes convolucionales profundas para clasificación
de imágenes. Res. Comput. Sci. 148(7), 305–318 (2019)
5. Garcı́a-Redondo, P., Garcı́a, T., Areces, D., Núñez, J.C., Rodrı́guez, C.: Serious
games and their effect improving attention in students with learning disabilities.
Int. J. Environ. Res. Public Health 16(14), 2480 (2019)
6. González Marfil, A.: Métodos de aprendizaje profundo para la súper-resolución y
segmentación semántica de imágenes (2021)
7. Horcajada Jiménez, D.: Metodologı́a para la detección de objetos en imágenes
basada en la librerı́a yolo con aplicación a la detección de carros (2021)
8. Juškevičienė, A., Stupurienė, G., Jevsikova, T.: Computational thinking develop-
ment through physical computing activities in steam education. Comput. Appl.
Eng. Educ. 29(1), 175–190 (2021)
9. Pérez Oliveros, D., Vidal, M.I., Chanchı́, G.: Ingenierı́a, Tecnologı́a. Innovación y
desarrollo. Editorial Corporación CIMTED, Automatización (2018)
10. Rodrı́guez, R.C., Carlos, C.M., Vergara-Villegas, O.O., Sánchez, V.G.C.: Detección
y clasificación de señales de tráfico mexicanas mediante aprendizaje profundo. Res.
Comput. Sci. 149(8), 435–449 (2020)
11. Shafiee, M.J., Chywl, B., Li, F., Wong, A.: Fast yolo: A fast you only look
once system for real-time embedded object detection in video. arXiv preprint
arXiv:1709.05943 (2017)
12. Vértiz-Osores, R.I., Pérez-Saavedra, S., Faustino-Sánchez, M.A., Vértiz-Osores,
J.J., Alain, L.: Tecnologı́a de la información y comunicación en estudiantes del
nivel primario en el marco de la educación inclusiva en un centro de educación
básica especial. Propósitos y Representaciones 7(1), 83–94 (2019)
 Exploring the Factors Affecting the Service
Quality of Online Shopping Applications:
An Empirical Study

Laura Lončarić, Matej Višnjić, and Tihomir Orehovački(B)

Faculty of Informatics, Juraj Dobrila University of Pula, Zagrebačka 30, 52100 Pula, Croatia
[email protected]

Abstract. Nowadays, an increasing number of people use online shopping appli-

cations. As a result of the COVID-19 pandemic, consumers are buying more often
online than in physical stores. It is therefore important to examine the service
quality of applications as it has become crucial for an online shopping experience.
To explore interrelations among factors affecting the service quality of online
shopping applications, an empirical study was carried out. Data were collected
with a self-reporting questionnaire. The psychometric features of the proposed
research framework were evaluated with the PLS-SEM method. The reported
findings revealed that information quality contributes to efficiency and together
with it represents a significant determinant of security which in turn together with
efficiency affects the service quality of online shopping applications.

Keywords: Online Shopping Applications · Efficiency · Security · Information

Quality · Service Quality · E-commerce · Empirical Study · Self-reporting
Questionnaire

1 Introduction
Today, online shopping is increasingly popular. It all started in 1979 when Michael
Aldrich proposed the online processing of transactions between consumers and busi-
nesses. In the beginning, the transition to a more modern way of purchasing created
among customers a feeling of concern for personal data, a discrepancy between the
quality of the ordered product and the desired quality, unsuccessful delivery, etc. [18].
Nowadays, these concerns are much less, as people have recognized the benefits of
e-commerce. At the beginning of 2020, companies have been forced to close their phys-
ical stores due to the COVID-19 pandemic. As a follow-up, customers have switched to
online shopping. The aforementioned pandemic has hardly affected lives and economies
worldwide since it has pushed many private and public entities into e-business [11]. The
COVID-19 pandemic has led to extremely rapid and massive changes in consumer behav-
ior and it became an important trigger for those who have never shopped online before
[17]. Considering the many opportunities offered on the Internet, any misstep in meeting
customer expectations can result in a change in their behavioral intentions related to the
revisit of a particular e-store [2]. That is why every e-commerce company wants to know
what affects their customers’ satisfaction and decisions when purchasing online.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 23–33, 2024.
https://doi.org/10.1007/978-3-031-44131-8_3
24 L. Lončarić et al.

Online shopping application is a medium for transactions between the seller and
the buyer which is available from anywhere every day at any time. The most relevant
motivational factors for online shopping are time and money saving, user-friendliness
of an application, discounts and offers, cash on delivery, and free shipping [14]. On
the other hand, online shopping also has its shortcomings. Al Karim [1] discovered
that online payment security, personal privacy and trust, unclear warranties and returns
policies, and lack of personal customer service are the most common barriers to online
shopping.
Consumers have high expectations when it comes to the online shopping process.
Service quality evaluation provides insight into how well the application is adapted to
users and helps discover factors that influence customer satisfaction when they shop
online. When interacting with a particular application, the first impression is created
based on the aesthetics of the user interface. Jain and Purandare [6] found that con-
sumers will be attracted by online shopping application if it visualizes the products
properly and provides a sufficient amount of details about them. Therefore, companies
are investing a lot in the visual design of their applications to improve the customer’s
shopping experience [7].
Service quality has been recognized as one of the most relevant utilitarian benefits
which drive consumers’ decision to adopt online shopping [16]. While design, security,
information quality, and customer service were identified as the most commonly exam-
ined factors that affect customer satisfaction with online shopping, remaining factors
such as service quality and efficiency have been explored much less frequently in that
respect [3]. Therefore, the aim of the empirical study presented in this paper was to
evaluate an interplay of information quality, efficiency, security, and service quality in
the context of online shopping applications. The remainder of the paper is structured as
follows. The research methodology is explained in the next section. Study findings are
reported in the Sect. 3. Conclusions, limitations of the study, and future work directions
are provided in the Sect. 4.

2 Methodology
2.1 Research Framework
The research framework consists of four diverse constructs: information quality, effi-
ciency, security, and service quality. Information quality (INQ) refers to the extent to
which information about product features provided by online shopping applications is
accurate, relevant, clear, and complete. Efficiency (EFI) denotes the level to which mak-
ing a purchase using an online shopping application requires a small number of steps.
To make this possible for consumers, the online shopping application should have easy
navigation, unique pages, and a smooth search engine [6]. Services provided by an online
shopping application include product reviews, ordering, online payment, refunds, etc. An
efficient online shopping application ensures accurate and up-to-date information thus
helping consumers to find and use these services promptly. Therefore, we are proposing
the following hypothesis:
H1. Information quality has a significant positive influence on efficiency in the context
of online shopping applications.
 Exploring the Factors Affecting the Service Quality 25

Security (SEC) refers to the degree to which consumers believe that their data is not
compromised during transactions with the online shopping application. Dimensions of
information quality serve consumers as a foundation for making purchasing decisions
[19]. Applications that offer support for performing immediate actions are perceived as
useful by clients [9]. If an online shopping application enables efficient execution of
transactions and consumers trust the information it provides, they will feel safe during
the purchase. Thus, we are proposing the following hypotheses:

H2. Information quality has a significant positive influence on security in the context of
online shopping applications.
H3. Efficiency has a significant positive influence on security in the context of online
shopping applications.

Service quality (SEQ) indicates the extent to which interaction with online shopping
application meets consumers’ expectations. Pearson et al. [10] uncovered that efficiency
has a strong influence on a perceived e-service quality of a website. In that respect, we
are proposing the following hypothesis:

H4. Efficiency has a significant positive influence on service quality in the context of
online shopping applications.

Online shopping applications allow customers to pay by card which requires entering
their personal information. Customers are commonly in fear of possible fraud during
transactions which is why online payments represent a security concern for them that
affects their satisfaction [9] and repeat purchase intention [4]. Considering that security
proved to have a significant influence on the service quality of online stores [13], we
propose the following hypothesis:

H5. Security has a significant positive influence on service quality in the context of
online shopping applications.

2.2 Apparatus

Data were collected using a self-reporting questionnaire that was created with and admin-
istered through Google Forms. The questionnaire was composed of 6 items related
to participants’ demography (gender, age, occupation, online shopping frequency, rea-
sons for online shopping, and the type of products and services most often purchased
online) and 29 items created for measuring dimensions of 4 constructs which constitute
the research framework: information quality (8 items), efficiency (7 items), security (7
items), and service quality (7 items). Responses to questionnaire items were modulated
on a five-point Likert scale (1-strongly disagree, 5-strongly agree).
We used a partial least squares structural equation modeling (PLS-SEM) technique
to evaluate the validity and reliability of the proposed research framework and to test
the developed hypotheses. The three key justifications for our choice of PLS-SEM over
covariance-based SEM (CB-SEM) are as follows [8]: (1) when the sample size is small,
PLS-SEM achieves higher levels of statistical power compared to CB-SEM; (2) PLS-
SEM does not necessitate a rigorous theoretical background, making it well suited for
26 L. Lončarić et al.

exploratory research; (3) the PLS-SEM algorithm transforms data that significantly devi-
ate from a normal distribution following the central limit theorem, making parameter
estimations highly reliable. PLS-SEM path analysis calls for a minimum sample size of
10 times either [8]: (i) the largest number of items allocated to the model’s most complex
construct, or (ii) the largest number of exogenous constructs affecting an endogenous
construct. In the introduced research model, the highest number of exogenous constructs
influencing the endogenous construct is two, whereas the most complex construct is mea-
sured with eight items. Given that the minimum required sample size for this study is
80, a sample size of 98 is judged appropriate. The psychometric properties of the mea-
surement as well as the structural model were evaluated using the SmartPLS 4.0.9.0 [12]
software program.

3 Results
3.1 Participants

A total of 98 respondents (59% female, 41% male) from Croatia took part in the study.
They ranged in age from 17 to 56 years (M = 27.59, SD = 9.87). At the time the study
was carried out, 53% of participants were employed, 38% were university students, 2%
were unemployed, and 7% were high school students. When the frequency of online
shopping was considered, 2% of subjects reported they are buying online every day,
8% of them shop online once a week, 35% of them are ordering online once a month,
29% are interacting with online shopping applications every 2 to 3 months, and 21%
of study participants are purchasing online every 4 months or less frequently. When
shopping online, the respondents are mainly buying clothes (66%), followed by footwear
(46%), pieces of technology (42%), cinema, theatre or concert tickets (39%), books and
literature (16%), and furniture (8%). While 32% of study participants reported they are
booking flights and accommodation online, 4% of them stated they use e-commerce web
applications to purchase other goods. As reasons for online shopping, the respondents
have indicated convenience (43%), a large selection of products (32%), cheaper products
(5%), time-saving (18%), and clear information about products (2%).

3.2 Model Assessment

After approximating the measurement model parameters, the PLS-SEM path analysis
algorithm estimates standardized partial regression coefficients in the structural model
[8]. As a result, a two-stage examination of the proposed research model’s psychometric
features was conducted. Indicator reliability, internal consistency, convergent validity,
and discriminant validity were all examined to gauge how well the measurement model
was performing.
By investigating the standardized loadings of items with their corresponding con-
struct, indicator reliability was evaluated. Items should only be kept in the measurement
model if their standardized loadings are equal to or higher than 0.708 [5, 15]. Con-
sidering that loadings of items EFI2, EFI3, INQ1, INQ2, SEC5, SEC6, SEC7, SEQ1,
SEQ2, and SEQ3 were below the advised cut-off value, they were excluded from the
 Exploring the Factors Affecting the Service Quality 27

measurement model and further analysis. The results of the confirmatory factor analysis
(CFA) are presented in Table 1 and show that all remaining items in the measurement
model had standardized loadings that were higher than the acceptable cut-off level. The
measurement model’s standardized loadings of the items ranged from 0.711 to 0.899,
which indicates that constructs explained between 50.55% and 80.82% of their items’
variance.

Table 1. Standardized factor loadings and cross-loadings of items

EFI INQ SEC SEQ

EFI1 0.772 0.289 0.370 0.373
EFI4 0.837 0.306 0.319 0.357
EFI5 0.821 0.315 0.314 0.296
EFI6 0.861 0.297 0.231 0.284
EFI7 0.848 0.314 0.266 0.276
INQ3 0.270 0.711 0.289 0.376
INQ4 0.206 0.714 0.346 0.364
INQ5 0.372 0.827 0.470 0.436
INQ6 0.258 0.752 0.234 0.299
INQ7 0.302 0.894 0.388 0.444
INQ8 0.293 0.803 0.364 0.499
SEC1 0.322 0.349 0.887 0.488
SEC2 0.321 0.355 0.820 0.426
SEC3 0.351 0.428 0.899 0.568
SEC4 0.253 0.404 0.776 0.555
SEQ4 0.320 0.379 0.439 0.790
SEQ5 0.175 0.361 0.494 0.804
SEQ6 0.295 0.476 0.445 0.815
SEQ7 0.421 0.437 0.544 0.785

Three indices were used to assess the internal consistency of the constructs: Cron-
bach’s alpha, the composite reliability (rho_C), and the consistent reliability (rho_A)
coefficient. In exploratory studies, scores between 0.60 and 0.70 for all three indices
are acceptable, values between 0.70 and 0.95 point to good internal consistency, while
values above 0.95 indicate item repetition that compromises content validity [5, 15].
As presented in Table 2, the estimated values for the aforementioned three indices are
ranging from 0.812 to 0.916, indicating that all four constructs in the research framework
have good internal consistency. The average variance extracted (AVE) was used to test
convergent validity. Because it indicates that the shared variance between a construct
and its items exceeds the variance of the measurement error, an AVE value of 0.50 and
28 L. Lončarić et al.

above is regarded as acceptable [5, 15]. The study results shown in Table 2 suggest that
all constructs in the research model have complied with this criterion.
The extent to which a certain construct differs from the other ones in the model is
referred to as discriminant validity. Cross-loadings, the Fornell-Larcker criterion, and the
Heterotrait-Monotrait (HTMT) ratio of correlations were used to evaluate it. According
to the cross-loadings indicator, each item’s outer loading on the associated construct
ought to be higher than its loadings on the other constructs in the model. As shown in
Table 1, this appeared to be the case for all the items in the measurement model of the
proposed research framework which indicates that the requirements of the first measure
of discriminant validity have been satisfied.

Table 2. Convergent validity and internal consistency of constructs

Cronbach’s Alpha rho_A rho_C Average Variance

Extracted (AVE)
Efficiency (EFI) 0.885 0.887 0.916 0.686
Information Quality 0.875 0.896 0.906 0.618
(INQ)
Security (SEC) 0.868 0.873 0.910 0.718
Service Quality (SEQ) 0.812 0.817 0.876 0.638

According to the Fornell-Larcker criterion [15], each construct’s square root of AVE
should be greater than its highest correlation with any other construct in the model.
Findings reported in Table 3 suggest that each construct shares more variance with
items that are assigned to it (bold values on the diagonal) than with other constructs in
the model, demonstrating that the requirements of the second measure of discriminant
validity are met.

Table 3. Fornell-Larcker Criterion

EFI INQ SEC SEQ

EFI 0.828
INQ 0.368 0.786
SEC 0.368 0.457 0.847
SEQ 0.388 0.520 0.607 0.799

The mean value of all correlations between indicators that measure various con-
structs divided by the mean value of correlations between indicators that measure the
same construct is represented by HTMT. Values above 0.90 imply the absence of dis-
criminant validity when there are related constructs in the model, while 0.85 is the cut-off
value when there are conceptually distinct constructs in the model [5, 15]. As shown in
 Exploring the Factors Affecting the Service Quality 29

Table 4, the HTMT of each construct in the research framework is below the cut-off value
of 0.85 thus demonstrating that the requirements of the third measure of discriminant
validity have been satisfied and that the constructs are sufficiently distinct. The evidence
presented above supports the measurement model’s high level of validity and reliability.
As soon as the measurement model was found to be appropriate, the structural
model’s suitability was evaluated by assessing collinearity, path significance, coefficient
of determination, and effect size.
A frequently used measure for determining whether there is collinearity among pre-
dictor constructs in the structural model is the variance inflation factor (VIF). Although
collinearity problems between exogenous constructs are suggested by VIF values of 5
or above, they can still happen even at VIF values of 3 [5]. Therefore, VIF values ought
to be below or near 3. The structural model’s lack of collinearity is confirmed by the VIF
values for predictor constructs which range from 1.000 to 1.157, as shown in Table 5.

Table 4. Heterotrait-Monotrait Ratio (HTMT)

EFI INQ SEC SEQ

EFI
INQ 0.409
SEC 0.414 0.506
SEQ 0.441 0.606 0.710

Table 5. Collinearity statistics (VIF)

EFI INQ SEC SEQ

EFI 1.157 1.157
INQ 1.000 1.157
SEC 1.157
SEQ

The coefficient of determination (R2 ), which measures the percentage of variance in

an endogenous construct that is explained by the set of its predictors, is used to assess
the model’s explanatory power. The specifics of the research field and the study being
conducted are crucial in identifying the acceptable ranges for R2 . Orehovački [8] claims
that R2 values of 0.15, 0.34, and 0.46 indicate weak, moderate, and strong explanatory
power of exogenous constructs in the research model, respectively, in empirical studies
on software quality evaluation. It is customary to interpret adjusted R2 since it tailors
the value of R2 concerning the size of the model [15]. Study results reported in Table 6
indicate that 12.7% of the variance in efficiency is explained by information quality,
23.9% of the variance in security is accounted for by information quality and efficiency,
while 38.7% of the variance in service quality is explained by efficiency and security.
30 L. Lončarić et al.

Therefore, predictors of service quality have moderate explanatory power, antecedents

of security have weak explanatory power while determinant of efficiency has very weak
explanatory power.
By assessing the goodness of path coefficients, the research framework’s hypoth-
esized interaction between constructs was explored. Asymptotic two-tailed t-statistics
were utilized to examine the significance of path coefficients through the bootstrapping
resampling technique. The sample size and the number of cases were equal, but there
were 5.000 bootstrap samples. Table 7 displays the results of testing the hypotheses. It
was found that information quality has a significant impact on efficiency (β = 0.368, p
< 0.001) and security (β = 0.372, p < 0.001), thus providing support for hypotheses
H1 and H2, respectively. We also discovered that efficiency significantly contributes to
security (β = 0.231, p < 0.01) and service quality (β = 0.191, p < 0.05), thus demon-
strating support for H3 and H4, respectively. Study findings also revealed that security
has a significant influence on service quality (β = 0.537, p < 0.001) which provides
support for H5.

Table 6. Results of testing the explanatory power of the research model

Endogenous Constructs R2 R2 Adjusted

Efficiency (EFI) 0.136 0.127
Security (SEC) 0.255 0.239
Service Quality (SEQ) 0.400 0.387

Table 7. Results of hypotheses testing

Hypotheses Path T-statistics p-value Decision

Coefficients
H1. Information Quality -> Efficiency 0.368 4.224 0.000 Accepted
H2. Information Quality -> Security 0.372 4.302 0.000 Accepted
H3. Efficiency - > Security 0.231 2.629 0.009 Accepted
H4. Efficiency -> Service Quality 0.191 2.331 0.020 Accepted
H5. Security - > Service Quality 0.537 7.106 0.000 Accepted

The change in the endogenous construct’s coefficient of determination is referred

to as the effect size (f 2 ). An f 2 value of 0.02, 0.15, or 0.35 denotes a small, medium,
or large impact of the exogenous construct on the endogenous construct, respectively
[15]. As presented in Table 8, efficiency has a small impact on security (f 2 = 0.062) and
service quality (f 2 = 0.052), information quality has a medium influence on efficiency
(f 2 = 0.157) and security (f 2 = 0.160), while service quality is strongly affected by
security (f 2 = 0.415).
 Exploring the Factors Affecting the Service Quality 31

Table 8. Results of testing the effect size

EFI INQ SEC SEQ

EFI 0.062 0.052
INQ 0.157 0.160
SEC 0.415
SEQ

4 Conclusion
In a post-pandemic era, online shopping has become a habit of many people. The possi-
bility of searching a large number of different types of products and services, purchas-
ing from the comfort of home, delivery to home address, flexible terms of payment,
and return and replacement of goods are just some of the many advantages of online
shopping. However, there are still a lot of people who find online shopping repulsive
because they do not want to go through the procedure of returning and re-ordering
goods when it is delivered what they did not order or when it does not suit them for
some reason. Security and privacy concerns are also reasons why some people still have
not adopted online shopping. The number of online shopping applications is constantly
growing, and the service quality they offer their clients is of crucial importance for
their survival in the market. The objective of this paper was to examine the validity and
reliability of the research model which represents an interplay of constructs that reflect
the benefits of online shopping applications and consumers’ concerns regarding their
use. The analysis of the proposed research model uncovered that if an online shopping
application provides complete and readily available information about the products it
sells, customers will easily and quickly make a purchase. We also discovered that if
online shopping application offers clear and understandable information about online
customer assistance service and the payment procedure is simple, the consumers will
feel safe while purchasing online. Finally, if customers trust that the transactions they
are conducting with the online shopping applications are protected from unauthorized
access and if the purchase using them requires a small number of steps, they will be happy
with their online shopping experience. Reported findings, proposed research model, and
designed self-reporting questionnaire can be used by researchers as a foundation for
future advances in exploring the service quality of online shopping applications. Prac-
titioners, on the other hand, can use them as a set of guidelines when developing new
online shopping applications or evaluating and redesigning existing ones. Considering
that in this paper results of an empirical study have been presented, some limitations
need to be acknowledged. Although the sample was heterogeneous concerning the gen-
der and occupation of respondents, only 98 individuals from one country took part in the
study. Given that different sample structures in terms of the number and demographics of
respondents could provide divergent answers to questionnaire items, reported findings
should be interpreted cautiously and generalized only to consumers of online shopping
applications from Croatia. In the proposed research model only two constructs were
hypothesized and confirmed to be determinants of service quality when online shopping
32 L. Lončarić et al.

applications are considered. Given that service quality represents a much more complex
concept, future studies are required to determine a comprehensive set of its relevant
antecedents in the context of online shopping applications. In that respect, our future
work efforts will be focused on enhancing the introduced research model with additional
predictors of service quality concerning online shopping applications, exploring the sig-
nificance of the various relationships among them, evaluating the moderating effects
of consumers’ demographics on hypothesized relationships in the research model, and
assessing the mediating effects of constructs which constitute research framework as
well as its predictive validity.

References
1. Al Karim, R.: Customer satisfaction in online shopping: a study into the reasons for
motivations and inhibitions. IOSR J. Bus. Manag. 11(6), 13–20 (2013)
2. Bucko, J., Kakalejčík, L.: Website usability and user experience during shopping online from
abroad. E. M. Ekon. Manag. 21(3), 205–219 (2018)
3. Deyalage, P.A., Kulathunga, D.: Exploring key factors for customer satisfaction in online
shopping: a systematic literature review. Vidyodaya J. Manag. 6(1), 163–190 (2020)
4. Finn, A., Wang, L., Frank, T.: Attribute perceptions, customer satisfaction and intention to
recommend e-services. J. Interact. Mark. 23(3), 209–220 (2009)
5. Hair, J.F., Risher, J.J., Sarstedt, M., Ringle, C.M.: When to use and how to report the results
of PLS-SEM. Eur. Bus. Rev. 31(1), 2–24 (2019)
6. Jain, S., Purandare, P.: Study of the usability testing of e-commerce applications. J. Phys.
Conf. Ser. 1964(4), 042059 (2021)
7. Jeannot, F., Jongmans, E., Dampérat, M.: Visual design and online shopping experiences:
when expertise allows consumers to refocus on website attractiveness. Rech. et Appl. en
Mark. 37(1), 59–81 (2022)
8. Orehovački, T.: Methodology for Evaluating the Quality in Use of Web 2.0 Applications. Ph.D.
Thesis, University of Zagreb, Faculty of Organization and Informatics, Varaždin, Croatia
(2013)
9. Orehovački, T., Blašković, L., Kurevija, M.: Evaluating the perceived quality of mobile
banking applications in croatia: an empirical study. Future Internet 15(1), 8 (2023)
10. Pearson, A., Tadisina, S., Griffin, C.: The role of e-service quality and information quality in
creating perceived value: antecedents to web site loyalty. Inf. Syst. Manag. 29(3), 201–215
(2012)
11. Pejić Bach, M.: Editorial: electronic commerce in the time of covid-19 - perspectives and
challenges. J. Theor. Appl. Electron. Commer. Res. 16(1), I–IV (2021)
12. Ringle, C.M., Wende, S., Becker, J.-M.: SmartPLS 4. SmartPLS GmbH, Oststeinbek (2022)
13. Rita, P., Oliveira, T., Farisa, A.: The impact of e-service quality and customer satisfaction on
customer behavior in online shopping. Heliyon 5(10), e02690 (2019)
14. Rudresha, C.E., Manjunatha, H.R., Chandrashekarappa, U.: Consumer’s perception towards
online shopping. Int. J. Sci. Dev. Res. 3(11), 147–153 (2018)
15. Russo, D., Stol, K-J.: PLS-SEM for software engineering research: an introduction and survey.
ACM Comput. Surv. 54(4), 78, 1–38 (2022)
16. Srivastava, A., Thaichon, P.: What motivates consumers to be in line with online shopping?: a
systematic literature review and discussion of future research perspectives. Asia Pac. J. Mark.
Logist. in press (2022)
17. Topolko Herceg, K.: Impact of COVID-19 pandemic on online consumer behavior in croatia.
CroDiM 4(1), 131–140 (2021)
 Exploring the Factors Affecting the Service Quality 33

18. Vasic, N., Kilibarda, M., Kaurin, T.: The influence of online shopping determinants on cus-
tomer satisfaction in the Serbian market. J. Theor. Appl. Electron. Commer. Res. 14(2), 70–89
(2019)
19. Wang, M.C.H., Wang, E.S.T., Cheng, J.M.S., Chen, A.F.L.: Information quality, online com-
munity, and trust: a study of antecedents to shoppers’ website loyalty. Int. J. Electron. Mark.
Retail. 2(3), 203–219 (2009)
 A Basic-Electronics Educational Kit
for Memory and Visuomotor
Coordination Stimulation in Senior
Citizens

Adrián Cabrera-Bermeo , Vladimir Robles-Bykbaev(B) ,

and Tonny Lema-Jaramillo

GI-IATa, Cátedra UNESCO Tecnologı́as Apoyo Para la Inclusión Educativa,

Universidad Politécnica Salesiana, Cuenca, Ecuador
{lcabrerab,tlemaj1}@est.ups.edu.ec, [email protected]

Abstract. Demographic aging poses significant challenges and oppor-

tunities in areas such as health care, financial security, and quality of life
for the elderly. The person with greater age tends to suffer a series of
changes in their physical and mental health that can put his/her life at
risk. One of these conditions is a cognitive impairment which, as its name
indicates, is a decrease in cognitive abilities such as memory, abstract
thinking, language, etc. Although this cognitive deterioration can signif-
icantly affect the quality of life of these people, this phenomenon can
be reversible or treatable if it is detected in time. With the advances in
technology, a special interest has arisen in how to improve the quality of
life of the elderly. For this reason, in this work, an innovative method is
proposed using an electronic kit and using computer vision. With image
feature extraction techniques (Template Matching), it is possible to iden-
tify if a circuit is assembled correctly or not. With all this, it is intended
that the elderly build the circuit gradually and thus can obtain a better
visual perception, better spatial reasoning, and a better quality of life.

Keywords: Senior citizens · computer vision · template matching ·

visuomotor coordination · memory

1 Introduction
What has been evidenced over time is that the human being throughout his/her
life goes through a series of stages that allow him/her to acquire knowledge,
experience, etc. However, with age, the speed of information processing and
long-term memory may decrease, mainly because there is a lack of physical and
mental activity, illness, and other factors that can contribute to cognitive decline
and aging. Therefore, it is for this reason that it is important to understand the
processes and factors that influence aging and cognitive deterioration to develop
effective interventions that improve the quality of life of the elderly.
c The Author(s), under exclusive license to Springer Nature Switzerland AG 2024
C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 34–42, 2024.
https://doi.org/10.1007/978-3-031-44131-8_4
 A Basic-Electronics Educational Kit 35

According to a 2021 United Nations report, the proportion of older adults

(people aged 65 and over) in the world was estimated at 7% in 2020 and is
projected to reach 16% in 2050 [13]. On the other hand, in Ecuador, the National
Institute of Statistics and Censuses of Ecuador (2020) estimated the proportion
of older adults at 7.3% in 2020, with a projection of an increase to 15.1% by 2050
[6]. Another study was carried out in 2016 in the city of Babahoyo - Ecuador
to determine the association between socioeconomic and demographic factors,
employment status, and chronic diseases of cognitive deterioration since it was
shown that the factors that are related to cognitive deterioration are arterial
hypertension, the socioeconomic level, the level of education and the monthly
income which may be susceptible to prevention and intervention [1].
Aging and cognitive decline are two terms that are closely related because
in simple terms cognitive aging can include a variety of changes, including a
decrease in processing speed, a decrease in short-term memory, and a decrease
in the ability to learn. However, these changes are not universal and can vary
depending on the person and their lifestyle. Another article [9] points out that
cognitive decline is a growing problem in the aging population and that it can
have a significant impact on people’s quality of life and independence as they
age. The article highlights the importance of early identification of cognitive
decline and appropriate support to help people maintain their cognitive ability
and prevent disability. For this reason, it is necessary to develop innovative
technologies and/or tools to prevent this type of condition, which will require
support from institutions that aim to guarantee a good quality of life for the
elderly.

2 Related Work

A cognitive study on whether older adults’ cognitive function benefits from ICT
use in the COVID-19 pandemic showed that during the COVID-19 epidemic,
the proportion of people greater than or equal to 80 years of age who reported
cognitive decline was double that of 70 years. Non-use of ICT was independently
associated with an increased risk of cognitive decline in participants greater
than or equal to 80 years of age. Furthermore, significant associations between
cognitive impairment and interaction items (non-use of ICT due to loneliness or
social isolation) were observed in the age group of people that were greater than
or equal to 80 years. It is then concluded that non-ICT users with high loneliness
or social isolation scores were more likely to experience cognitive impairment for
adults aged greater than or equal to 80 years, added to this because, for older
adults who are not vulnerable to poor social relationships, the ICT becomes an
efficient intervention [8].
During the normal aging process, some cognitive abilities such as learning
speed and memory decrease with age, however, these losses can be compensated
by an increase in knowledge and experience. Frequently, the deterioration of
cognitive performance is caused by the lack of practice, illness, depression, lack
of motivation, and social factors rather than by aging itself. So, participation
36 A. Cabrera-Bermeo et al.

in social activities can contribute to prolonging the effects of aging around how
the person feels, either socially or with family. Multiple studies in gerontology
indicate that practicing active aging can help improve the quality of life of older
adults, prevent suffering from chronic diseases, and increase psychosocial devel-
opment [12].
Due to the increasing number of older adults with cognitive decline, it is
essential to delay the onset and progression of cognitive decline and promote
a healthy lifestyle. The rapid growth of technology has advanced considerably
in the field of computerized cognitive interventions, which is why new software
has been developed to promote quality of life at an older age. Based on several
investigations in databases such as Meline, and Web of Science, it was possible to
show that nineteen studies met the inclusion criteria, in addition to identifying 11
different cognitive stimulation, training, and rehabilitation programs. Most of the
programs were intended for people with different conditions, capable of creating
specific treatments, however, these programs differ from each other in terms of
objectives, use, and characteristics, so it is encouraged to develop programs with
greater scalability making its access and use much easier for the elderly [7].
For this reason, tools or systems have been developed to prevent or slow down
the aging process and cognitive deterioration. One of these systems is Virtual
City (VC) a complex system created in a virtual reality (VR) environment for
the training of cognitive skills of older people. This system incorporates train-
ing games located in a complex urban environment that allows the simulation
of real situations and scenarios, and the most influential area in rehabilitation
techniques focuses on the domains of working memory and processing speed. In
addition to this, it is important to emphasize that the decrease in memory repre-
sents the most common subjective complaint in the aging population, therefore,
the tasks and/or activities applied in this software are focused on improving the
cognitive abilities of the elderly, emphasizing long-term memory functions [2].
The older adult population has currently suffered exclusion from a techno-
logical point of view. Some of these factors are the lack of skills on the part of
this sector of the population because over the years cognitive abilities decrease
and this makes it very difficult to retain any type of information, which is why
this problem has arisen of digital literacy in this population. That is why in
this research the relationship between technology, communication, and the self-
efficiency of the elderly has been selected as an objective. For which a specific
group of older adults who had some type of technological device within the home
were taken. What this research carries out is an implementation of instruments
in the different social and recreational accommodations for the elderly on a scale
of ICT use. The results obtained from this research are that the resources most
used by this part of the population are the use of Internet smartphones, so the
use of ICT and learning has been shown to improve digital literacy performance
in older adults [10].
 A Basic-Electronics Educational Kit 37

3 Methodology
Once the human being has reached the third age, their functions decline, such
as memory, speed, intelligence, etc. Consequently, this creates a gap between
the elderly and the new advances in technology since it is already difficult for
them to be able to adapt to new technologies and advances. The effects of aging
have impacted due to the cognitive sense. Added to this, it has been discovered
that fine motor skills decrease with aging and tremor increases. This can be
evidenced through clinical scores or quantitative measures, patients with brain
damage tend to manifest not only problems with balance and incoordination of
movements but also tremors. To assess fine motor skills, the Archimedean spiral
drawing test can be used, since in a study of 1912 people to describe the effects
of their age on fine motor skills, the result was that people with tremors (1.3%
of participants) showed worse performance on most measures of spiral drawing,
age was found to be associated with worse performance on all fine motor skills
[5].
The elderly are part of a growing segment and the impact they will have
in the future must be considered. Globally, a third of the economically active
population may retire over the next decade. This is how the needs of this segment
need to be addressed from the most general to the most basic aspects, they argue
that old age aid is precisely among the unsatisfied needs of society [11]. Faced
with this problem that society has towards the elderly, in the university, it has
been observed that a high number of teachers and students attend or provide
services to the elderly now and increasingly in the future, There [3]. That is why
students not only of engineering but of any field are invited to develop projects
or campaigns in favor of the well-being of the elderly; This also comes in favor
of the students, since this whole process of helping results in positive emotional
changes in the personality patterns of the students, as well as their awareness.
What is proposed is an assistant who makes use of the camera to recognize
if a circuit set up by the elderly is correct or not, there are three circuits with
which this entire process will be carried out. For this, we use the Template
Matching technique with which it will be possible to lower means of distances if
a component is connected to another component or not. The Template Matching
[4] itself, which is a sweep of the entire captured image in real-time and performs
a comparison with the base image of each component. As shown in Fig. 1, the
senior citizen must build a basic electronic circuit, and then the system will
recognize and validate the circuit.
The electronic kit is a tool that helps the elderly to prevent cognitive deteri-
oration and maintain an active memory through the assembly of basic circuits.
This kit is made up of ten electronic elements, as can be seen in Fig. 3. These
elements are battery, LED, motor, vibrating micromotor, switch, conductive
cable, button, potentiometer, resistor, and a light-dependent resistor (LDR).
It is through these elements that the elderly could create at least 50 types of
circuits, such as in series, parallel, and mixed. Each element itself has its manu-
facturing process which goes in 3 phases: the first phase is a 3D design of each
38 A. Cabrera-Bermeo et al.

Fig. 1. General structure of the proposal.

element; the second phase is the printing of the 3D model, and the final phase
is the assembly of the model with the female and male connectors (Fig. 2).

Fig. 2. Basic Electronics Kit: a) Source, b) LED, c) DC Motor, d) Vibrating Micro-

motor, e) Switch, f) Conductor Cable, g) Pulsator, h) Potentiometer, i) Resistance, j)
Light-dependent Resistor (LDR).

The camera is located a fixed distance from the table where the senior cit-
izens will build the circuits. The system will perform several search scans over
the image for the recognition process. As the system recognizes each electronic
component, it will build a graph where each node will represent the recognized
components.
We use the normalized correlation coefficient as the matching method to
detect each component (see Eq. 1) [4]:
 A Basic-Electronics Educational Kit 39


(CT (x , y  ) · I(x + x , y + y  ))
2
x ,y 
M (x, y) =   (1)
  2   2
x ,y  CT (x , y ) · x ,y  I(x + x , y + y )

where:
– M (x, y) represents a single-channel map of comparison results.
– CT (x , y  ) is the electronic component template to search in the image.
– I(x+x , y+y  ) is the portion of the image to be compared with the component
template.
Figure 3 shows the results achieved by the system after the search process.
Given that the map of comparison results will have low pixel intensities at the
positions where an electronic component is found (match), the system will cal-
culate the distance between these matching to determine if the components are
connected. This information will be used to generate a graph that will be used
to validate if the circuit is logically correct.

Fig. 3. Results achieved by the system during the detection stage (left side) and gen-
eration of the graph (right side).

4 Pilot Experiment and Preliminary Results

To validate the effectiveness of our system, we have experimented with various
heights for the camera for the recognition of each electronic component. The
standard height with which the base images for the respective inference were
obtained is 24.2 cm and as can be seen in Fig. 4, an efficiency of 100% was
obtained at this height, however, when modifying it, the detection was already
limited to only 2 or 3 components; this becomes more noticeable at a higher
altitude. So, it can be said that the proposed technique is efficient, but it has its
limitations at higher altitudes (Fig. 4).
On the other hand, Fig. 5 shows the detection results of electronic components
for the LED ignition circuit using an LDR. As can be seen, when using the
normalized correlation coefficient metric to detect the components, there will be
pixels with values close to 255 (white) when a match has been found. Likewise,
it can be seen that all the components are detected correctly, an aspect that
allows the graph corresponding to this circuit to be formed later.
40 A. Cabrera-Bermeo et al.

Fig. 4. Accuracy in electronic components detection at different camera distances for

the recognition of three circuits: LED ignition through an LDR, LED ignition using a
potentiometer, and DC motor ignition.

Fig. 5. Matches detected for each electronic component using the normalized correla-
tion coefficient metric for template matching.

5 Conclusions
The results obtained show that our technique is efficient at certain heights, so
the use of tools like these will improve or prevent cognitive deterioration in the
elderly. However, it is encouraged to develop an experimental phase that allows
improving the cognitive deterioration of the elderly using the electronic kit, it
is also important to emphasize that the use of these technologies is not only
 A Basic-Electronics Educational Kit 41

intended for the elderly but can also be applied for the pedagogy in children
at an early age to improve their motor skills, spatial perception, etc. Added
to this, as a future line of work, it is proposed that the same assistant can be
developed, but using more advanced technologies and relying on neural networks
that can deal with the before mentioned height variation problem; In turn, it is
also proposed to implement the recognition of each circuit with a mobile phone
to make it much more accessible for the elderly.

Acknowledgments. This work has been fund by the “Sistemas Inteligentes de

Soporte a la Educación (v5)” research project, the Cátedra UNESCO “Tecnologı́as
de apoyo para la Inclusión Educativa” initiative, and the Research Group on Artifi-
cial Intelligence and Assistive Technologies (GI-IATa) of the Universidad Politécnica
Salesiana, Campus Cuenca.

References
1. Eleana, L., Guillermo, L.: Factores asociados al deterioro cognitivo en adultos
mayores de la parroquia el salto - babahoyo (ecuador). Cumbres 4(1), 9–16 (2016)
2. Fajnerová, I., Plechatá, A., Sahula, V., Hrdlička, J., Wild, J.: Virtual city sys-
tem for cognitive training in elderly. In: 2019 International Conference on Virtual
Rehabilitation (ICVR), pp. 1–2. Tel Aviv, Israel (2019). https://doi.org/10.1109/
ICVR46560.2019.8994428
3. González, J., Agusti, A., Guillem, J., Parra-Rizo, M., Cantero-Garcı́a, M.: Acti-
tud hacia las personas mayores y variables asociadas en un grupo de estudiantes
universitarios del ámbito de la educación. Int. J. Dev. Educ. Psychol. 1, 115–220
(2021)
4. Hashemi, N.S., Aghdam, R.B., Ghiasi, A.S.B., Fatemi, P.: Template matching
advances and applications in image analysis. arXiv preprint arXiv:1610.07231
(2016)
5. Hoogendam, Y.Y., et al.: Older age relates to worsening of fine motor skills: a
population based study of middle-aged and elderly persons. Front. Aging Neurosci.
6(SEP) (2014). https://doi.org/10.3389/fnagi.2014.00259
6. Instituto Nacional de Estadı́stica y Censos del Ecuador: Proyección de la población
del ecuador por grupos de edad y sexo para el perı́odo 2020–2050 (2020)
7. Irazoki, E., Contreras-Somoza, L.M., Toribio-Guzmán, J.M., Jenaro-Rı́o, C., van
der Roest, H., Franco-Martı́n, M.A.: Technologies for cognitive training and cog-
nitive rehabilitation for people with mild cognitive impairment and dementia. a
systematic review. Front. Psychol. 11 (2020). https://doi.org/10.3389/fpsyg.2020.
00648
8. Li, Y., et al.: Cognitive decline and poor social relationship in older adults dur-
ing covid-19 pandemic: can information and communications technology (ict) use
helps? BMC Geriatrics 22(1) (2022). https://doi.org/10.1186/s12877-022-03061-z
9. Lopez, O., Jagust, W., DeKosky, S., Becker, J., Fitzpatrick, A., Dulberg, C., Bre-
itner, J., Lyketsos, C., Jones, B., Kawas, C., Carlson, M., Kuller, L.: Prevalence
and classification of mild cognitive impairment in the cardiovascular health study
cognition study. Arch. Neurol. 60(10), 1385–9 (2003). https://doi.org/10.1001/
archneur.60.10.1385
42 A. Cabrera-Bermeo et al.

10. Mortis Lozoya, S.V., Zavala Guirado, M.A., González Zapata, A., Moreno Lopez,
A.B.: Use of technologies and self-efficacy in older adults. Revista Iberoamericana
de Tecnologı́as del Aprendizaje 17(2), 125–130 (2022). https://doi.org/10.1109/
RITA.2022.3166870
11. Neria-Pi na, E., Medina Barrera, M.G.: Satisfaccion del adulto mayor en el uso de
las tic. Nawi 4(2), 85–97 (2020). https://doi.org/10.37785/nw.v4n2.a5
12. Sevilla Caro, M., Salgado, M., Osuna, N.: Envejecimiento activo. las tic en la vida
del adulto mayor. RIDE Rev. Iberoamericana para la Investigación y el Desarrollo
Educativo 6(11) (2015)
13. United Nations: World population prospects 2019: Highlights. New York (US):
United Nations Department for Economic and Social Affairs 11(1), 125 (2019)
Artificial Intelligence
 Comprehensive Program for the Induction
of Artificial Intelligence Knowledge
in Secondary Education: Case of Neural
Networks, Fuzzy Logic and Image Processing

Marcos Chacón-Castro1,2 , José Gerardo Chacón-Rangel3 , Hugo Arias-Flores4 ,

and Janio Jadán-Guerrero4(B)
1 Facultad Ciencias de La Educación FACED, Maestría en Entornos Digitales,
Universidad Indoamérica, Bolívar y Quito, Ambato, Ecuador
[email protected]
2 Ing. Informática, Grupo Investigación GIECI, Fundación Universitaria Internacional
de La Rioja, Bogotá, Colombia
[email protected]
3 Ing. Sistemas Villa del Rosario Grupo de Investigación GIIDAC, Pamplona, Colombia
[email protected]
4 Centro de Investigación en Mecatrónica y Sistemas Interactivos (MIST),
Universidad Indoamérica Av. Machala y Sabanilla, Quito EC170103, Ecuador
{hugoarias,janiojadan}@uti.edu.ec

Abstract. The education demand in the Artificial intelligence (AI) area does not
have solutions in the traditional teaching methods. It is important to implement
new educative strategies which are able to cover these new demands. Moreover,
the industry, the company, health, transport and culture, boost by the new tech-
nologies which use AI, constantly change. This happens mainly in the field of
neuronal networks, Fuzzy logic, digital image processes, but this process does not
happen in the education in the technological scenario. The researcher witnesses
the gap between the fast growth of the digital technologies and the growth of
theories, strategies, teaching methods in these aspects in the middle education.
The purpose of this paper is to propose an induction and reinforcement program
of basic knowledge about AI in middle education in the neuronal network, fuzzy
logic, digital image processes field. We plan the following phases: 1. Describe the
relevant information. 2. Select teaching strategies to allow to stimulate and rein-
force knowledge about artificial intelligence in middle education. 3. Design the
practical AI teaching scenarios in middle education. 4. Make a proposal about an
integral program as induction of knowledge about artificial intelligence in middle
education in the case of neuronal networks, fuzzy logic and digital image pro-
cesses. We take data from perception evaluations and specialized literature. This
work intends to reduce the gap between the appearance of new technologies and
the AI teaching in middle school.

Keywords: Artificial Intelligence · Middle School · Teaching strategies ·

Neuronal Networks · Fuzzy logic · Image processing

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 45–55, 2024.
https://doi.org/10.1007/978-3-031-44131-8_5
46 M. Chacón-Castro et al.

1 Introduction

It is important to review the actual educative phase, the one who is before to the uni-
versity known as middle education. New technologies such as AI and New technologies
(NT) are changing the teaching strategies, and professors have to take the leap making
contributions in this change of teaching approaches where the information transmission
will have infinite ways [1]. In this context the importance of this work may be seen in the
study made by UNESCO “Artificial Intelligence in Education” in 2021 [2]. It shows the
construction of an online repertoire which aims to contribute with a centralized platform
to the member states. It creates a discussion about the best way of teaching AI to the
youth people in these countries and the possible impacts for the human kind.
Moreover, this repertoire tries to help to the people in charge of “elaborate study plans
focused in actualize AI competences in pedagogic plans in high schools and educative
centers”. Furthermore, it strengths the preparation of specialists who work as trainers; and
proportionate means in AI education related to free education for everyone. In accordance
with the guidelines presented, the repertoire intention tends to reduce the gap between
the fast growth of digital technologies between the theory, strategies and actual methods
growth rhythm in middle education. Therefore, the purpose of this investigation is to
propose an induction program of basic knowledge about AI in middle education in the
field of neuronal networks, fuzzy logic, digital image processes. This will be based in
relevant related with AI topics. This is because AI is present in the habitual field of every
high school person. Even when AI is present in the environment people do not know
how these technics work [3].

2 Materials y Methods

This paper employs the following four-phase methodology. Phase 1. Describe the rel-
evant information. To achieve this, it is necessary to seek and download specialized
literature in the pedagogy area choosing relevant researches and analyzing this informa-
tion about the induction knowledge in AI in the field of neuronal networks, fuzzy logic,
digital image processes. Phase 2. Select teaching strategies who allow to realize the
knowledge induction about AI in middle school in the field of neuronal networks, fuzzy
logic, digital image processes. Phase 3. Designs the practical scenarios of AI teaching
in middle education. Finally, phase 4. Makes de proposal in the integral program in the
knowledge induction about AI in middle education in the field of neuronal networks,
fuzzy logic, digital image processes.

2.1 Specific Objectives

The first specific goal is to write the relevant information about the knowledge induction
and knowledge reinforcement about AI in middle education in the field of neuronal
networks, fuzzy logic, digital image processes.
Related to this goal this work tries to encourage the professors to build pedagogic
tools through Information and Communication Technology (ICT) which allows the
exchange of messages in real time between the user and the system. It helps, also,
 Comprehensive Program for the Induction of Artificial Intelligence Knowledge 47

to solve student inquiries in any educational institute [5]. Inquiries in middle education
such as the content related in the field to develop. As an important referent for this
investigation it is important to quote [6] “Active intelligent software educative evalua-
tion for the lecture teaching in children in primary school with evolutionary dyslexia”.
It illustrates how to verify that ICT may apply with success in education, especially as
support in difficult learning processes such as in dyslexia. We consider that in this inves-
tigation AI presents several algorithms and techniques; focusing in those that nowadays
are successfully being used in dyslexia in primary school children where fuzzy logic
and neuronal network are found.

3 Results and Discussion

This work analyzed 25 publications related with AI teaching where 65% was linked
with Fuzzy Logic (FL) and Neuronal Networks (NN) and Image processes (IP). We
applied a perception questionnaire to 221 students in middle education in Mega Colegio
de Barrancabermeja and from the first two semesters of systems engineer from two
universities in the same zone. In this perception study participated 48 first semester
university students, 43 s semester university students, 30 8th secondary grade students,

Table 1. Perception questionnaire knowledge of AI topics

1. Age Gender
2
a) Primary school student
b) High school student
c) Technology student
d) University Student

3. At what level did you first hear the word Artificial Intelligence?
4. Have you received AI training in the educational unit you have been in?
5. I do freelance training on Artificial Intelligence topics.
6. Which Artificial Intelligence tool catches your attention.
Areas of
the
artificial
intelligence
Cognitive Robotics
aplications Applications Natural interface application

Expert systems Visual . Natural languages

perception
. Learning Perceptible to . Multiple sensory interfaces
systems the touch
Fuzzy logic Mental agility . Virtual Reality
Genetic algorithms . Capacity
locomotive
. Intelligent agents . Navigation

. Vector Machines . Robotics

. Intelligent tutors
48 M. Chacón-Castro et al.

Table 2. Results of perception questions 3 and 4

3. At what academic level did you first hear about artificial intelligence?
Students Quantity Primary Middle Technologist University Never
University 1 semester 48 0 0 3 22 23
University 2 semester 43 0 0 1 42 0
Secondary 8 30 0 0 0 30 0
Secondary 9 31 0 0 0 0 31
Secondary 10 38 0 3 0 0 35
Secondary 11 31 0 5 0 0 26
Total 221 0 8 0 0 2
4. Have you received training in the educational units you have been to?
Students Quantity Primary Middle Technologist University Never
University 1 semester 48 0 0 0 0 48
University 2 semester 43 0 0 0 0 43
Secondary 8 30 0 0 0 0 30
Secondary 9 31 0 0 0 0 31
Secondary 10 38 0 0 0 0 38
Secondary 11 31 0 0 0 0 31
Total 221

31 9th secondary grade students, 38 10th secondary grade students and 31th secondary
grade students.
Perception questionnaire applied shown in Tables 1.
The results of perception regarding questions 3, 4, 5 and 6 are shown in Table 2 and
Table 3.
Regarding the tables, we may validate the AI teaching topic selections in middle
education as neuronal networks, fuzzy logic, digital image processes.
The second objective was the selection of teaching strategies to follow for the knowl-
edge induction about AI in middle education. To achieve this goal, we realized an anal-
ysis based in the taxonomies of these studies. Analysis such as the moment of use and
presentation of the educative sequence, pedagogic purpose, persistence in the didactic
moments in accordance with the teaching modality and finally centered in the student
[11]. According with the characteristics of the population which the capacitation pro-
gram is focused on, we took an adaptation of the moment of use and presentation in the
teaching sequence and the strategy centered in the student. The characteristics of the
teaching strategy selected are: situation method and inquiry method, both applied at the
opening moment, development moment and closing moment of the didactic sequence.
The third specific objective was to create the didactic sequences; these were designed
following the guide for the elaboration of a didactic sequence of [11] for each topic.
Following [12] Present and Future of Virtual Reality Technology. Subsequently, it is
 Comprehensive Program for the Induction of Artificial Intelligence Knowledge 49

Table 3. Results of perception questions 5 and 6

5. I do self-employed training on Artificial Intelligence topics

Students Quantity Primary Middle Technologist Universiry Never
University 1 48 0 0 0 0 48
semester
University 2 43 0 0 0 0 43
semester
Secondary 8 30 0 0 0 0 30
Secondary 9 31 0 0 0 0 31
Secondary 10 38 0 0 0 0 38
Secondary 11 31 0 0 0 0 31
Total 221
6. What artificial intelligence tool catches your attention?
Students Quantity Neural Intelligent Diffuse logic images Doesn’t
networks agents know
University 1 48 11 3 2 1 31
semester
University 2 43 9 1 5 4 24
semester
Secondary 8 30 0 0 0 0 30
Secondary 9 31 0 0 0 0 31
Secondary 10 38 0 0 0 0 38
Secondary 11 31 1 0 0 0 30
Total 221 21 4 7 5 184

determined what the educational units need in relation to logistics to apply the
selected teaching strategy in the field of neural networks, fuzzy logic and digital image
processing to update themselves on AI teaching topics, this is computers I5 multicore
per participant with 16 GB, Intel® Iris® Xe Graphics Cards or Nvidia Video Cards.
Physical spaces must be available that respect biosafety standards.
The digital sequences are shown below. Table 4 shows the didactic sequence for the
induction of knowledge about neural networks (Tables 5 and 6).
It should be noted that the workshop carried out in the image processing didactic
sequence seeks to develop investigative, theoretical and technical skills for the manip-
ulation of data sets (datasets) of the cancer genome atlas (TCGA). The fourth specific
objective was to create the teaching instruments for each didactic sequence and these
are shown below. Figure 1 shows the tool for mathematical framework neural networks
using Genially [13, 14] (Figs. 3 and 4).
Figure 2 shows a serious video game image for teaching neural networks. This game
was developed with Unity [15] and Blender [16].
50 M. Chacón-Castro et al.

Table 4. Didactic sequence for the induction of knowledge about neural networks

Didactic sequence for the induction of knowledge about neural networks

Moment Time Activity
Welcome (time: 10 min)
EXPLORATION 10 min
INITIATION AND 80 min In the cynronic meeting, the course will be
CONTEXTUALIZATION welcomed and the presentation of the teacher
FIRST MEETING in charge of the training will be made
Diagnostic activity (Time 8 min)
The diagnostic activity will be carried out
through an online tool in a synchronized way
In person, a brief reflection will be carried out
on the use and benefits of neural networks
Presents Video of neural networks
Through teams I will publish the infonsación
described in this unit
INITIATION AND 90 MIN Presentation of software for neural networks
CONTEXTUALIZATION Presentation of languages for neural networks
SECOND MEETING Theoretical framework neural networks
sequence of genially
Mathematical framework neural networks
sequence genially
Challenge (time 10 min) To energize the
class, a challenge is proposed through a word
search prepared in Educaplay
TRANSFER AND CLOSING 90 MIN Learning activity
A class development activity is assigned,
where students must prepare a workshop on
the use of basic neural networks tools
It is oriented on the development of the
activity through a route
Training prepared for this activity
At the end of the class, a brief reference will
be presented through the platform with the
following message
neural networks have come to offer education
actors new opportunities for learning, as they
allow a greater opportunity to create
information prediction models
EVIDENCE OF LEARNING A document with the solution to the
workshop on neural networks tools
 Comprehensive Program for the Induction of Artificial Intelligence Knowledge 51

Table 5. Didactic sequence for the induction of knowledge about Fuzzy Logic

Didactic sequence for the induction of knowledge about fuzzy logic

Moment Time Activity
Welcome (time: 10 min)
EXPLORATION 10 min
INITIATION AND 80 min In the cynronic meeting, the course will be
CONTEXTUALIZATION welcomed and the presentation of the teacher
FIRST MEETING in charge of the training will be made
Diagnostic activity (Time 8 min)
The diagnostic activity will be carried out
through an online tool in a synchronized way
In person, a brief reflection will be carried out
on the use and benefits of fuzzy logic
Presents Video of fuzzy logic
Through teams I will publish the infonsación
described in this unit
INITIATION AND 90 MIN Presentation of software for fuzzy logic
CONTEXTUALIZATION Presentation of languages for fuzzy logic
SECOND MEETING Theoretical framework fuzzy logic sequence
of genially
Mathematical framework fuzzy logic
sequence genially
Challenge (time 10 min) To energize the class,
a challenge is proposed through a word search
prepared in Educaplay
TRANSFER AND CLOSING 90 MIN Learning activity
A class development activity is assigned,
where students must prepare a workshop on
the use of basic fuzzy logic tools
It is oriented on the development of the
activity through a route
Training prepared for this activity
At the end of the class, a brief reference will
be presented through the platform with the
following message
fuzzy logic have come to offer education
actors new opportunities for learning, as they
allow a greater opportunity to create
information prediction models
EVIDENCE OF LEARNING A document with the solution to the workshop
on fuzzy logic tools
52 M. Chacón-Castro et al.

Table 6. Didactic sequence for the induction of knowledge about image processing.

Didactic sequence for the induction of knowledge about image processing

Moment Time Activity
Welcome (time: 10 min)
EXPLORATION 10 min
INITIATION AND 80 min In the syncronic meeting, the course will be
CONTEXTUALIZATION welcomed and the presentation of the teacher
FIRST MEETING in charge of the training will be made
Diagnostic activity (Time 8 min)
The diagnostic activity will be carried out
through an online tool in a synchronized way.
In person, a brief reflection will be carried out
on the use and benefits of image processing
Presents Video of image processing
Through teams I will publish the information
described in this unit
INITIATION AND 90 MIN Presentation of software for neural networks
CONTEXTUALIZATION Presentation of languages for image
SECOND MEETING processing
Theoretical framework image processing
sequence of genially
Mathematical framework image processing
sequence genially
Challenge (time 10 min) To energize the class,
a challenge is proposed through a word search
prepared in Educaplay
TRANSFER AND CLOSING 90 MIN Learning activity
A class development activity is assigned,
where students must prepare a workshop on
the use of basic image processing tools
It is oriented on the development of the
activity through a route
Training prepared for this activity
At the end of the class, a brief reference will
be presented through the platform with the
following message
Image processing have come to offer
education actors new opportunities for
learning, as they allow a greater opportunity to
create information prediction models
EVIDENCE OF LEARNING A document with the solution to the workshop
on image processing tools
 Comprehensive Program for the Induction of Artificial Intelligence Knowledge 53

Fig. 1. Instrument for mathematical framework NN Vectors. Source: Own elaboration

Fig. 2. Serious video game image for teaching neural networks. Source: self made

Fig. 3. Mathematical instrument fuzzy logic set theory. Own elaboration

54 M. Chacón-Castro et al.

Fig. 4. Image processing workshop instrument. Own elaboration.

4 Conclusions

We realized the relevant information descriptions about induction and knowledge rein-
forcement about AI in middle education in the field of neuronal networks, fuzzy logic,
digital image processes [3]. Subsequently, to give scientific support to the work, the
topics on artificial intelligence in secondary education were confirmed through docu-
mentary review in specialized literature and perception questionnaires in 221 students
of secondary education and first and second semester of university education.
At the same time, the analysis was carried out for the selection of the teaching
strategy to be used based on the study of the taxonomy of these following Díaz Barriga
(2013). The selected strategy was the moment of use and presentation in the educational
sequence, the pedagogical purpose, its persistence in the didactic moments, according to
the teaching modality and finally focused on the students. At the same time, the minimum
requirements that the educational units must have in relation to logistics are determined
to apply the selected teaching strategy in the field of neural networks, fuzzy logic and
digital image processing to update themselves on teaching topics of AI. This is multi-
core I5 computers per participant with 16 GB, Intel® Iris® Xe Graphics Cards or Nvidia
Video Cards. Physical spaces which respect biosafety standards must be available.
The comprehensive program for the induction of knowledge about artificial intel-
ligence in secondary education is proposed: case of neural networks, fuzzy logic and
image processing. The program is made up of three didactic sequences, 16 flat files, four
for each sequence, a video game for neural networks, three teaching instruments made in
Genially, a TCGA image repository, a bank of neural network applications, fuzzy logic
and word processing. Images among others.
In terms of relevance at the university level, this research raises, on the one hand,
a great interest in AI issues and the use of new digital technologies in the educational
field. On the other hand, investigates the improvement of pedagogical skills. The union
of these spaces manifests the need to seek answers to improve the quality of teaching
specifically in secondary education teachers.
 Comprehensive Program for the Induction of Artificial Intelligence Knowledge 55

References
1. Montilva, J.: Un método ontológico-sistémico para el aprendizaje conceptual de tecnologías
digitales Artículo de Investigación. Revista Ciencia e Ingeniería. 39(3), 269–278 (2018).
(august- november, ISSN 1316–7081. ISSN. Elect. 2244–8780 Universidad de Los Andes
(ULA))
2. Unesco. La Inteligencia Artificial en la Educación. UNESCO (2021). https://es.unesco.org/
themes/tic-educacion/inteligencia-artificial
3. Calabuig, J.M., Garcia-Raffi, L.M., Sánchez-Pérez, E.A.: Aprender como una máquina: intro-
duciendo la Inteligencia Artificial en la enseñanza secundaria. Model. Sci. Educ. Learn. 14(1),
5 (2021). https://doi.org/10.4995/msel.2021.15022
4. Canvas Early Adopter, Corpo ideal, Lienzo de propuesta de valor. T (2020). https://innokabi.
om/lienzo-de-propuesta-de-valor-descubre-quequieren-tus-clientes/
5. Hernández, N.: Esto es lo que puede hacer la Inteligencia Artificial por la educación. Edu-
cación 3.0. https://www.educaciontrespuntocero.com/noticias/inteligencia-artificcialenedu-
cacion/Ite.educacion.es. 2020. ¿Qué Hace Blender? | Blender: 3D En La Educación (2019,
13 febrero). http://www.ite.educacion.es/formacion/materiales/181/cd/m1/qu_hace_blender.
html. Accessed 1 Apr 2020
6. Moscos, R.: Evaluación de dos softwares educativos inteligentes vigentes para la enseñanza
de lectura en niños en edad escolar primaria con dislexia evolutiva. Pontificia Universidad
Católica del Perú, Escuela de posgrado (2018)
7. Diaz, P.: Muestra los usos y aplicaciones de la inteligencia artificial en la educación. Usos y
aplicaciones de la Inteligencia Artificial en educación - Actualidad Docente (cece.es) (2021)
8. Paniagua, E.: Así enseña el MIT inteligencia artificial a los niños. EL PAÍS (2019). https://
elpais.com/retina/2019/05/14/innovacion/1557814980_936882.html
9. Calvo, J.: Hay que enseñar Inteligencia Artificial desde los primeros niveles educativos.
Educacion. 3.0 (2020). https://www.educaciontrespuntocero.com/entrevistas/ensenarintelige
ncia-artificialniveles-educativos/
10. Rodríguez, L., Viña, G., Margarita, S.: La inteligencia artificial en la educación superior.
Opor- tunidades y amenazas. INNOVA Res. J. 2(8.1), 412–422 (2017). https://doi.org/10.
33890/innova.v2.n8.1.2017.399
11. Díaz-Barriga, A.: Guía para la elaboración de una secuencia dedáctica. Obtenido de UMAN.
10(4), 1–15 (2013). http://envia3.xoc.uam.mx/nvia-2-7/beta/uploads/recursos/xYYzPtXmG
J7hZ9Ze_Guia_secuencias_didacticas_Angel_Diaz.pdf
12. Pérez, F.: Presente y Futuro de la Tecnología de la Realidad Virtual. Creatividad, TICs y
sociedad de la información. Revista Creatividad y Sociedad, marzo de 2011 (2011). www.
creatividadysociedad.com
13. NFoD. Tutorial edición digital con Genially. Instituto nacional de formación docente (2020).
https://red.infd.edu.ar/wpcontent/uploads/2020/04/Tutorial-Genially.pdf
14. Aimacaña-Espinosa, L., Chacón-Castro, M., Jadán-Guerrero, J.: Escape rooms: a formula for
injecting interaction in chemistry classes. In: Ahram, T., Taiar, R. (eds.) Human Interaction,
Emerging Technologies and Future Systems V. LNNS, vol. 319, pp. 53–60. Springer, Cham
(2022). https://doi.org/10.1007/978-3-030-85540-6_7
15. Ecured. Introducing Unity 4 - Unity Videos. Video.unity3d.com. Consulted November 7th
2020 (2020)
16. SENA Manual de estrategias de enseñanza/aprendizaje SENA. Ministerio de la protección
social servicio nacional de aprendizaje, Antioquia (2003)
 Artificial Intelligence Language Models: The
Path to Development or Regression
for Education?

Bruno F. Gonçalves(B) and Vitor Gonçalves

CIEB, Polytechnic Institute of Bragança, Bragança, Portugal

[email protected]

Abstract. Artificial intelligence language models have the potential to transform

various aspects of the world, for example in the areas of human communication,
industry, and science. However, the evolution of these language models also raises
concerns about issues related to privacy, security, ethics and responsibility. In
this sense, this exploratory research, supported by a literature review, aims to
determine the benefits and risks of using these models in an educational context,
namely, the ChatGPT (Generative Pre-trained Transformer). The ChatGPT is an
artificial language model developed by OpenAI that can be used to generate natural
language responses to a wide variety of questions and tasks. This model is trained
on a large set of text data and uses deep learning techniques to generate relevant
and contextually appropriate answers. Since this technology was launched very
recently, in November 2022, in addition to the literature review, the authors make
an evaluation of the technology with support in the interaction with it. The results
of the research point to the existence of a set of educational potentialities, but also
a range of risks in the use of this technology.

Keywords: artificial intelligence · ChatGPT · education · teaching-learning

process

1 Artificial Intelligence Language Models: ChatGPT

The technologies in the field of artificial intelligence are a clear example of this evo-
lution, but also of innovation. Artificial intelligence covers several areas, such as voice
recognition, computer vision, machine learning, artificial neural networks, robotics, and
natural language processing. All these areas are now very important not only in industry,
science, or education, but also in the lives and daily lives of citizens.
Artificial intelligence has more and more examples emerging in the world of true
innovations in different areas such as health, gaming industry, agriculture, finance, edu-
cation and many more. Today we have cars that drive themselves without the need of a
driver, such as Tesla’s vehicles. We have automatic diagnoses that are sometimes more
accurate than diagnoses made by health professionals, such as the robot invented by the
company iFlytek that passed the national exam for licensing doctors in China [1]. Facial
recognition is another important technology that helps recognize and interpret human

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 56–65, 2024.
https://doi.org/10.1007/978-3-031-44131-8_6
 Artificial Intelligence Language Models 57

speech, allowing interaction with devices through voice commands [2]. We have facial
recognition that allows us to identify people by their facial features [3]. Increasingly fast
and accurate machine translators are another example. It should be noted that the area
of artificial intelligence that deals with translation and manipulation of text is known as
natural language processing [4, 5]. The recommendation system “like Amazon (recom-
mendation of books and products in general), Netflix (recommendation of movies and
series) and Spotify (recommendation of music)” [6] is another technology in vogue in the
market that is based on the consumption habits and preferences of customers [7]. Senti-
ment analysis also uses natural language processing techniques to identify the opinion
and sentiment expressed in a text [8]. Also in the area of finance we see automation of
processes to improve data analysis, such as fraud detection in the financial credit segment
that uses machine learning techniques to identify fraudulent transactions in real time [9].
Personalization of content based on users’ interests and browsing history is another of the
artificial intelligence technologies [10]. Computer network intrusion detection by iden-
tifying malicious activities in computer networks to prevent cyber-attacks [11]. Each of
these artificial intelligence models has the potential to contribute to the development of
the other economic sectors of society either at the level of organizations or at the level of
the life of the ordinary citizen. It is of course up to each organization and citizen to use
these models in a balanced way taking into consideration the issues related to privacy
and security, but also the ethical issues involved.
These models use machine learning techniques to analyze large amounts of text,
learn linguistic patterns and rules, and then generate text that is coherent and identical
to what a human would produce.
There are several artificial intelligence language models such as, for example, GPT-
3 (Generative Pre-trained Transformer 3) created by OpenAI, BERT (Bidirectional
Encoder Representations from Transformers) created by Google, ELMO (Embeddings
from Language Models) designed by the Allen Institute for AI, Transformer-XL created
by the Google Brain team, among many others.
The new chatbot was released by way of research preview “… to get users’ feedback
and learn about its strengths and weaknesses” [12]. In the following week more than a
million users tried out the new chatbot [13]. Following the numbers, it should be noted
that GPT-1 was released in 2018 by OpenAI and had 117 million parameters. GPT-2, on
the other hand, was released in 2019 and had 1.5 billion parameters, making it one of the
largest neural networks in the world at the time. In 2020, OpenAI released GPT-3, which
had 175 billion parameters, making it the largest natural language processing model
in the world at the time. GPT-3 has been used in a variety of applications, including
chatbots, writing assistance, language translation, sentiment analysis, and other tasks
related to natural language processing. ChatGPT is a “game changer” with the potential
to end some traditional sorts of assignments and assessments such as essay writing [14].
GPT-3 has been used to generate articles [15], stories [16], and other types of written
content, with some users reporting that the generated text is difficult to distinguish
from text written by humans [17]. The ability to produce articles has generated some
concerns about GPT-3 being used to create fake news and through them manipulate
public opinion [18]. However, GPT-3 has also been suggested as a tool to help writers
58 B. F. Gonçalves and V. Gonçalves

and content creators generate ideas and overcome blocking [19], but also as a means to
automate the production of repetitive or time-consuming content tasks [20].
ChatGPT is a variant of the GPT-3. The ChatGPT was developed by OpenAI which
is an artificial intelligence research company that aims to create artificial intelligence
in a safe and beneficial way for humanity. These kinds of technologies use artificial
intelligence and natural language to simulate a conversation between a person and a
machine, which can have many practical applications and benefits, but also constraints.
The ChatGPT was launched on November 30, 2022 and has revolutionized various
economic sectors of societies, since it allows greater proximity between humans and
machines, namely through a more natural and efficient interaction. ChatGPT represents
the effort that computer scientists are making to pursue artificial generalized intelligence -
ChatGPT is not only capable of knowledge accumulating, but also coding, and debugging
programs [14].
The use of large language models in education has been identified as a potential
area of interest due to the diverse range of applications they offer [21]. From the per-
spective of learning opportunities, these models can enable diverse types of experiences
for: elementary school students, middle and high school students, university students,
group and distance learning, empowering students with disabilities, and for professional
training [21]. These models thus have the potential to provide a wide range of benefits
and opportunities for students and professionals in all educational cycles. Can be used
to provide support to students and teachers in a variety of educational settings, includ-
ing face-to-face and distance learning, increasing access to educational information and
resources, and improving teaching efficiency and reducing teacher workload. However,
the use of these models should be done with caution as they also have limitations such as
lack of interpretability and potential for bias, unexpected weakness in relatively simple
tasks [22], among others. In this sense, it becomes important to make students aware of
good practices in the use of these models, but also regarding emerging dangers. How-
ever, awareness is not enough, it is necessary to involve the educational communities
and the parents in this matter. Banning doesn’t work or make any sense, and this is just
the beginning, since the continuous development of artificial intelligence technology is
here to stay, so we can expect to see more innovations in education that explore the
potential of these models to improve learning and student engagement.

2 Method
This study aims to identify a set of benefits and risks of artificial intelligence language
models, constituting the ChatGPT as the technology under study in this research. The
research is exploratory in nature, since the theme is still little known, so there is still
little information available. It is also descriptive in that it will be very important to
describe and analyze a phenomenon, in order to provide a detailed and precise view of the
characteristics and properties of the ChatGPT. Both the exploratory and descriptive types
are important for the development of the research and are used together to deepen the
understanding of this phenomenon that has come to revolutionize the various economic
sectors of society.
Systematic literature review will be further adopted as a research methodology to
identify and study a set of articles that address the benefits and drawbacks of ChatGPT.
 Artificial Intelligence Language Models 59

The systematic review will be carried out taking into consideration the following set
of criteria: (i) Type of documents: scientific articles; (ii) Search languages: Portuguese
and English; (iii) Database: Google Scholar, Scopus, Web of Science, RCAPP. Scielo;
Search date: November 2022 to present; (v) Keywords: “Benefits and Constraints of
ChatGPT”; “Advantages and Risks of ChatGTP”; “Systematic Reviews on ChatGPT”;
“Dangers in ChatGPT”.
Qualitative data were recorded in the investigator’s diary according to previously
defined criteria. Subsequently, they were treated, analyzed and categorized in Microsoft
Excel with the aim of identifying the various senses of response.
The following table identifies the selected articles (Table 1):

Table 1. Articles selected from the systematic review.

ID Authors Year Title

1 Aljanabi, M., Ghazi, M., Ali, A. H., & 2023 ChatGpt: Open Possibilities. Iraqi
Abed, S. A Journal For Computer Science and
Mathematics
2 Alshurafat, H 2023 he Usefulness and Challenges of
Chatbots for Accounting Professionals:
Application On ChatGPT
3 Azaria, A 2022 ChatGPT Usage and Limitations
4 Baidoo-Anu, D., & Owusu Ansah, L 2023 Education in the Era of Generative
Artificial Intelligence (AI):
Understanding the Potential Benefits of
ChatGPT in Promoting Teaching and
Learning
5 Cotton, D. R., Cotton, P. A., & Shipway, 2023 Chatting and Cheating. Ensuring
J. R academic integrity in the era of
ChatGPT
6 Deng, J., & Lin, Y 2022 The Benefits and Challenges of
ChatGPT: An Overview. Frontiers in
Computing and Intelligent Systems
7 Gordijn, B., & Have, H. T 2023 ChatGPT: evolution or revolution?
8 Kasneci, E., Seßler, K., Küchemann, S., 2023 ChatGPT for Good? On Opportunities
Bannert, M., Dementieva, D., Fischer, and Challenges of Large Language
F.,… & Kasneci, G Models for Education
9 Lund, B., & Ting, W 2023 Chatting about ChatGPT: How May AI
and GPT Impact Academia and
Libraries?
10 Pickell, T. R., & Doak, B. R 2023 Five Ideas for How Professors Can Deal
with GPT-3
11 Zhai, X 2022 ChatGPT user experience: Implications
for education
60 B. F. Gonçalves and V. Gonçalves

As can be seen in the previous table, of the total 18 articles identified, 11 were
selected and, therefore, 7 were excluded for not meeting the requirements defined for
conducting the systematic literature review.

3 Benefits and Risks in Education: ChatGPT

The GPT chat has 5 benefits that we think are crucial for the development of the teaching-
learning process [23]:
Text generators like ChatGPT can boost our collective familiarity with AI and how
to use it, a critical competency for our students and their futures; (Assist educators
in preparing and reviewing sessions by providing them with additional resources or
helping them create engaging educational content. The addition of tech like ChatGPT
has the potential to develop written materials previously validated; Can save educa-
tors time by automatically grading students’ assignments or doing educators’ repetitive
work (preparing announcements and instructions for assignments or exams or providing
feedback to students); Can be used for training purposes (students can use ChatGPT to
emulate conversations and develop their language skills and abilities through conversa-
tional interactions with the chatbot); ChatGPT could be used to improve engagement in
online learning by increasing students’ motivation in asynchronous sessions or activities.
In addition to the benefits listed by [23], there are others that seem to complement the
above [24]: Academic writing: ability to assist in research (generate abstracts of papers,
extract key points, and even provide citations). It should be noted here that, based on the
authors’ experience with the GPT Chat, many of the references, especially those from
the last 3–5 years, are false or simply do not exist. Another advantage is its ability to
help with writing and also provide feedback on grammar, style, and coherence, helping
writers improve their work. It should be used as a tool to help with academic writing,
not to replace it. In addition, the output generated by ChatGPT should be checked and
reviewed by the user, as it is not always 100% accurate [25], as noted above; ChatGPT as
a search engine: one of the main advantages of using ChatGPT as a search engine is its
ability to understand and respond to queries in natural format and the ability to provide
contextually relevant information. In addition, ChatGPT can also generate new text,
making it a powerful tool for content creation. However, one of the main limitations is
its cost and accessibility - it is only available to a select group of developers and the cost
of using ChatGPT can be prohibitive for some users. A limitation is that it does not fully
understand human language, so it does not always provide the most accurate or useful
information. It is also unable to handle certain types of queries, such as mathematical
calculations [26]; Coding: ability to understand natural language inputs; ability to provide
contextually relevant information; generate new code, making it a powerful tool for code
generation. However, one of the main limitations is that ChatGPT is not yet able to fully
understand the nuances of programming languages and therefore may not always provide
the most accurate or useful information. It must also be taken into consideration here that
these aspects still need a lot of improvement, which again is vital to always corroborate
the information provided; Detect security vulnerabilities: ability to help detect security
vulnerabilities, making it a valuable tool for security professionals; it can understand the
intent behind a query and provide information directly related to the vulnerability being
 Artificial Intelligence Language Models 61

sought; it can also generate new code fragments, making it a powerful tool for exploit
generation. One of the main limitations is that it is not yet ready to understand the nuances
of security vulnerabilities and therefore may not always provide the most accurate or
useful information. It is also unable to handle certain types of queries, such as reverse
engineering or malware analysis [27]; Media: ability to help with media tasks; ability
to understand natural language input (this can make the content creation process more
intuitive and user-friendly for many people); ability to provide contextually relevant
information; generate new text, making it a powerful tool for creating engaging and
informative media publications. However, a major limitation is that it is not yet ready
to understand the nuances of human language and media communication, and therefore
may not always provide the most accurate or useful information. It is also not able to deal
with certain types of issues, such as creating hashtag strategies or identifying trending
topics [28].
Other advantages of ChatGPT in an educational context are, for example [29]: Per-
sonalized tutoring (ChatGPT can be used to provide personalized tutoring and feedback
to students based on their individual learning needs and progress); Automated Essay
Grading (ChatGPT can be trained to grade students’ essays, giving teachers more time
to focus on other aspects of teaching); Language Translation (ChatGPT can be used to
translate educational materials into different languages, making them more accessible
to a wider audience); Interactive Learning (ChatGPT can be used to create interactive
learning experiences where students can interact with a virtual tutor in a conversational
manner); Adaptive Learning (ChatGPT can be used to create adaptive learning systems
that adjust their teaching methods based on a student’s progress and performance).
Obviously, as with everything, there are limitations and constraints associated with
the use (or misuse) of ChatGPT [29], so these are also addressed below. Lack of Human
Interaction: ChatGPT is not capable of providing the same level of human interaction as a
real teacher whether in face-to-face or online teaching). The interaction between teachers
and students is one of the most significant factors for school success, especially when the
feedback given by the teacher is effective and encouraging and, therefore, fundamental
in the teaching-learning process [30]–[33]; Limited Understanding: Generative models
are based on statistical patterns in the data they are trained on, and they do not have a true
understanding of the concepts they are helping students learn; Bias in Training Data:
Generative models are only as good as the data they are trained on, and if the training data
contains biases, the model will also be biased; Lack of Creativity: Generative models
can only generate responses based on the patterns in the data they have seen during
training, which can limit the creativity and originality of the responses; Dependency on
Data: Generative models are trained on a large amount of data, and the quality of the
model is highly dependent on the quality and quantity of the data. Lack of Contextual
Understanding: Generative models lack the ability to understand context and situation,
which can lead to inappropriate or irrelevant responses; Limited ability to personalize
instruction: not be able to personalize instruction to meet the individual needs of a
particular student; Privacy: There are also concerns about privacy and data security
when using ChatGPT and other generative AI models in education.
62 B. F. Gonçalves and V. Gonçalves

Other benefits of ChatGPT are related to the fact that the platform has asynchronous
communication [34]; Increase student engagement and collaboration, as it allows stu-
dents to post questions and discuss topics without having to be present at the same time
[35]; Can be used to create student groups, allowing students to work together on projects
and assignments [36]; It allows remote teaching, which is useful for students who are
unable to attend classes due to physical or mental health issues [37]; GPT-3 could be
used to generate customized exams or quizzes for each student based on their individ-
ual needs and abilities [37, 38]; Creation of interactive, game-based assessments [34];
Provide educational resources, such as study guides and lecture notes, to help students
better understand the material [39]; Grade assignments and provide feedback to students
in real-time, allowing for a more efficient and personalized learning experience [38, 40,
41].
Other authors largue that ChatGPT can [42]: Help increase efficiency by automat-
ing conversations; Generate responses quickly, allowing for faster conversations; Cost
reduction for organizations; Ability to respond in real time; ChatGCP can learn and
improve its capabilities. These authors consider that, in parallel, there are also some
limitations, such as: It is only able to generate text based on the input provided to it. This
means that it is unable to provide accurate or up-to-date information on a wide range of
topics; Is trained on a large dataset of human language, and as a result it may produce
responses that contain biased or offensive language.
Also [21] in a study about the opportunities and challenges of the great language
models for education, some more benefits related to learning opportunities are pointed
out, namely: personalized learning, lesson planning, language learning, research and
writing, professional development, assessment and evaluation, and also acquaintance of
students with AI challenges. The challenges that artificial intelligence creates are indeed
very interesting from an educational point of view, namely, the ability to reason and
reflect, so it is essential that students learn and become involved in artificial intelligence
models.
Other limitations associated with the use of artificial intelligence in education have
to do with [14]: Complexity: since the systems require resources and expertise to be
developed and maintained, and many schools do not have them. Integration with exist-
ing systems: aI systems often need to be integrated with existing systems and processes,
which can be a challenge for schools and educators. This can be a challenge for schools
in terms of ethical, privacy and security issues; Internet connectivity: many AI sys-
tems depend on Internet connectivity to function properly. This can be a challenge in
areas where Internet access is limited or unreliable; Initial costs: the initial costs of
implementing AI systems can be significant.
Obviously, besides the benefits and risks presented by the integration of models like
ChatGPP in education, there are others that we will only realize over time, based on the
experience of the various educational actors. However, it becomes more important to
reflect on how ChatGP (and other similar models) can be integrated into education: In the
first, second and third cycles? In secondary and vocational education? In higher educa-
tion? In all study cycles? For all ages? In which courses, disciplines or learning contexts
might it be useful to integrate? In all or only some? There is no point in marginalizing
these kinds of models, quite the contrary. We have to find appropriate ways to integrate
 Artificial Intelligence Language Models 63

them into teaching-learning processes to improve the quality of education and to train
young people with diverse and truly useful digital skills for the market.

4 Conclusions

The development of this research allowed us to study more specifically the language
models of artificial intelligence and, through this, to contribute to literacy in the area, but
also to reflection and debate on the subject in the educational and scientific communities.
A number of benefits, but also risks in using ChatGPT in education (face-to-face or
online) were identified. When crossing these two dimensions, it was understood that
the benefits are indeed immense, and many of them we still can not visualize clearly,
because the ChatGPT is very recent and has not yet been officially integrated as a
tool to support the teaching-learning process. However, the main benefits are related to
innovation, accessibility, democratization of information and teaching, availability, self-
learning, speed of response, scalability and multilingualism. The main risks identified
refer to ethical issues related to security, reliability and privacy, manipulation through
the spread of misinformation, prejudice and social discrimination, and the absence of
personalized feedback.
So, are artificial intelligence language models the path to development or regression
for education? The answer is: they are an integral and important part of the path to
development for education as long as they are used with ethical principles in mind. It is,
therefore, fundamental to train teachers, students and parents in this type of tools, so that
they are equipped with the skills to operate within ethical and responsible standards, and
also to make them aware of the importance of this technology as a tool to support the
teaching-learning process and not as a mere substitute. Beyond training, it is necessary
to go much further, and for this reason, this may be the perfect opportunity to rethink
and reflect on the civil community. The covid-19 pandemic has boosted the adoption
of online learning in educational institutions and is here to stay, and now the artificial
language models have certainly come and are not going away, quite the contrary! Given
that the contextual conditions have changed in education and that there have been a
number of changes in the last three years in the way education is offered to students and
in the way it is developed, we believe it is important to rethink whether the education
models currently in force are useful and appropriate to the new educational reality. Isn’t
it time to change course, taking the opportunity to modernize, innovate, and re-invent
education? Shouldn’t we really seize this opportunity? We believe so!

Acknowledgment. This work has been supported by FCT – Fundação para a Ciência e Tecnologia
within the Project Scope: UIDB/05777/2020.

References
1. Saracco, R.C.X.: You are now a medical doctor. IEEE Futur. Dir. (2017)
2. Hinton, G., et al.: Deep neural networks for acoustic modeling in speech recognition: the
shared views of four research groups. IEEE Sign. Process. Mag. 29(6), 82–97 (2012)
64 B. F. Gonçalves and V. Gonçalves

3. Taigman, Y., Yang, M., Ranzato, M., Wolf, L.: Deepface: closing the gap to human-level
performance in face verification. In: Proceedings of the IEEE Conference on Computer Vision
and Pattern Recognition, pp. 1701–1708 (2014)
4. Torfi, A., Shirvani, R.A., Keneshloo, Y., Tavaf, N., Fox, E.A.: Natural language processing
advancements by deep learning: A survey. arXiv Prepr. 2003.01200
5. Otter, D.W., Medina, J.R., Kalita, J.K.: A survey of the usages of deep learning for natural
language processing. IEEE Trans. Neural Netw. Learn. Syst. 32(2), 604–624 (2020)
6. Ludermir, T.B.: Inteligência Artificial e Aprendizado de Máquina: estado atual e tendências.
Estud. Avançados 35, 85–94 (2021)
7. Linden, G., Smith, B., York, J.: Amazon. com recommendations: Item-to-item collaborative
filtering. IEEE Internet Comput. 7(1), 76–80 (2003)
8. Pang, B., Lee, L.: Opinion mining and sentiment analysis. Found. Trends® Inf. Retr. 2(1–2),
1–135 (2008)
9. Martins, E., Galegale, N.V.: Detecção de fraudes no segmento de crédito financeiro utilizando
aprendizado de máquina: uma revisão da literatura. Rev. e-TECH Tecnol. para Compet. Ind.
15(3) (2022)
10. Adomavicius, G., Tuzhilin, A.: Toward the next generation of recommender systems: a survey
of the state-of-the-art and possible extensions. IEEE Trans. Knowl. Data Eng. 17(6), 734–749
(2005)
11. Patcha, A., Park, J.-M.: An overview of anomaly detection techniques: existing solutions and
latest technological trends. Comput. Netw. 51(12), 3448–3470 (2007)
12. Team, O.: ChatGPT: Optimizing language models for dialogue (2022)
13. Vallance, C.: ChatGPT: New AI chatbot has everyone talking to it (2022). https://www.bbc.
com/news/technology-63861322
14. Zhai, X.: ChatGPT user experience: Implications for education. Available SSRN 4312418
(2022)
15. Transformer, G.G.P., Thunström, A.O., Steingrimsson, S.: Can GPT-3 write an academic
paper on itself, with minimal human input? (2022)
16. Lucy, L., Bamman, D.: Gender and representation bias in GPT-3 generated stories. In:
Proceedings of the Third Workshop on Narrative Understanding, pp. 48–55 (2021)
17. Elkins, K., Chun, J., Can GPT-3 pass a Writer’s turing test?. J. Cult. Anal. 5(2) (2020)
18. Floridi, L., Chiriatti, M.: GPT-3: Its nature, scope, limits, and consequences. Minds Mach.
30, 681–694 (2020)
19. Duval, A., Lamson, T., de L. de Kérouara, G., Gallé, M.: Breaking Writer’s Block: Low-cost
Fine-tuning of Natural Language Generation Models, arXiv Prepr. 2101.03216 (2020)
20. Jaimovitch-López, G., Ferri, C., Hernández-Orallo, J., Martínez-Plumed, F., Ramírez-
Quintana, M.J.: Can language models automate data wrangling?. Mach. Learn. 1–30
(2022)
21. Kasneci, E., et al.: ChatGPT for Good? On Opportunities and Challenges of Large Language
Models for Education (2023)
22. Ansari, T.: Freaky ChatGPT fails that caught our eyes. Anal. India Mag. 7 (2022)
23. Mucharraz, Y., Cano, F.V., Martinez, R.H.: ChatGPT and AI Text Generators: Should
Academia Adapt or Resist?. Harvard Bus. Publ. Educ. (2023). https://hbsp.harvard.edu/ins
piring-minds/chatgpt-and-ai-text-generators-should-academia-adapt-or-resist
24. Aljanabi, M., Ghazi, M., Ali, A.H., Abed, S.A.: ChatGpt: open possibilities. Iraqi J. Comput.
Sci. Math. 4(1), 62–64 (2023)
25. Nguyen, M.H.: Academic writing and AI: Day-1 experiment. Cent. Open Sci. (2023)
26. O’Connor, S.: Open artificial intelligence platforms in nursing education: tools for academic
progress or abuse? Nurse Educ. Pract. 66, 103537 (2022)
27. King, M.R.: The future of AI in medicine: a perspective from a Chatbot. Ann. Biomed. Eng.
1–5 (2022)
 Artificial Intelligence Language Models 65

28. Hammad, M.: The impact of artificial intelligence (AI) programs on writing scientific research.
Ann. Biomed. Eng. 1–2 (2023)
29. Baidoo-Anu, D., Owusu Ansah, L.: Education in the Era of Generative Artificial Intelligence
(AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning.
Available SSRN 4337484 (2023)
30. Solheim, K., Roland, P., Ertesvåg, S.K.: Teachers’ perceptions of their collective and
individual learning regarding classroom interaction. Educ. Res. 60(4), 459–477 (2018)
31. Borba, M.C., de S. Chiari, A.S., de Almeida, H.R.F.L.: Interactions in virtual learning
environments: new roles for digital technology. Educ. Stud. Math. 98, 269–286 (2018)
32. Wang, Y., Cao, Y., Gong, S., Wang, Z., Li, N., Ai, L.: Interaction and learning engagement in
online learning: the mediating roles of online learning self-efficacy and academic emotions.
Learn. Individ. Differ. 94, 102128 (2022)
33. Shang, H., Sivaparthipan, C.B.: Interactive teaching using human-machine interaction for
higher education systems. Comput. Electr. Eng. 100, 107811 (2022)
34. Cotton, D.R.E., Cotton, P.A., Shipway, J.R.: Chatting and Cheating. Ensuring academic
integrity in the era of ChatGPT (2023)
35. Li, C., Xing, W.: Natural language generation using deep learning to support MOOC learners.
Int. J. Artif. Intell. Educ. 31, 186–214 (2021)
36. Lewis, A.: Multimodal large language models for inclusive collaboration learning tasks. In:
Proceedings of the 2022 Conference of the North American Chapter of the Association for
Computational Linguistics: Human Language Technologies: Student Research Workshop,
pp. 202–210 (2022)
37. Barber, M.: Gravity Assist: Propelling Higher Education Towards a Brighter Future. London:
Office for Students (2021)
38. Zawacki-Richter, O., Marín, V.I., Bond, M., Gouverneur, F.: Systematic review of research on
artificial intelligence applications in higher education–where are the educators? Int. J. Educ.
Technol. High. Educ. 16(1), 1–27 (2019)
39. Perez, S., et al.: Identifying productive inquiry in virtual labs using sequence mining. In: Arti-
ficial Intelligence in Education: 18th International Conference, AIED 2017, Wuhan, China,
June 28–July 1, 2017, Proceedings, vol. 18, pp. 287–298 (2017)
40. Gao, J.: Exploring the feedback quality of an automated writing evaluation system pigai. Int.
J. Emerg. Technol. Learn. 16(11), 322–330 (2021)
41. Roscoe, R.D., Wilson, J., Johnson, A.C., Mayra, C.R.: Presentation, expectations, and experi-
ence: sources of student perceptions of automated writing evaluation. Comput. Human Behav.
70, 207–221 (2017)
42. Deng, J., Lin, Y.: The benefits and challenges of ChatGPT: an overview. Front. Comput. Intell.
Syst. 2(2), 81–83 (2022)
Business Administration
 Factors for the Creation of Technological
Startups in Latin America

Germania Vayas-Ortega1(B) , Ximena Morales-Urrutia2 ,

and Joselito Naranjo-Santamaría2
1 Universidad Indoamérica, Ambato, EC 180103, Ecuador
[email protected]
2 Universidad Técnica de Ambato, Ambato, EC 180104, Ecuador

Abstract. The changes produced in recent years have made innovation and tech-
nology play an important role in the growth of technological start-ups. Like-
wise, public policies have been developed that contribute to the development and
strengthening of this business sector. The aim of the study is to analyze the inci-
dence of institutional factors, education and innovation, in the generation of tech-
nological startups. The data analyzed comes from the Global Entrepreneurship
Monitor, the Pearson Correlation statistical technique was applied. The results
suggest that there is a direct relationship between the factors analyzed. In con-
clusion, the growth of this type of companies is still incipient in Latin American
countries, however, there is significant growth of these in the region.

Keywords: Startups · Technological · Innovation · Education

1 Introduction
1.1 Overview
Being considered as relatively small companies, startups lack certain tangible and intan-
gible resources [1] that are necessary for the development and implementation of new
innovation processes. Therefore, for the acquisition of these resources or the introduc-
tion of new products and/or services [2, 3] it is essential for new companies to promote
and structure collaboration networks according to the interests presented by each one of
the interested companies. In this regard, La Rocca and Snehota [3] consider networks
as a place that allows innovation to be generated, in the sense that the processes will be
defined based on the objectives or interests of the owners of the participating companies.
Likewise, Soetanto and van Geenhuizen [2] consider that there are four characteris-
tics of the networks of new companies to attract financing, among which are mentioned
the size, density, strength of the links and the multiplexity of the network. Regarding the
latter, the authors considered in their study that the factors that tend to be less beneficial
when obtaining financing are links and multiplexity.
Another important aspect to be considered in the networks is the duration of the
alliances undertaken, in this sense, [4] state that there is a positive effect both when

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 69–75, 2024.
https://doi.org/10.1007/978-3-031-44131-8_7
70 G. Vayas-Ortega et al.

developing a continuous alliance and a discontinuous one with customers, suppliers

and competitors in the sense that, if the alliance is of long duration, a radical type of
innovation will be generated, while if it is of a short duration, the innovation will be
incremental.

1.2 Main Actors in the Development Process of Startups

Big Corporations
Large corporations have taken a different role and operate by applying different mech-
anisms, such as corporate venture capital, internal incubators, strategic alliances, there-
fore, they become companies that work together and collaboratively with startups in
order to generate new spin-offs.
According to Weiblen and Chesbrough [5], they consider that two specific models
should be taken into account that allow large corporations to interact with new com-
panies successfully, among these are platform start-up and outside-in programs. In the
same sense, [6] agree that both new companies and large corporations should manage
associations in an asymmetric way, so that the work is carried out collaboratively and
equitably by both parties.

Startups Ecosystems
Startup ecosystems are considered as those groups of organizations made up of new
companies, universities, public administrations, among others, in charge of promoting
and facilitating the success of startups. In other words, [7] consider that an ecosystem
is the environment in which new companies develop, that is, they include all the actors
in the environments, whether economic, social or political, with which startups can or
cannot be linked.

Knowledge Creation and Dissemination System

Another relevant aspect is known as intellectual resources and mechanisms for the pro-
duction and dissemination of knowledge. Within the ecosystem in which startups operate,
there are several organizations that contribute with the generation and promotion of new
knowledge and its transfer to and from new companies, among which are mentioned
incubators [8], venture capitalists [9], among others.
On the other hand, other actors in the ecosystem such as venture capitalists, large
corporations and universities are important sources that contribute to the production and
dissemination of knowledge [10], through the selection, advice and promotion of new
projects [9].

Governance System
Public policies are considered as the regulations proposed by each state for the implemen-
tation and control of startups. Within these regulations, both formal and informal aspects
of each governance system are considered [11]. In most of the countries where startups
have been developed, the top-down governance model has been implemented, in which
large companies (universities, government) are the ones that manage the new companies.
However, authors such as Sharif and Tang [10] consider that the bottom-up approach is
 Factors for the Creation of Technological Startups in Latin America 71

becoming more common today and allows startups to have a more representative role
compared to other actors in the environment.

Business Dimension
The success of business initiatives consists in developing suitable combinations of the
acquisition of scientific, technological and business knowledge, so within the busi-
ness process it is essential to establish different relevant activities such as: identifying
opportunities, mobility of resources and the creation of a new company [11].

Previous Business Experience

Previous business experience is a determining factor when starting up a new company, in
this regard, in the study presented by Simôes [12] they agree that academic entrepreneurs
have greater possibilities for new companies to be successful. In the same line of argu-
ment, Hayter [13] agrees that the previous business experience that the entrepreneur has
in the sector in which he is going to undertake has a positive influence on the creation
of startups.

Corporate Social Capital

The social capital is a relevant factor for the development of the new company in the
sense that an entrepreneur does not work alone together and must take advantage of
the opportunities presented by working together and in collaboration with the different
networks, given that through these, a greater number of innovations are generated [14].
Social networks represent nodes of people and organizations, related to each other
according to their relationships or social interests, which can become a key factor for
achieving their goals, social relationships are fundamental for business development that
allow entrepreneurs to capture venture capital financing [15].
The focus of social capital centers on the ways in which personal networks, profes-
sional networks and network structures motivate access to information, resources and
sponsorship, which are considered to be determinants of business success [16].
The focus of social capital is divided into two major fields in relation to ventures,
the first adopts a role of intermediation that is centered on the structural characteristics
of business networks centered on the identification and creation of opportunities. The
second emphasizes the role of social networks in facilitating the transfer of resources
and social support for its development [17].

1.3 Startups Performance

Performance of Innovation
For the authors [14] the performance of the innovation is measured in function of the
innovation and its application. The results measured in quality and quantity of ideas and
the efficiency and effectiveness of the implementation. In the same sense, [4] consider
that the relationships between the startups and the actors in the environment are of
72 G. Vayas-Ortega et al.

importance at the moment of merging the different skills and capacities, in order to
achieve the expected innovation performance both at an incremental and radical level.

Performance of the Organization

The role of managers in the development of processes is fundamental for the perfor-
mance of the organization. In this regard, in the work carried out by Hayter [13] the
performance of the organization is measured according to the results achieved by good
or bad administration.

2 Methodology
The data analyzed in the investigation come from the Global Entrepreneurship Monitor
(GEM) corresponding to the period 2008–2020. The variables that were selected for the
studio, on the one hand, are independent: Education and Innovation; and, on the other
hand, it depends on the percentage of Startups or young companies from four South
American countries: Peru, Brazil, Argentina and Chile.
The treatment of the data was carried out through the application of the statisti-
cal technique Pearson’s correlation coefficient, which allows obtaining a coefficient of
association between the analyzed variables [18].

3 Results

In Table 1 it is observed that the level of correlation is 0.70, that is to say, that something is
found closer to 1 than to 0. Therefore, the results show that there is a positive correlation,
that is, a high qualification is granted, at a high level of business training at all educational
levels. Therefore, the plan was fulfilled in choosing the variables that allow determining
the relationship between the technological startups and the level of education of the
entrepreneurs.

Table 1. Correlation - Education

VD EDCI EDC2 EDC3 EDC4 EDC5

VD Pearson’s Correlation 1 ,375 ,422* ,535** ,497** ,708**
Sig. (bilateral) ,057 ,030 ,008 ,010 ,000
N 28 28 28 28 28 28
EDC1 Pearson’s Correlation ,376 1 ,895** ,689** ,961** ,687**
Sig. (bilateral) ,053 ,000 ,000 ,000 ,000
N 28 28 28 28 28 28
EDC2 Pearson’s Correlation ,421* ,893** 1 ,685** ,947** ,646**
Sig. (bilateral) ,029 ,000 ,000 ,000 ,000
N 28 28 28 28 28 28
(continued)
 Factors for the Creation of Technological Startups in Latin America 73

Table 1. (continued)

VD EDCI EDC2 EDC3 EDC4 EDC5

EDC3 Pearson’s Correlation ,535** ,670** ,685** 1 ,754** ,897**
Sig. (bilateral) ,006 ,000 ,000 ,000 ,000
N 28 28 28 28 28 28
EDC4 Pearson’s Correlation ,497** ,961** ,947** ,755** 1 ,755**
Sig. (bilateral) ,009 ,000 ,000 ,000 ,000
N 28 28 28 28 28 28
EDC5 Pearson’s Correlation ,700** ,686** ,646** ,896** ,755** 1
Sig. (bilateral) ,000 ,000 ,000 ,000 ,000
N 28 28 28 28 28 28
* . The correlation is significant at the 0.05 level (bilateral).
**. The correlation is significant at the 0.01 level (bilateral)
Note: Global Entrepreneurship Monitor (GEM, 2008–2020)

In Table 2 it is observed that the minimum correlation level is 0.50, and that is to say,
that it is closer to 1 than to 0. Therefore, the results show that there is a positive correlation,
it is decided, a high qualification is granted with the interest for experimenting with new
technologies and generating innovation. Therefore, the plan was fulfilled in choosing
the variables that allow to determine the relationship between technological startups and
expenditure on R&D.

Table 2. Correlation - Innovation

VD INNI INN2 INN3 INN4 INN5 INN6

VD Pearson’s Correlation 1 ,688** -,302 ,305 ,141 ,339 ,141
Sig. (bilateral) ,000 ,117 ,120 ,485 ,081 ,481
N 28 28 28 28 28 28 28
INN1 Pearson’s Correlation ,689** 1 ,012 ,671** ,378* ,597** ,405*
Sig. (bilateral) ,000 ,965 ,000 ,051 ,004 ,037
N 28 28 28 28 28 28 28
INN2 Pearson’s Correlation -,308 ,011 1 ,321 ,598** ,267 ,697**
Sig. (bilateral) ,117 ,968 ,090 ,001 ,178 ,000
N 28 28 28 28 28 28 28
INN3 Pearson’s Correlation ,304 ,671** ,331 1 ,497** ,537** ,505**
Sig. (bilateral) ,119 ,000 ,091 ,009 ,005 ,009
(continued)
74 G. Vayas-Ortega et al.

Table 2. (continued)

VD INNI INN2 INN3 INN4 INN5 INN6

N 28 28 28 28 28 28 28
INN4 Pearson’s Correlation ,143 ,379* ,597** ,497** 1 ,316 ,803**
Sig. (bilateral) ,482 ,049 ,004 ,009 ,106 ,000
N 28 28 28 28 28 28 28
INN5 Pearson’s Correlation ,339 ,596** ,265 ,532** ,316 1 ,707**
Sig. (bilateral) ,079 ,002 ,178 ,004 ,105 ,000
N 28 28 28 28 28 28 28
INN6 Pearson’s Correlation ,140 ,402* ,696** ,502** ,803** ,707** 1
Sig. (bilateral) ,481 ,035 ,000 ,007 ,000 ,000
N 28 28 28 28 28 28 28
** . The correlation is significant at the 0.01 level (bilateral).
*. The correlation is significant at the 0.05 level (bilateral)
Note: Global Entrepreneurship Monitor (GEM, 2008–2020)

4 Conclusions

In conclusion, the creation of technological startups in Latin America is influenced

by various factors, and education and innovation play crucial roles. Access to quality
education is essential for building a skilled workforce capable of developing innovative
solutions. Innovation, on the other hand, drives the development of new ideas and enables
entrepreneurs to disrupt existing markets. These factors, along with other elements such
as funding, government policies, and infrastructure, create an enabling environment
for the growth of technological startups in Latin America. As the region continues to
experience rapid digital transformation, investing in education and innovation will be
key to sustaining this trend and driving economic growth.

Acknowledgment. This work was supported in part by collaboration with REDTPI4.0-

320RT0006 CYTED program. We would like to thank the Technical University of Ambato and
the Department of Research and Development (DIDE), in Ecuador, for their support.

References
1. West, J., Gallagher, S.: Patterns of open innovation in open source software. In: Chesbrough,
H., Vanhaverbeke, W., West, J. (eds.) Open Innovation: Researching a New Paradigm, pp. 82–
106. Oxford University Press, Oxford (2006)
2. Soetanto, D., van Geenhuizen, M.: Getting the right balance: university networks’ influence
on spin-offs’ attraction of funding for innovation. Technovation 36–37, 26–38 (2015)
3. La Rocca, A., Snehota, I.: Relating in business networks: innovation in practice. Ind. Mark.
Manage. 43(3), 441–447 (2014)
 Factors for the Creation of Technological Startups in Latin America 75

4. Neyens, I., Faems, D., Sels, L.: The impact of continuous and discontinuous alliance strategies
on startup innovation performance. Int. J. Technol. Manage. 52(3–4), 392–410 (2010)
5. Weiblen, T.Y., Chesbrough, H.: Comprometerse con nuevas empresas para mejorar la
innovación corporativa. Revisión de la gestión de California 57(2), 66–90 (2015)
6. Minshall, T., Mortara, L., Valli, R., Probert, D.: Making ‘Asymmetric’ partnerships work.
Res. Technol. Manag. 53(3), 53–63 (2010)
7. Spender, J. C., Corvello, V., Grimaldi, M., Rippa, P.: Startups and open innovation: a review
of the literature. Euro. J. Innovation Manag. (2017)
8. Rubin, T.H., Aas, T.H., Stead, A.: Knowledge flow in technological business incubators:
evidence from Australia and Israel. Technovation 41–42, 11–24 (2015)
9. Napp, J.J., Minshall, T.: Corporate venture capital investments for enhancing innovation:
challenges and solutions. Res. Technol. Manag. 54(2), 27–36 (2011)
10. Sharif, N., Tang, H.H.H.: New trends in innovation strategy at Chinese universities in Hong
Kong and Shenzhen. Int. J. Technol. Manage. 65(1–4), 300–318 (2014)
11. Vitali, S., Tedeschi, G., Gallegatiy, M.: The impact of classes of innovators on technology,
financial fragility, and economic growth. Ind. Corp. Chang. 22(4), 1069–1091 (2013)
12. Simôes, J., Silva, M.J., Trigo, V., Moreira, J.: The dynamics of firm creation fuelled by higher
education institutions within innovation networks. J. Sci. Public Policy 39(5), 630–640 (2012)
13. Hayter, C.S.: Harnessing university entrepreneurship for economic growth: factors of success
among university spin-offs. Econ. Dev. Q. 27(1), 18–28 (2013)
14. Alegre, J., Lapiedra, R., Chiva, R.: A measurement scale for product innovation performance.
Eur. J. Innov. Manag.Innov. Manag. 9(4), 333–346 (2006)
15. Beckman, C.M., Burton, M.D., O’Reilly, C.: Early teams: the impact of team demography
on VC financing and going public. J. Bus. Ventur. 22(2), 147–173 (2007)
16. Milosevic, M.: Skills or networks? Success and fundraising determinants in a low performing
venture capital market. Res. Policy 47(1), 49–60 (2018)
17. Sorensen, J., Chang, P.: Determinants of successful entrepreneurship: a review of the recent
literature. Available at SSRN 1244663 (2006)
18. Pinilla, J.O., Rico, A.F.O.: ¿ Pearson y Spearman, coeficientes intercambiables? Comunica-
ciones en Estadística 14(1), 53–63 (2021)
 Exploring Factors Influencing Firm
Profitability: The Case of the Meat Industry
in Portugal

Le Quyen Nguyen(B) , António Fernandes , Alcina Nunes ,

João Paulo Pereira , Nuno Ribeiro , Paula Odete Fernandes , and Jorge Alves

Applied Management Research Unit (UNIAG), Instituto Politécnico de Bragança,

5300-253 Bragança, Portugal
{nguyen,antoniof,alcina,jprp,nunoa,pof,jorge}@ipb.pt

Abstract. The study examines the profitability of the meat industry in Portugal
and its determining factors. Annual financial data of the Portuguese firms are col-
lected from the database Analysis System of Iberian Balance Sheets from 2014
to 2020. Based on 1,631 observations, one dependent variable and four groups of
independent variables are tested using estimation methods, i.e., Pooled Ordinary
Least Square and Fixed Effects and Generalised Method of Moments. The empir-
ical evidence shows that firm size and tangible assets have significant impacts on
firm profitability. Besides, profitability is persistent, implying that the continuous
nature of profitability over time provides a firm with an advantage in capturing
new opportunities to improve its performance. However, external factors show no
effects on firm profitability. In general, the capability to manage assets and liabili-
ties flexibly is highly related to profitability, enabling the firms to prosper after the
financial crisis. Therefore, the paper provides useful information for stakeholders
in considering solutions to improve firms´ resilience and profitability while facing
unfavourable economic conditions.

Keywords: firm profitability · determinants · meat industry · Portugal

1 Introduction
Portugal generated EUR 2.57 billion of animal output, representing 39.8% of total agri-
cultural output in 2020 in which animal slaughter, meat preparation and preservation
were the most valued activities [1]. The country’s meat production has been on the
rise in recent years, with 902,024 tons in 2020. The country is self-sufficient in horse
meat (110.2%), sheep and goat meat (87.5%), poultry (89.7%), pork (79.7%) and beef
(59.8%) [2]. Overall, the sustainability of the meat industry in Portugal is significant
because it plays an important role in the country’s culture and economy, while also
having substantial environmental and ethical implications.
Many studies have investigated the profitability of Portuguese firms but mostly focus
on firm size, tourism, or service sector. The study on the meat industry especially after
the financial crisis between 2011–2014 is limited. During this period, Portugal’s total

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 76–86, 2024.
https://doi.org/10.1007/978-3-031-44131-8_8
 Exploring Factors Influencing Firm Profitability 77

meat production declined for 3 consecutive years. Facing financial turmoil, firms have to
strive for their life by taking painful transformations. Through the restructuring process,
it is vital to recognize the pattern of the firms´ characteristics and other factors that con-
tribute to their resilience. However, what factors make the Portuguese firms survive and
thrive has gained little attention. Hence, the paper attempts to understand the profitability
level of Portuguese meat firms from 2014 to 2020. Next, it examines factors which are
believed to contribute to their growth after the crisis. These involve the firm character-
istics (size, productivity), financial structure (indebtedness, liquidity), competitiveness
(market share) and external environment (subsidy grants, inflation, and macroeconomic
growth). The year 2014 was the last year Portugal received the international bailout. In
the same year, positive economic growth re-appeared following three years of recession.
Similarly, meat production started to rise in 2014 and reached a record high in 2019.
The latest year of data with the most recent full data was 2020. Finally, by considering
various determinants of profitability, particularly subsidies, inflation and gross domestic
product growth, the paper attempts to provide insights into the impacts of the macro
factors on the performance of the Portuguese meat firms, which would provide inputs
for policymakers and business managers in their decision-making process regarding
business promoting policies.
The paper is structured as follows. Section 2 presents a literature review on firm
profitability and its influential factors. Section 3 explains the data set and methodology.
Econometric models and empirical results are discussed in Sect. 4 and the final part
concludes the paper.

2 Literature Review

Profitability has been commonly used to assess firm performance in numerous business
sectors, showing a firm’s ability to generate profit given limited resources. From firm
level, Return on Assets (ROA) is one of the most conventional proxies of firm profitabil-
ity as it helps stakeholders identify investment deficiencies and take corrective actions
accordingly [3–5].
Theories discussing firm profitability determinants are the agency theory, capital
structure theory, resource-based view, and market-based view. These theories highlight
that firm profitability is influenced by a variety of internal and external factors that can
be categorized into different groups such as firm characteristics (e.g., size, age, and
labor), financial structure (e.g., leverage and liquidity), industrial characteristics (e.g.,
competition), and macroeconomic factors (e.g., national economic growth, inflation, and
government support).
Firm size is one of the most common explanatory variables in analyzing determinants
of firm profitability. The most used proxy of size is total assets [6] or sales [3] or the
total number of employees [7, 8]. Findings on the relationship between firm size and
profitability are not consistent, including positive correlation [6, 8], no relationship [9]
or negative effect [10, 11].
Current ratio showing a liquidity level or cash policies measures the capability of a
firm to generate enough cash to pay its financial commitments that become due in the
next twelve months. A positive influence of liquidity on profitability can be found in
78 L. Q. Nguyen et al.

several studies [3, 12]. In another research [5], however, liquidity was not considered a
powerful factor of firm profitability.
Debt-to-equity ratio showing a capital structure of a firm is an important metric to
measure its ability to meet all debt obligations by shareholders´ equity in case of business
turmoil. Studies showed mixed conclusions regarding the impact of deb-to-equity ratio
on profitability. Some confirmed a negative relationship [4, 5, 13] while others reported
either a positive [3, 12] or no significant association [14].
Labour productivity is also a useful metric for measuring a firm’s performance by
explaining the level employees contribute to the firm. A higher labour productivity ratio
implies higher profitability for the firm. Most studies show the positive effect of labour
productivity on profitability [11, 12].
Tangibility is believed to present both the financial performance and innovation level
of firms [15, 16]. First, firms with better financial health are more likely to increase their
investments in assets than those in less favourable financial circumstances. Second, firms
with more innovative activities tend to have higher levels of intangible investment. Nunes
et al. [17], however, found that intensive investment in research and development had a
negative impact on the growth of non-high-tech SMEs in Portugal.
Market share presents firm competitiveness in comparison with other rivals in the
same industry. It is a common indicator to monitor a firm’s performance. It is believed
that market share has a linkage with future profit [18]. A meta-analysis by Edeling and
Himme [19] suggested a significantly positive influence of market share on financial
performance, but the level of impact varied by contexts such as region or industry.
Apart from the firm-specific characteristics, macroeconomic factors have been stud-
ied to achieve an integrated aspect in explaining the variability of profitability. Several
studies confirmed that government subsidies play a significant role in supporting firm
viability [14] by promoting innovative activities [20, 21] and enabling access to financial
and human capital which is especially vital for the survival and growth of young firms
[22]. Other researchers, however, believe that government subsidies may inhibit firm
profitability [23] due to inefficient investment and rent-seeking activities [24].
According to the World Bank, the inflation rate measured as a consumer price index
(CPI) presents annual changes in the cost to the average consumer of acquiring a basket
of goods and services. The impact of inflation on firm performance may be positive [4],
negative [25] or insignificant [26].
As stated by the International Monetary Fund, gross domestic product (GDP) is the
monetary value of final goods and services produced in a country in a given period of
time, e.g., a year. The GDP growth rate is a common indicator to measure the economic
health of a country. Previous studies found that the impact of GDP growth on firm
performance was positive [27] or neutral [26].
In general, there is no consensus about firm profitability determinants. The existing
studies in Portugal focused mostly on the tourism/ service sector or selective firm sizes
other than the meat industry. Therefore, the paper attempts to cover the knowledge gap.
The selection of the influential variables for our study is justified by not only empirical
evidence and theoretical support but also practical relevance as firms can potentially
influence the factors through strategic decisions. The next section presents database,
variables, and methodologies.
 Exploring Factors Influencing Firm Profitability 79

3 Methodology

3.1 Database
Annual financial data for Portuguese firms in the meat industry are collected from the
database Analysis System of Iberian Balance Sheets for the period 2014–2020. The
Economic Activity Code classification is 101 Processing and preserving of meat and
production of meat products. Data is selected from 2014 because this was the year
Portugal saw positive economic growth for the first time after three consecutive years
of recession [28]. In the same year, CPI started to increase so the impact of inflation on
the profitability of these Portuguese firms is included in the analysis. The year 2020 is
the latest year of data because it has the most recent full data.
According to Arellano and Bond [29], the use of dynamic panel estimators requires
that cross-sections are included in databases for at least four consecutive years to be
considered in the econometric analysis [30]. Since this study applies dynamic panel
estimators, we use a balanced data panel of 233 firms providing complete annual financial
data from 2014 to 2020.

3.2 Variables
Based on the literature review, ROA is selected as a proxy of firm profitability. The study
considers a wide range of independent variables as shown in Table 1.

Table 1. Description of variables.

Variables Descriptions Expected impact

PROF (%) Firm profitability measured as Return on Assets which is
the net income to total assets ratio
SIZE Natural logarithm of total assets as a proxy of firm size ±
CUR (ratio) Current ratio or the ratio of current assets scaled by +
current liabilities
DEBT (ratio) Debt-to-equity ratio measured as total liabilities to total ±
equity
LPRO (Euros) Labour productivity measured as net income scaled by +
total number of employees
SHARE (%) Market share measured as a firm´s total sales to industry´s +
total sales
TANG (%) Firm tangibility is measured as fixed tangible assets to -
total assets
SUB (%) Government subsidy measured as operating grants +
received scaled by total revenue
INF (%) Inflation rate presented by Consumer Price Index -
GDP (%) Annual Gross Domestic Production growth rate +
Note: Variable measurement units in parentheses.
Source: Authors’ elaboration
80 L. Q. Nguyen et al.

3.3 Estimation Methods

To estimate the regressions regarding profitability determinants, we use static estimators

including Pooled Ordinary Least Square (OLS) and Fixed Effects (FE) and a dynamic
panel estimator, namely difference Generalized Method of Moments [29] (Arellano &
Bond, 1991). The panel model estimators are estimated as follows:

PROF it = β0 + β1 PROF i,t−1 + β2 SIZE it + β3 CURit + β4 DEBT it + β5 LPROit

(1)
+β6 SHARE it + β7 TANG it + β8 SUBit + β9 INF it + β10 GDP it + εit

where i is the firm; t is the year, PROF i,t−1 is the lagged profitability and e is the
error term. The lagged variable PROF i,t−1 is included in the study as it provides a simple
way to explain the impacts of past performance on the present changes of a firm [31].
The difference GMM estimator developed by Arellano and Bond [29] gained much
popularity in working with panel data with a small number of repeated time-series
observations (year) and a large number of cross-sectional units (firm). Difference GMM
estimates a dynamic panel model by using first-difference transformation of regressors
and lagged endogenous and other exogenous variables as instruments [32]. It proves to
outperform traditional panel models in controlling endogeneity, multicollinearity and
effects caused by the absence of potential explanatory variables [14]. For the results
of the GMM estimator to be considered robust only if the restrictions imposed by the
use of the instruments are valid, and there is no second-order autocorrelation. To test
the validity of the restrictions, we use the Hansen-Sargan test. The null hypothesis
indicates that the restrictions imposed by using the instruments are valid. The existence
of first and second-order autocorrelation is tested, i.e., the null hypothesis shows that
there is no autocorrelation. Static estimators are used for comparison purposes, and they
produce relatively similar results, thus difference GMM estimator provides consistent
and efficient results.

4 Results and Discussions

4.1 Profitability of the Portuguese Firms

To a large extent, the profitability of Portuguese firms in the meat industry is quite
low. In terms of volatility, it is observed that: (a) profitability, current ratio, debt level,
labour productivity, subsidy ratio, market share, inflation and GDP growth rate are highly
volatile shown by the standard deviations of the variables above their respective means;
and (b) size and tangibility are variables with low volatility as the standard deviations are
below the respective means. In addition, there is a big gap between the lowest and highest
value of the financial ratios revealing the large difference in financial performance among
these Portuguese firms (see Table 2).
 Exploring Factors Influencing Firm Profitability 81

Table 2. Descriptive statistics of variables.

Variable PROF SIZE CUR DEBT LPRO SHARE TANG SUB INF GDP
Total (n = 1631)
Mean 2.612 14.37 2.375 2.382 3,237.40 0.364 42.140 0.483 0.501 0.742
SD 7.828 1.641 4.236 3.604 15,689.70 0.838 22.132 2.706 0.522 3.818
Min − 61.960 10.060 0.097 0.014 − 48,574.0 0.001 <0.001 0.000 − 0.280 − 8.400
Max 53.400 18.600 72.94 60.050 475,078.0 9.607 96.140 47.120 1.370 3.500
Source: Authors’ elaboration

To avoid the problem of multicollinearity, the Variance Inflation Factor (VIF) test
is applied for all independent variables. According to Johnston et al. (2018) [33], the
cut-off point for the VIF test is 2.5 or greater as the values are generally considered
indicative of significant collinearity. No variables have a VIF above of 2 so there is no
multicollinearity problem in this model.

4.2 Determinants of Profitability

This study applies pooled OLS, FE panel regression and difference GMM estimator
based on the Eq. (1). The difference GMM estimator is used to deal with any potential
endogeneity. Test statistics are presented together with the estimation results. Problems
of multicollinearity have not been detected.
The Hansen-Sargan test for the validity of restrictions shows that the instruments
are valid. According to Roodman [32], the number of instruments should not be larger
than the number of groups. In this study, the number of instruments (14) is lower than
the number of firms (233). Arellano–Bond (AR) test for zero autocorrelation in first-
differenced errors is applied. Rejection of no autocorrelation of order 1 AR test does
not imply that lagged variable is not valid. No autocorrelation of order 2 indicates that
the difference GMM estimator is consistent and does satisfy the Arellano–Bond model
assumptions. The Wald statistics show the overall significance of the models at the 0.1%
level, confirming the goodness of fit parameters. The results of the econometric analysis
are presented in Table 3.
Three different scenarios are tested with external variables to check the sensitivity of
the model to the macro environment. Model GMM 1 considers only firm characteristics
while excluding all macro variables (subsidy grants, inflation, and GDP growth rate).
Model GMM 2 analyses the impact of subsidy grants on firm performance. Model GMM
3 considers all macro factors in the analysis to see how these variables affect the firm
profitability. The results of OLS and FE estimations are used to check the appropriateness
of difference GMM for the model. As a rule of thumb, the coefficient of the lagged
variable is closer to the value produced by OLS compared to that of the FE estimate, it
can be confirmed that the difference GMM is sufficient to run this model [34].
The result in Table 3 shows that the lagged profitability is positively correlated with
the current profitability, implying that profitability is persistent. In other words, profit in
82 L. Q. Nguyen et al.

the previous year has had a positive influence on the firm’s performance in the present
year. The result is consistent with previous findings [3, 14, 30].

Table 3. Estimation results for firm profitability.

Variables OLS Fixed Effect GMM GMM GMM

(1) (2) (3)
Lagged 0.359*** 0.021 0.268* 0.265* 0.267*
Profitability
SIZE − 0.138 − 0.983 − 2.691* − 2.607† − 2.697*
CUR − 0.087* − 0.149* − 0.016 − 0.015 − 0.017
DEBT − 0.314*** − 0.378*** − 0.462** − 0.459** − 0.483*
LPRO <0.001*** <0.001*** <0.001*** <0.001*** <0.001***
SHARE 0.539* 1.055 − 0.418 − 0.434 − 0.625
TANG − 0.029*** − 0.066** − 0.107*** − 0.108*** − 0.102**
SUB − 0.057 − 0.475 − 0.097 − 0.077
INF − 0.071 0.174 − 0.165
GDP 0.038 0.033 − 0.015
R-Squared 0.435 0.346
Sargan test 0.180 0.177 0.121
(p-value)
AR1 − 2.215* − 2.215* − 2.187*
AR2 1.435 1.442 1.431
No. of firms 233 233 233
n 1,631 1,631 1,631
Notes: *** p < 0.001, ** p < 0.01, * p < 0.05, ‘†’ p < 0.1; robust standard errors for Fix effects
estimation; AR – Arellano–Bond test for autocorrelation in first differences.
Source: Authors’ elaboration

Based on the information presented in Table 3, it is possible to conclude that:

– Firm size (SIZE) is considered an important determinant of firm profitability accord-
ing to the negative and statistically significant coefficient of the variable. The result is
supported by previous studies [10, 11]. Smaller firms are strongly related to a higher
level of profitability, indicating that their size has brought important economic gains
during the recovery period. The adverse impact of firm size on profitability could
be explained by the lower level of capital transaction costs [35] and the behavioural
strengths of smaller firms [36]. Given the fact that the Portuguese meat sector is char-
acterized by micro and SMEs (98.2%), the study suggests that smaller firms tend to
achieve higher profitability by exploiting their behavioural strengths such as structural
flexibility and a low level of bureaucracy.
 Exploring Factors Influencing Firm Profitability 83

– The level of indebtedness (DEBT) shows a negative relationship with firm profitability
which is in line with other findings [4, 5]. A study on firm performance during
a recession in Greece argued that a higher debt is one of the greatest burdens of
the firms [11]. The effort to pay off debt lowers the chance for firms to carry out
potential projects that would contribute to their profit improvement. Similarly, for the
Portuguese companies in tourism, Santos et al. [6] found that higher indebtedness
increases associated costs, hindering firms from taking investment opportunities to
generate higher profitability. In that sense, our study suggests that for the Portuguese
meat firms, the benefits from the tax shield of debt would not compensate uncertainty
costs and the loss from missing growth opportunities.
– The finding reveals that firms with high labour productivity (LPRO) perform better
financially or are more efficient in translating employee headcount and productivity
into profitability. The result is consistent with previous research [11, 12]. According to
Tsiapa [11], high levels of productivity, which do not result in significant job losses,
are associated with an increase in profits in Greek companies. Similarly, Nguyen
et al. [12] suggested that Vietnamese listed firms should promote labour productivity
to improve firm performance in the long term. Although labour productivity has
predictive power for firm profitability, its effect is minor in our study as the coefficient
is very small.
– Tangible asset ratio (TANG) shows a negative relationship with profitability in all
models, implying that the Portuguese firms with a higher level of fixed tangible assets
exhibit a lower level of profitability. Prior research provides support for the result [4,
11]. Nunes et al. [30] reported that a higher level of tangible assets was associated
with lower performance in the Portuguese service industries. Branco et al. [11] found
that Portuguese service firms experienced a decline in Total Factor Productivity when
fixed tangible assets increase. However, this effect was reversed when both capital
and labor adjusted to generate sufficient value added to offset the initial cost. Hence,
our result suggests that Portuguese meat firms with more investments in innovative
activities tend to achieve better profitability.
– Current ratio (CUR) shows a negative correlation with profitability in all models,
however the result is not significant, confirming that current ratio is not an influential
factor to firm profitability. Likewise, market share (SHARE) does not show any sig-
nificant impact on profitability according to the statistically insignificant coefficient of
the variable. All macro factors including government subsidies (SUB), inflation (INF)
and GDP growth (GDP) show no significant effect on firm performance, indicating
that the growth of the Portuguese economy and subsidy policy does not noticeably
foster business profitability of the firms in this study.

5 Conclusions
Profitability of the Portuguese meat industry in this study is relatively low with a big gap
between the firms. The results show that size, debt, labour productivity and tangibility are
the key determinants of profitability. The empirical evidence allows us to conclude that
smaller firms with higher levels of financial independence and less investment in fixed
tangible assets tend to generate better financial performance. Besides, profitability is
found to be persistent as high profit from the previous year presents an important impact
84 L. Q. Nguyen et al.

on firms’ profitability in the next year. The continuous nature of profitability over time
provides a firm with an advantage in capturing new opportunities to improve its financial
performance. Contrarily, macro factors such as government subsidies, inflation and GDP
growth present no effects on firm profitability. Overall, the capability to manage flexibly
assets and liabilities is highly related to profitability, enabling firms to prosper after the
financial crisis.
The paper makes contributions to literature in several aspects. First, it specifically
studies the impacts of various determinants of firm profitability in the meat industry,
revealing a different growth capability of the firms after the financial crisis in Portugal.
It provides insights into firm-level characteristics associated with firm success, making
the sector one of the most valued activities in agricultural production. Last, it examines
the impact of the macro environment on firm profitability. Hence, the paper provides
useful information for policymakers and business managers in considering measures
and policies to help firms improve their profitability.
The analysis, however, is not free from limitations like the absence of some other
parameters like export activity, the innovative characteristics of the firms, or the sales
markets. Given these concerns, future research should explore a greater variety of factors
that affect firm profitability, extending the analysis in the range of determinants as well
as in different period of time, e.g., including the post-COVID 19 and Ukraine war crisis.
Additionally, a similar analysis in another country with equal economic experience might
reveal more of the obstacles faced by the industry.

Acknowledgements. This work was carried out within the scope of the project “BIOMA -
Soluções Integradas de Bioeconomia para a Mobilização da Cadeia Agroalimentar (POCI-
01–0247-FEDER-046112)”, financed by the “Fundo Europeu de Desenvolvimento Regional
(FEDER)” through the “Programa Operacional Competitividade e Internacionalização (POCI)”;
and Applied Management Research Unit (UNIAG), R&D unit funded by the FCT – Portuguese
Foundation for the Development of Science and Technology, Ministry of Science, Technology
and Higher Education. “Project Code Reference: UIDB/04752/2020”.

Conflict of Interest. The authors declare that there is no conflict of interest.

References
1. European Commission: Statistical Factsheet Portugal: Agriculture and Rural Development
(2021). https://ec.europa.eu/info/sites/default/files/food-farming-fisheries/farming/docume
nts/agri-statistical-factsheet-pt_en.pdf, Accessed 15 June 2022
2. Instituto Nacional de Estatística (INE), at https://www.ine.pt/xportal/xmain?xpid=INE&
xpgid=ine_indicadores&userLoadSave=Load&userTableOrder=178&tipoSeleccao=1&con
texto=pq&selTab=tab1&submitLoad=true&xlang=pt, Accessed 15 June 2022
3. Nunes, P.M., Serrasqueiro, Z.: Profitability determinants of Portuguese knowledge-intensive
business services: empirical evidence using panel data models. Appl. Econ. Lett. 22(1), 51–56
(2015). https://doi.org/10.1080/13504851.2014.925041
4. Vătavu, S.: The impact of capital structure on financial performance in Romanian listed
companies. Proc. Econ. Finance 32(15), 1314–1322 (2015). https://doi.org/10.1016/s2212-
5671(15)01508-7
 Exploring Factors Influencing Firm Profitability 85

5. Dahiyat, A.A., Weshah, S.R., Aldahiyat, M.: Liquidity and solvency management and its
impact on financial performance : empirical evidence from jordan. J. Asian Financ. Econ.
Bus. 8(5), 135–141 (2021). https://doi.org/10.13106/jafeb.2021.vol8.no5.0135
6. Santos, E., Lisboa, I., Eugénio, T.: The financial performance of family versus non-family
firms operating in nautical tourism. Sustainability (Switzerland) 14(3) (2022). https://doi.
org/10.3390/su14031693
7. Branco, C., Domingues, T., Martins, A.: The Determinants of TFP Growth in the Portuguese
Service Sector (2018). https://www.gee.gov.pt/RePEc/WorkingPapers/GEE_PAPERS_114.
pdf, Accessed 15 June 2022
8. Vu, H.C., Phi, T.V., Dang, T.B.: The impact of firm size on the performance of Vietnamese
private enterprises: a case study. Probl. Perspect. Manag. 19(2), 243–250 (2021). https://doi.
org/10.21511/ppm.19(2).2021.20
9. Vo, D.H., Nguyen, T.M.: The impact of corporate governance on firm performance: empirical
study in Vietnam. Int. J. Econ. Financ. 6(6), 1–13 (2014). https://doi.org/10.5539/ijef.v6n6p1
10. Grazzi, M., Moschella, D.: Small, young, and exporters: new evidence on the determinants
of firm growth. J. Evol. Econ. 28(1), 125–152 (2018)
11. Tsiapa, M.: Performance of large firms in Greece during the unstable period of 2011–2016:
lessons from the weak parts of Europe. Eur. J. Manag. Bus. Econ. 31(1), 94–114 (2020).
https://doi.org/10.1108/EJMBE-06-2019-0109
12. Nguyen, P.A., Nguyen, H.A., Ngo, T., Nguyen, P.V.: The relationship between productivity
and firm’s performance: evidence from listed firms in Vietnam stock exchange. J. Asian
Financ. Econ. Bus. 6(3), 131–140 (2019). https://doi.org/10.13106/jafeb.2019.vol6.no3.131
13. Lemonakis, C., Vassakis, K., Zopounidis, C., Voulgaris, F.: Efficiency, competitiveness and
exports of agricultural firms in the post-crisis era: evidence from Greece. Inter. J. Soc. Syst.
Sci. 8(1), 14–35 (2016). https://doi.org/10.1504/ijsss.2016.076006
14. Serrasqueiro, Z.S., Nunes, P.M.: Determinants of growth in Portuguese small and medium-
sized hotels: Empirical evidence using panel data models. Tour. Econ. 22(2), 375–396 (2016).
https://doi.org/10.5367/te.2014.0423
15. Chun, H., Nadiri, M.I.: Intangible investment and changing sources of growth in Korea.
Japanese Econ. Rev. 67(1), 50–76 (2016). https://doi.org/10.1111/jere.12079
16. Hsiao, Y.C., Lo, M.L., Lin, C.L., Lin, H.L.: Portfolio of intangible investments and production
and innovation performance: evidence from taiwanese manufacturing firms. Asian Econ. J.
35(4), 345–362 (2021). https://doi.org/10.1111/asej.12254
17. Nunes, P. M., Serrasqueiro, Z., Leitão, J.: Is there a linear relationship between R&D intensity
and growth? Empirical evidence of non-high-tech vs. high-tech SMEs. Res. Policy 41(1),
36–53 (2012). https://doi.org/10.1016/j.respol.2011.08.011
18. Bhattacharya, A., Morgan, N.A., Rego, L.L.: Examining why and when market share drives
firm profit. J. Mark. 86(4), 73–94 (2022). https://doi.org/10.1177/00222429211031922
19. Edeling, A., Himme, A.: When does market share matter? new empirical generalizations from
a meta-analysis of the market share-performance relationship. J. Mark. 82(3), 1–24 (2018).
https://doi.org/10.1509/jm.16.0250
20. Cin, B.C., Kim, Y.J., Vonortas, N.S.: The impact of public R&D subsidy on small firm
productivity: evidence from Korean SMEs. Small Bus. Econ. 48(2), 345–360 (2017). https://
doi.org/10.1007/s11187-016-9786-x
21. Liu, M., Liu, L., Xu, S., Du, M., Liu, X., Zhang, Y.: The influences of government subsi-
dies on performance of new energy firms: a firm heterogeneity perspective. Sustainability
(Switzerland) 11(17) (2019). https://doi.org/10.3390/su11174518
22. Söderblom, A., Samuelsson, M., Wirlund, J., Sandberg, R.: Inside the black box of outcome
additionality: effects of early-stage government subsidies on resource accumulation and new
venture performance. Res. Policy 44(8), 1501–1512 (2015). https://doi.org/10.1016/j.respol.
2015.05.009
86 L. Q. Nguyen et al.

23. Assagaf, A., Yusoff, Y.M., Hassan, R.: Government subsidy, strategic profitability and its
impact on financial performance: empirical evidence from Indonesia. Investm.Manag. Financ.
Innov. 14(3), 135–147 (2017). https://doi.org/10.21511/imfi.14(3).2017.13
24. Bu, D., Zhang, C., Wang, X.: Purposes of government subsidy and firm performance. China
J. Account. Stud. 5(1), 100–122 (2017). https://doi.org/10.1080/21697213.2017.1292730
25. Egbunike, C.F., Okerekeoti, C.U.: Macroeconomic factors, firm characteristics and financial
performance: a study of selected quoted manufacturing firms in Nigeria. Asian J. Account.
Res. 3(2), 142–168 (2018). https://doi.org/10.1108/AJAR-09-2018-0029
26. Ghareli, S., Mohammadi, A.: A study on the effect of macroeconomic variables and firm
characteristics on the quality of financial reporting of listed firms in tehran stock exchange.
J. Fund. Appli. Sci. 8(2), 1777 (2016). https://doi.org/10.4314/jfas.v8i2s.120
27. Yüksel, S., Muhktarov, S., Mammadov, E., Özsan, M.: Determinants of profitability in the
banking sector: an analysis of post-Soviet countries. Economies 6(3) (2018). https://doi.org/
10.3390/economies6030041
28. The World Bank: Annual GDP Growth – Portugal (2022). In: https://data.worldbank.org/
indicator/NY.GDP.MKTP.KD.ZG?end=2020&locations=PT&start=2010, Accessed 21 July
2022
29. Arellano, M., Bond, S.: Some tests of specification for panel data:monte carlo evidence and
an application to employment equations. Rev. Econ. Stud. 58(2), 277–297 (1991). https://doi.
org/10.2307/2297968
30. Nunes, P.J., Serrasqueiro, Z.M., Sequeira, T.N.: Profitability in Portuguese service industries:
a panel data approach. Serv. Ind. J. 29(5), 693–707 (2009). https://doi.org/10.1080/026420
60902720188
31. Wooldridge, J.M.: Introductory Econometrics A Modern Approach 5th edn. South-Western
Cengage Learning, Mason (2013)
32. Roodman, D.: How to do xtabond2: an introduction to difference and system GMM in Stata.
Stata J. 9(1), 86–136 (2009). https://doi.org/10.1177/1536867x0900900106
33. Johnston, R., Jones, K., Manley, D.: Confounding and collinearity in regression analysis: a
cautionary tale and an alternative procedure, illustrated by studies of British voting behaviour.
Qual. Quant. 52(6), 1–20 (2018). https://doi.org/10.1007/s11135-017-0584-6
34. Bond, S.S., Hoeffler, A., Temple, J.: GMM Estimation of Empirical Growth Models.
Economics Papers (01), No 2001-W21, Nuffield College, University of Oxford (2001)
35. Lopez-Valeiras, E., Gomez-Conde, J., Fernandez-Rodriguez, T.: Firm size and financial
performance: intermediate effects of indebtedness. Agribusiness 32(4), 454–465 (2016)
36. Shehata, N., Salhin, A., El-Helaly, M.: Board diversity and firm performance: evidence from
the U.K. SMEs. Appli. Econ. 49(48), 4817–4832 (2017). https://doi.org/10.1080/00036846.
2017.1293796
Cloud Computing
 IPv6 in IoT

Nuno Miguel Carvalho Galego(B) , Rui Miguel Pascoal, and Pedro Ramos Brandão

ISTEC Instituto Superior de Tecnologias Avançadas, Alameda das Linhas de Torres, 179,
1750-142 Lisboa, Portugal
[email protected], [email protected],
[email protected]

Abstract. IPv6 (Internet Protocol version 6) is the latest version of the internet
protocol, designed to replace the older IPv4 protocol. It offers a number of benefits
for the Internet of Things (IoT), including a larger address space, improved secu-
rity, and support for new technologies such as 6LoWPAN (Low-Power Wireless
Personal Area Network).
One of the primary advantages of IPv6 for the IoT is its ability to support a large
number of unique addresses. While IPv4 can only support a maximum of 4.3 billion
addresses, IPv6 can support 2^128 unique addresses, which is approximately 3.4 ×
10^38 addresses. This means that IPv6 can support billions of devices, making it
ideal for use in the IoT.
In addition to its larger address space, IPv6 also includes built-in support for
IPsec (Internet Protocol Security), which is a suite of protocols that provides secu-
rity for internet communications. This makes it easier for IoT devices to secure
their communications and protect against cyber threats. IPv6 also supports new
technologies such as 6LoWPAN, which enables low-power devices to communi-
cate over IPv6 networks. This makes it an efficient and cost-effective solution for
IoT networks, allowing devices to communicate with each other and the internet
using minimal power and bandwidth.
However, the transition from IPv4 to IPv6 in the IoT is not without challenges.
It requires significant investment and effort to upgrade existing infrastructure and
protocols to support IPv6, and may require the development of new protocols and
standards. Additionally, the increased connectivity of IoT devices makes them
more vulnerable to cyber threats, and the use of IPv6 may introduce new security
vulnerabilities that need to be addressed.

Keywords: IoT · IPv6 · Security

1 Introduction
The Internet of Things (IoT) is a rapidly expanding network of connected devices that
rely on the internet to communicate and exchange data. From smart home appliances
and industrial equipment to wearable devices, the IoT is transforming the way we live
and work. One of the key technologies that enables this connectivity is Internet Protocol
version 6 (IPv6), the latest version of the internet protocol.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 89–94, 2024.
https://doi.org/10.1007/978-3-031-44131-8_9
90 N. M. C. Galego et al.

IPv6 was developed to address the limited number of available IP addresses in

IPv4 and meet the growing demand for internet connectivity. It offers a number of
benefits for the IoT, including a larger address space, improved security, and support
for new technologies such as 6LoWPAN (Low-Power Wireless Personal Area Network)
(Abdullahi and Souza, 2017). In this article, we will explore the role of IPv6 in the IoT
and discuss the challenges and opportunities associated with its use.

2 IoT Security Issues

The Internet of Things (IoT) is a rapidly expanding network of connected devices that
rely on the internet to communicate and exchange data. From smart home appliances and
industrial equipment to wearable devices, the IoT is transforming the way we live and
work. However, the increased connectivity of IoT devices also introduces new security
risks that need to be considered.
One of the main security issues associated with the IoT is the potential for cyber
attacks on connected devices. As the number of IoT devices continues to grow, so does
the potential for these devices to be targeted by hackers and malicious actors. This can
lead to the theft of sensitive data, the disruption of services, and the compromise of device
functionality. Another security issue with the IoT is the potential for privacy breaches.
Many IoT devices collect and transmit personal data, including location information,
health data, and financial information. If this data is not properly secured, it could
be accessed by unauthorized parties, leading to privacy breaches and the potential for
identity theft.
In addition to these security issues, the IoT is also vulnerable to physical attacks,
such as tampering or destruction of devices. This can lead to the disruption of services
and the loss of valuable data (Ubiedo, O’Hara, Erquiaga, and Garcia, 2020).
To address these security issues, it is important for organizations to implement robust
security measures for their IoT devices. This may include the use of encryption and
authentication protocols, the regular updating of software and firmware, and the imple-
mentation of strong passwords. It is also essential to develop and implement robust
privacy policies to protect the personal data collected by IoT devices.
In conclusion, the security and privacy of IoT devices is a critical concern. To pro-
tect against potential threats, it is essential to implement robust security measures and
establish effective privacy policies.

3 Key IPv6 Features

IPv6 is the primary protocol used for transmitting data over the internet. It offers several
key features that improve upon the capabilities of its predecessor, IPv4. One of the main
features of IPv6 is its larger address space (Galego and Malta, 2015). IPv6 provides
128-bit addresses, compared to the 32-bit addresses of IPv4. This allows for the unique
identification of a significantly larger number of devices, making it particularly suitable
for the Internet of Things (IoT) where there may be a need to connect a large number
of devices. In addition to a larger address space, IPv6 also offers improved routing
efficiency compared to IPv4. It uses a hierarchical addressing system, which allows for
 IPv6 in IoT 91

more efficient routing of traffic, conserving resources and improving performance. This
is particularly beneficial for IoT devices that may have limited processing power and
need to conserve energy.
IPv6 also includes built-in security features, such as IPSec (Galego and Garcia,
2016), which can be used to secure communications between devices. This is important
for protecting against cyber threats and ensuring the privacy and integrity of data trans-
mitted over the network and simplifies the process of connecting devices to a network
through the use of auto-configuration. This can be particularly useful for large-scale IoT
deployments where manual configuration of each device may not be practical.
Finally, IPv6 includes the use of extension headers, which allow for the transmission
of additional data beyond the standard header. This can be used to support new protocols
and features in the future, providing flexibility and the ability to adapt to changing needs.

4 IPv6 Capabilities for the Internet of Things

IPv6 is widely used in the Internet of Things (IoT) to enable connectivity between
devices. IPv6 offers a number of benefits and capabilities that make it well-suited for
use in the IoT, including a larger address space, improved security like said previously and
have support for new technologies such as 6LoWPAN (Low-Power Wireless Personal
Area Network).
One of the primary capabilities of IPv6 for the IoT is its ability to support a large
number of unique addresses, While IPv4 can only support a maximum of 4.3 billion
addresses, IPv6 can support 2^128 unique addresses, which is approximately 3.4 x
10^38 addresses. This means that IPv6 can support billions of devices, making it ideal
for use in the IoT. In addition to its larger address space, IPv6 also includes built-in
support for IPsec (Internet Protocol Security), which is a suite of protocols that provides
security for internet communications. This makes it easier for IoT devices to secure their
communications and protect against cyber threats.
Another capability of IPv6 for the IoT is its support for new technologies such
as 6LoWPAN. 6LoWPAN is a networking protocol that enables low-power devices to
communicate over IPv6 networks, making it ideal for use in IoT applications. It allows
devices to communicate with each other and the internet using minimal power and
bandwidth, making it an efficient and cost-effective solution for IoT networks.
Overall, IPv6 offers a range of capabilities that make it well-suited for use in the IoT,
including a larger address space, improved security, and support for new technologies
such as 6LoWPAN. These capabilities make it an essential technology for enabling
connectivity and communication between IoT devices.

5 Advantages of IPv6 in IoT

IPv6 offers several advantages for the Internet of Things (IoT) compared to its
predecessor, IPv4.
The larger address space, IPv6 that offers improved routing efficiency compared to
IPv4 and a hierarchical addressing system, which allows for more efficient routing of
92 N. M. C. Galego et al.

traffic, conserving resources and improving performance that particularly beneficial for
IoT devices that may have limited processing power and need to conserve energy.
IPv6 includes IPSec, which can be used to secure communications between IoT
devices. This is important for protecting against cyber threats and ensuring the privacy
and integrity of data transmitted over the network. IPv6 also simplifies the process of
connecting devices to a network through the use of auto-configuration. This can be
particularly useful for large-scale IoT deployments where manual configuration of each
device may not be practical (Pathak, 2020).
Finally, IPv6 can provide future-proofing for organizations deploying IoT solutions.
As the number of connected devices continues to grow, the demand for additional IP
addresses is likely to exceed the availability of IPv4 addresses. By adopting IPv6, orga-
nizations can ensure that they have the necessary address space to support their IoT
deployments in the future (Galego 2016).

6 IoT6 Architecture
The Internet of Things (IoT) is a system that involves the interconnectedness of a large
number of devices, often referred to as “things,” through the internet. An IoT6 architec-
ture is one in which the devices use the IPv6 protocol for communication and networking
(Ziegler, et al. 2013).
An IoT6 architecture typically consists of three main components: devices, network,
and platform.
1. Devices: These are the physical “things” that make up the IoT system, such as sensors,
actuators, and other types of devices that are capable of collecting and transmitting
data. In an IoT6 architecture, the devices would be assigned unique IPv6 addresses,
which would allow them to be identified and connected to the network.
2. Network: The network is responsible for connecting the devices and enabling them
to communicate with each other and with other systems. This can include both
wired and wireless networks. In an IoT6 architecture, the devices would use IPv6
to communicate with each other and with other systems over the network.
3. Platform: The platform is the software and hardware infrastructure that enables the
devices to be managed and controlled, and enables the collection, processing, and
storage of the data generated by the devices. In an IoT6 architecture, the platform
would use the IPv6 addresses of the devices to communicate with them and manage
their functionality.
There may also be other components included in an IoT6 architecture, such as edge
computing elements that enable local processing of data, and cloud computing resources
that provide scalability and additional processing power. The specific architecture of an
IoT system will depend on the requirements and goals of the deployment.

7 Demonstrating the Potential of IPv6 in IoT – Cases

IPv6 offers several advantages for the Internet of Things (IoT), making it well-suited for
a wide range of applications. Here are a few examples of how IPv6 is demonstrating its
potential in the IoT:
 IPv6 in IoT 93

1. Smart cities: One of the most ambitious uses of IoT technology is in the development
of smart cities, which use sensors and other IoT devices to gather data and improve
the efficiency and quality of life in urban environments. IPv6 is well-suited for this
application due to its large address space, which allows for the unique identification
of a large number of devices. For example, a smart city may use IPv6-enabled traffic
sensors to gather data on traffic patterns and improve the flow of traffic, or use IPv6-
enabled environmental sensors to monitor air quality and water quality (Galego and
Pascoal, 2021).
2. Industrial IoT: The industrial IoT (IIoT) involves the use of sensors and other devices
to improve the efficiency and productivity of manufacturing and other industrial pro-
cesses. IPv6 is well-suited for IIoT applications due to its efficient routing capabilities,
which can help to improve the performance of devices with limited processing power.
For example, an industrial facility may use IPv6-enabled sensors to monitor the per-
formance of machinery and detect issues before they become major problems, or
use IPv6-enabled devices to optimize the flow of materials through the production
process (Patil and Pawar, 2022).
3. Agriculture: IoT technology is being used in agriculture to improve crop yields and
reduce waste through the use of sensors and other devices that gather data on soil
moisture, temperature, and other factors. IPv6 is well-suited for this application due
to its ability to support auto-configuration, which simplifies the process of connect-
ing devices to a network. This can be particularly useful in large-scale agriculture
operations where manual configuration of each device may not be practical (Zhou,
Zheng, Guan, Peng, and Lu, 2021).
4. Healthcare: IoT technology is being used in healthcare to improve patient care and
streamline processes through the use of devices such as wearable sensors and remote
monitoring systems. IPv6 is well-suited for this application due to its built-in security
features, which can be used to protect the privacy and integrity of sensitive patient
data. For example, a healthcare facility may use IPv6-enabled devices to monitor the
vital signs of patients remotely, or use IPv6-enabled sensors to track the location and
usage of medical equipment (Vaigandla and Venu, 2022).
These are just a few examples of the potential of IPv6 in the IoT, and as the number
of connected devices continues to grow, it is likely that IPv6 will play an increasingly
important role in a wide range of applications.

8 Conclusions
In conclusion, IPv6 is a key technology for the Internet of Things (IoT) due to its large
address space, efficient routing capabilities, built-in security features, and ability to
support auto-configuration. These features make IPv6 well-suited for a wide range of
IoT applications, including smart cities, the industrial IoT, agriculture, and healthcare. As
the number of connected devices continues to grow, IPv6 will likely play an increasingly
important role in enabling the deployment and management of large-scale IoT systems.
It is important for organizations to consider the adoption of IPv6 in their IoT strategies
in order to take advantage of its capabilities and ensure their ability to support future
IoT deployments.
94 N. M. C. Galego et al.

References
Abdullahi, H., Souza, M.F.: Implementação de IPv6 nos Sistemas Internet das Coisas (IoT) (2017)
Galego, N.: Estudo da eficiência da comunicação IPv4 versus IPv6 na rede de investigação e
ensino Portuguesa RCTS entre Lisboa e Covilhã. Universidade Lusófona de Humanidades e
Tecnologias, Lisboa (2016)
Galego, N., Garcia, N.: Security challenges in transition from IPv4 to IPv6. In: CAPSI, pp. 3–15,
Porto (2016)
Galego, N., Malta, P.: IPv4 to IPv6 transition - there is a great methodology?. In: CISTI 2015 “10º
Conferencia Ibérica de Sistemas e Tecnologias de Informação”, pp. 187–192. CISTI, Agueda
(2015)
Galego, N., & Pascoal, R.: Cybersecurity in smart cities: technology and data security in intelligent
transport systems. In: Mesquita, A., Abreu, A. (eds.) Perspectives and Trends in Education and
Technology, pp. 17–23. ICITED, Porto (2021)
Pathak, U.: Pianalytix Edutech. Obtido de (2020). https://pianalytix.com/advantages-of-ipv6-in-
iot/
Patil, S., Pawar, S.: A strategic approach to model the machine-to-machine communication of
industrial IoT system for MQTT protocol with a case study. In: Em A. i. Proceedings of 3rd
International Conference on Machine Learning (2022)
Ubiedo, L., O’Hara, T., Erquiaga, M.J., Garcia, S.: Current State of IPV6 Security in IOT (2020)
Vaigandla, K.K., Venu, N.: Investigation on Internet of Things(IoT): Technologies, Challenges
and Applications in Healthcare (2022)
Zhou, M., Zheng, Y., Guan, Y., Peng, L., Lu, R.: Efficient and privacy-preserving range-max
query in fog-based agricultural IoT (2021)
Ziegler, S., et al.: IoT6 – Moving to an IPv6-Based Future IoT (2013)
Educational Management
 Students’ Perception of Professional Accountant
Skills and Knowledge

Andrés Palacio-Fierro1(B) , Tatiana Valle-Álvarez2 , Ximena Morales-Urrutia2 ,

and Juan Pablo Martínez-Mesías2
1 Administration and Business Faculty. Universidad Indoamérica, Ambato, EC 180103, Ecuador
[email protected]
2 Universidad Técnica de Ambato, Ambato, EC 180104, Ecuador

Abstract. In response to the constant changes caused by globalization, the busi-

ness sector has considered it very important that the training presented by accoun-
tants not only focus on technical skills, but also, generic, or soft skills are devel-
oped, which allow accounting professionals to face the challenges posed by com-
petitiveness. The purpose of the study is to carry out an analysis of the perception
that students show about the skills and knowledge that the professional accountant
needs. A questionnaire with the different skills and knowledge that an accountant
must possess was applied to the seventh and eighth semester students. Likewise,
for the treatment of the data, a factorial analysis was applied. The data obtained
show that the students of the Accounting Career consider that for their good
performance they require training in both knowledge and practical skills.

Keywords: Perception · Skills · Knowledge · Accounting

1 Introduction

1.1 Overview

Currently, the challenges faced by accounting professionals require that they be trained
in certain skills and knowledge, which, in turn, allow them to meet the imperative
requirements for the development of this profession [1]. Therefore, accountants are
expected to have a broad group of specific Skills and generalized skills [2, 3]. However,
a rather discouraging panorama is presented, since, in business practice, it is shown that
the graduates have adequate technical knowledge, but with a strong lack of non-technical
skills [4, 5].
In this context, the increasing complexity and changes introduced within organi-
zations, have made them emphasize the need for accountants to show high levels and
qualifications in employability skills [6]. Regarding the latter, the authors Keller et al.
[7] define this type of Skills as those that are related to knowledge, skills, and essential
attributes to develop a job. Among which we can highlight: ability to listen and write,
teamwork and problem solving, critical thinking, leadership, time management among
others [8]. Therefore, and, from the point of view of employers, it is important that

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 97–105, 2024.
https://doi.org/10.1007/978-3-031-44131-8_10
98 A. Palacio-Fierro et al.

the development of this type of non-technical or soft skills be considered within the
educational programs taught by Higher Education Institutions (HEI), to complement a
comprehensive training; and that, in turn, complies with the standards demanded by the
business sector [9].
The objective of higher education is focused on training professionals prepared for
labor world [10] to reduce the existing gaps between the expectations of employers
and the performance of accountants. However, some research shows that the reality
experienced by graduates is totally different, even though their training corresponds to
pre-established requirements in the curriculum, this does not guarantee that they will
adapt to the requirements of the position or in some cases get a job [11]. This fact has
generated a series of requests that lead to a change or update of the study plans, to meet
the labor standards and demands of the competitive labor market [12].

1.2 Competences and Skills of the Accounting Profession

It is evident that the current globalization has introduced vertiginous changes in the busi-
ness sector. Therefore, organizations seek that workers perform the functions entrusted
to them in a competitive and innovative way [2]. In this sense, the accounting profession
is not out of this reality. Rather, an accountant is expected to be part of the group that
drives strategies and promotes continuous improvement and business performance [9].
In this context, the teaching of accounting within their curricula, it is in charge of
guaranteeing that future professionals have the necessary skills, knowledge and skills
requested by employers for proper job performance [13]. In this regard, the International
Council for Accounting Education Standards [14], institution in charge of establishing
the set of International Education Standards for the development of accounting profes-
sionals mention certain standards that are addressed to this purpose. Among which five
stand out: (1) Technical skills; (2) Professional skills; (3) Professional values, ethics and
attitudes; (4) Practical experience; and (5) Evaluation of professional competence [15].
Watty et al. [16] mentions that employability skills comprise two groups: techni-
cal and generic. According to the author, this type of Skills is also known as: generic
attributes, Skills or soft skills, non-technical Skills, among others. In this regard, of the
latter, technical Skills are those that are assumed to be obtained by the professional in
their training, while generic Skills are those qualities, skills and abilities of the univer-
sity graduates that surpass any type of technical knowledge and that allows them to be
prepared to face any type of demand or challenge that arises in the development of their
work [17].
Along the same lines, Daff et al. [18] proposed a framework of generic Skills in which
two groups were established: (1) cognitive and (2) behavioral. On the one hand, the cog-
nitive ones are specifically related to the individual’s ability to interpret, identify, and
analyze information. On the other hand, generic behavioral skills are considered those
skills that are of an intra and interpersonal nature, that is, it allows people to participate
in self-management and consider different alternative solutions to new or different situa-
tions [19]. Also, teamwork, maintain good communication [20] and promote leadership
[21].
 Students’ Perception of Professional Accountant Skills and Knowledge 99

2 Methodology

The data analyzed in the research come from the students of the seventh and eighth
semester of the Accounting Career of the Technical University of Ambato, in the aca-
demic period September 2022-February 2023. The variables analyzed correspond to
skills and knowledge that an accounting professional must have. The applied question-
naire is an adaptation of the instrument elaborated by the authors Uyar and Gungormus
[22] and Adhariani [23]. For the treatment of the data, Factor Analysis was applied in
order to explore the dimensionality of the measures and generate internal evidence of
validity [24] (Table 1).

Table 1. Variable description.

Variable Measurement Scale

Skills Honesty
Work ethic’s Likert scale
Teamwork 1 to 5
Where:
Ethical awareness 1 Not important
Continuous learning 2 Less important
Interpersonal communication skills 3 Medium importance
4 More important
Time management 5 Very important
Problem solving ability
Understanding of responsibilities
Oral communication skills
Critical thinking
Stress management
Written communication skills
Decision making
Self motivation
Flexibility
Loyalty to the institution
Presentation ability
Mastery of accounting programs
(continued)
100 A. Palacio-Fierro et al.

Table 1. (continued)

Variable Measurement Scale

Knowledge Management accounting
Commercial and labor law
Taxation
Finance and financial models
Financial statement analysis
Stock market and insurance
Statistics applied to finance
Accounting and financial reporting standards (IFRS-NIC)
Financial Accounting
Cost accounting
Accounting in other industries and services
Public sector accounting
Proficiency in accounting and auditing programs
Financial audit
Management audit
Comprehensive audit

Audit of accounting computer systems

Note: modified by researchers based on Uyar and Gungormus [22] and Adhariani [23]

3 Results

In order to verify if the factorial model was the most appropriate and feasible, the analysis
was carried out through a content matrix associated with the variables under study. Thus,
the Bartlett sphericity test was also applied, which, in turn, verified whether the matrix
was an identity matrix. In this way, it was shown that the higher the Barlett statistic (Skills
Component 3120.45) (Knowledge Component 2421.72) and the lower the significance
level (0.000), there is a lower possibility that the matrix of correlations is an identity
matrix (Tables 2 and 3).
The criterion that was used for the selection of eigenvalues consisted of selecting the
values that are greater than the unit, which in turn, makes it possible to extract the factors
that explain the total variance. Each extracted factor explains 58.813% and 6.104% of
the total variance of the model generated for the Skills. In the case of the Knowledge
model, two factors were extracted; the first explains 58.454%, while the second explains
65.191% of the total variance (Table 4).
 Students’ Perception of Professional Accountant Skills and Knowledge 101

Table 2. KMO and Bartlett Test - Skills

Kaiser-Meyer-Olkin measure of sampling adequacy ,940

Bartlett’s test of sphericity approx. Chi squared 3120,451
gl 190
Sig. ,000
Note: Own elaboration from the data collected

Table 3. KMO and Bartlett Test - Knowledge

Kaiser-Meyer-Olkin measure of sampling adequacy ,931

Bartlett’s test of sphericity approx. Chi squared 2421,728
gl 136
Sig. ,000
Note: Own elaboration from the data collected

Table 4. Total Explained Variance

Component Initial eigenvalues - Skills Component Initial eigenvalues - Knowledge

% % of % % % of %
accumulated variance accumulated accumulated variance accumulated
1 11,691 9,998 58,813 1 58,813 58,454 58,454
2 1,347 1,038 6,104 2 64,917 6,736 65,191
Note: Own elaboration from the data collected.

The tables below show the rotated matrices for the two models proposed in the study.
On the one hand, Skills (Table 5); and, on the other, knowledge (Table 6). In the two cases
of analysis, the factorials of the most representative components of the cases analyzed
are collected.
In Table 5, in the first factor, it is made up of the variables Problem solving ability,
Decision making, Time management, Work ethic’s, therefore this factor seems to reflect
those skills considered necessary for students. The second component, for its part, reflects
the generic skills that students should manage in their daily actions.
102 A. Palacio-Fierro et al.

Table 5. Component Matrix - Skills

Component
1 2
Problem solving ability ,859 −,061
Time management ,849 ,073
Understanding of responsibilities ,843 −,114
Decision making ,824 −,100
Analytical thinking ,823 ,071
Work ethic’s ,817 −,426
Interpersonal communication skills ,805 ,257
Continuous learning ,799 −,217
Proficiency in accounting programs ,794 −,174
Written communication skills ,767 ,339
Teamwork ,762 ,143
Critical thinking ,757 ,278
Oral communication skills ,755 ,245
Self motivation ,746 ,093
Presentation ability ,733 −,099
Ethical awareness ,728 −,407
Honesty ,702 −,506
Loyalty to the institution ,675 ,031
Flexibility ,598 ,362
Stress management ,581 ,373
Note: Extraction method: principal component analysis.
a. 2 components extracted.

In Table 6, the first factor includes the domain of knowledge such as Financial
Audit, Public sector accounting, Management Audit, among the main ones for a correct
professional performance. While the second factor collects generic knowledge for the
activities of a professional accountant.
 Students’ Perception of Professional Accountant Skills and Knowledge 103

Table 6. Component Matrix - Knowledge

Component
1 2
Financial audit ,859 −,061
Comprehensive audit ,849 ,073
Audit of accounting computer systems ,843 −,114
Public sector accounting ,824 −,100
Management audit ,823 ,071
Cost accounting ,817 −,426
Financial Accounting ,805 ,257
Accounting in other industries and services ,799 −,217
Proficiency in accounting and auditing programs ,794 −,174
Management accounting ,767 ,339
Finance and financial models ,762 ,143
Statistics applied to finance ,757 ,278
Financial statement analysis ,755 ,245
Stock market and insurance ,746 ,093
Accounting and financial reporting standards (IFRS-NIC) ,733 −,099
Taxation ,728 −,407
Commercial and labor law ,702 −,506
Note: Extraction method: principal component analysis.
a. 2 components extracted.

4 Conclusions

In conclusion, students’ perception of professional accountant skills and knowledge

plays a vital role in shaping their expectations and career aspirations. Accounting educa-
tion must prepare students with the necessary skills and knowledge to meet the demands
of the profession. Additionally, it is essential to bridge the gap between academia and
industry by integrating practical and real-life examples into the curriculum.
Furthermore, students’ perception of the profession is also influenced by various
factors such as societal expectations, job security, and career opportunities. As such,
it is crucial to provide students with a clear understanding of the diverse career paths
available in the accounting profession.
Additionally, professional accounting bodies must continue to enhance their stan-
dards and ethics to maintain public trust in the profession. This can be achieved by empha-
sizing the importance of continuous professional development and lifelong learning
among students and practicing accountants.
104 A. Palacio-Fierro et al.

Overall, students’ perception of professional accountant skills and knowledge is

crucial for the continued growth and success of the accounting profession. As such, it is
essential to address any misconceptions and provide students with the necessary tools
to become successful accounting professionals in the future.

Acknowledgment. This article is derived from the research project entitled “Skills and knowledge
in the labor field of professionals in Accounting and Auditing”, approved by the DIDE of the
Technical University of Ambato, Ecuador.
Likewise, thanks to the Universidad Tecnológica Indoamérica for its support to the scientific
production process.

References
1. Hakim, R.: Are accounting graduates prepared for their careers? A comparison of employees’
and employers’ perceptions. Glob. Rev. Account. Finance 7(2), 1–17 (2016)
2. Klibi, M., Oussii, A.: Skills and attributes needed for success in accounting career: do employ-
ers’ expectations fit with students’ perceptions? Evidence from Tunisia. Int. J. Bus. Manag.
8(8), 118 (2013)
3. Helliar, C.: The global challenge for accounting education. Acc. Educ. 22(6), 510–521 (2013)
4. Bunney, D., Sharplin, E., Howitt, C.: Generic skills for graduate accountants: the bigger
picture, a social and economic imperative in the new knowledge economy. High. Educ. Res.
Dev. 34(2), 256–269 (2015)
5. Sithole, S.: Quality in accounting graduates: employer expectations of the graduate skills in
the bachelor of accounting degree. Eur. Sci. J. 11(22), 165–180 (2015)
6. Tsirkas, K., Chytiri, A.P., Bouranta, N.: The gap in soft skills perceptions: a dyadic
analysis. Educ. Train. (2020)
7. Keller, S., Parker, C., Chan, C.: Employability skills: student perceptions of an IS final year
capstone subject. Innov. Teach. Learn. Inf. Comput. Sci. 10(2), 4–15 (2011)
8. Ebaid, I.: Employers’perceptions of generic employability skills of accounting graduates:
evidence from Saudi Arabia. J. Manag. Bus. Educ. 4(2), 136–149 (2021)
9. Mhlongo, F.: Pervasive skills and accounting graduates’ employment prospects: are South
African employers calling for pervasive skills when recruiting? J. Educ. (Univ. KwaZulu-
Natal) (80), 49–71 (2020)
10. Jackson, D.: Business graduate employability: where are we going wrong? High. Educ. Res.
Dev. 32(5), 776–790 (2013)
11. Aman, M., Sitotaw, M.: Perception of summer cooperative graduates on employers generic
skills preference, Haramaya University, Ethiopia. Int. J. Instr. 7(2), 181–190 (2014)
12. Kunz, R., de Jager, H.: Performance of newly employed trainee accountants in Gauteng,
South Africa, versus the skills expectations of employers: how big is the gap? Ind. High.
Educ. 33(5), 340–349 (2019)
13. Dunbar, K., Laing, G., Wynder, M.: A content analysis of accounting job advertisements:
skill requirements for graduates. e-J. Bus. Educ. Scholarsh. Teach. 10(1), 58–72 (2016)
14. International Federation of Accountants (IFAC): IES 3: Initial professional development–
professional skills (revised) (2019)
15. O’Connell, B., et al.: Shaping the future of accounting in business education in Australia,
CPA Australia, Melbourne (2015)
16. Watty, K., Jackling, B., Wilson, R.: Personal Transferable Skills in Accounting Education.
Routledge, London (2012)
 Students’ Perception of Professional Accountant Skills and Knowledge 105

17. South African Institute of Chartered Accountants (SAICA): The goal of accounting education
and training (2017)
18. Daff, L., de Lange, P., Jackling, B.: A comparison of generic skills and emotional intelligence
in accounting education. Issues Account. Educ. 27(3), 627–645 (2012)
19. Hall, R., Agarwal, R., Green, R.: The future of management education in Australia: challenges
and innovations. Educ. Train. 55(4/5), 348–369 (2013)
20. Singh, P., Thambusamy, R., Ramly, M.: Fit or unfit? Perspectives of employers and university
instructors of graduates’ generic skills. Procedia Soc. Behav. Sci. 123, 315–324 (2014)
21. Nusrat, M., Sultana, N.: Soft skills for sustainable employment of business graduates of
Bangladesh. High. Educ. Skills Work Based Learn. 9(3), 264–278 (2019)
22. Uyar, A., Gungormus, A.: Professional knowledge and skills required for accounting majors
who intend to become auditors: perceptions of external auditors. Bus. Econ. Res. J. 2, 33–49
(2011)
23. Adhariani, D.: Students’perceptions and employers’expectations regarding the skills and
knowledge of accounting graduates. PalArch’s J. Archaeol. Egypt Egyptol. 17(7), 3155–3168
(2020)
24. Ledesma, R.D., Ferrando, P.J., Tosi, J.D.: Uso del Análisis Factorial Exploratorio en
RIDEP. Recomendaciones para autores y revisores. Revista Iberoamericana de Diagnóstico
y Evaluación-e Avaliação Psicológica 3(52), 173–180 (2019)
 Gamification: From Motivation and Challenges
to Improving Academic Performance
in Learning Mathematics

Aracelly Núñez-Naranjo1(B) , José Sinailin-Peralta2 , and Elizabeth Morales-Urrutia3

1 Facultad de Ciencias de la Educación, Universidad Indoamérica, Carrera de Educación Básica,
180103 Ambato, Ecuador
[email protected]
2 Maestría en Educación con mención Pedagogía en Entornos Digitales,
Universidad Indoamérica, 180103 Ambato, Ecuador
3 Universidad Técnica de Ambato, 182020 Ambato, Ecuador

Abstract. Gamification is a didactic strategy that motivates and improves teach-

ing processes, for this reason the present study has been proposed in which a
methodological proposal is structured that seeks to improve academic performance
using gamification as a strategy for teaching operations with applied polynomials.
Students of the first year of high school of an educational institution in the city
of Quito, the methodology is addressed from a descriptive and correlational level
given the exploratory approach that has been carried out, for the development of
the proposal the principles of gamification that relate to motivation with learning
challenges, we worked with 28 students in scheduled class meetings, a pre-test and
a post-test were applied to them, obtaining the following average course results:
initial pre-test evaluation 4.93 and post-test -test, a value of 8.61 was obtained,
evidencing an increase in the total average, with these data it is concluded that the
gamification of activities and assessments if it improves the academic performance
of students.

Keywords: gamification · polynomials · academic performance

1 Introduction
Policies based on the inclusion of technology in education must be adopted by the entire
educational community, in all grades from basic to high school, among the aptitudes that
are sought to be promoted are the management of technologies, with the development
of logical thinking and digital citizenship, These will be related to more than one area
of knowledge, in addition to contributing to new digital skills in students, in accordance
with the purpose that Ecuadorian education, In general, the Ecuadorian bachelor is
formed under a criterion of own initiative, in addition to developing solutions to solve
difficulties by collaborating in groups and getting involved in the construction of the
new community through ethics, respect and responsibility.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 106–113, 2024.
https://doi.org/10.1007/978-3-031-44131-8_11
Gamification: From Motivation and Challenges to Improving Academic Performance 107

This is how the inclusion of Gamification in teaching processes through the use of
digital tools captures attention, improves motivation and interest in students, for the
Ministry of Education 2020–2021, The country’s focus on education in digital skills is
directed at the development of logical thinking in order to build an edification of digital
citizens.
The integration of digital tools and gamification with technological tools such as:
Word wall, Nearpod, Genially and Educaplay; It allows formulating gamified strategies
to solve learning difficulties [1]. The innovative methodological resources aim to improve
and allow the teaching-learning process of the students in a significant way, method-
ological processes coupled with gamification favor teaching, since it implies adapting
to different open and flexible educational models, contributing to the development of
technological and digital skills [2].
[3] in his research corroborates the increase in performance and highlights the pro-
motion of motivation and the improvement of the attitude of students towards the area
of knowledge with the use of technology and gamified activities, together with the
development of the critical thinking.
Thus, the methodological proposal of this research seeks to improve academic per-
formance and learning in the process of teaching operations with polynomials in the
subject of mathematics. As part of the study, a diagnostic evaluation was carried out on
28 students from an Educational Unit of the city of Quito, it is evident that they have
problems in solving operations with polynomials, given that the total average and the
grade obtained individually by the majority of the students does not meet the minimum
grade range established by the Ministry of Education to pass a subject without extracur-
ricular work, this initial evaluation is carried out before the students start learning with
the gamified activities.
The methodological proposal becomes important because it implements gamification
as a learning strategy that captures attention, improves the motivation and interest of first-
year high school students towards operations with polynomials through the execution
of challenges in the activities carried out during classes. With students seeing that they
improve their learning and academic performance, which is evidenced by the execution
of a second evaluation that is carried out after the students together with the teacher
were reviewing in each class the topics planned with the gamified activities, At the
end of the classes, it was possible to show that the total average grade and the grade
obtained individually by the majority of the students exceed the minimum grade range
established by the Ministry of Education to pass a subject. This improvement occurs
after the students reviewed the content of the gamified topics.

2 Related Works

Gamification is an opportunity to address two problems in education: motivation and

commitment to the task. What can serve as support, especially in the areas of personality:
cognitive, motor, and socio-affective, [4].
108 A. Núñez-Naranjo et al.

[5] mention that gamification focuses on the use of general methods, which can
be included in different activities, allowing the use and execution focused on the aca-
demic system, through the use of strategies to modify how to impart knowledge to stu-
dents. For [6], gamification greatly increases motivation for learning, as well as student
collaboration, and also prevents their disinterest in learning issues.
Gamification in educational processes improves learning environments, since they
allow the fusion of resources. In this way, they recreate the sensation of pleasure in games,
contributing to the acquisition of new knowledge or the consolidation and reinforcement
of existing ones [7].
The learning that is based on gamification or other strategies in which the game is
its central axis as a training resource can be important to develop new learning contexts,
These activities promote and motivate, intrinsically and extrinsically, the commitment
and school performance of students [8].
The elements of gamification represent the center of any gamified strategy. The
assignment of points for carrying out the activities, the awarding of badges for reaching
a certain level within the instruction, and the leadership tables that reflect the position
of the student within the instruction being intervened, make up the basic elements of
gamification [9].
[10] in their study state that gamification applied to interactive games based on
situations and learning environments allows a product, service or application to be more
entertaining, attractive and motivating.
[11] affirm the relevance and benefits of gamification, indicating that it is a peda-
gogical instrument that stimulates and encourages the student, during their learning, to
be motivated. This approach enhances competitiveness, pursues the student’s interest
in the subject, placing him in a proactive, dynamic and reward-motivated role. There
are several gamified instruments, among the most popular online apps are KAHOOT,
SOCRATIVE, QUIZIZZ, GENIALLY, CLASCRAFT among others.

3 Methodology

The study is based on a mixed approach, it is an application study with a correlational

scope that seeks an exploratory approach to obtain information on the teaching process
of polynomials, For the development of the study, a methodology is proposed for the
implementation of strategies for teaching mathematics through gamification.
1. Content planning
In order for students to achieve learning, it is established to prepare the planning of
contents and activities, which must be organized by level of complexity and according
to the number of sessions.
2. Planning the application structure of the proposal
a) Once the contents have been established, it is important to detail the activities that
must be carried out for the application of the proposal;
b) Inform students about the project;
c) Application to students of pre-test evaluation;
Gamification: From Motivation and Challenges to Improving Academic Performance 109

d) Organization of synchronous activities for the development of the class and use
of the Moodle platform;
e) Structuring of the Moodle platform with the material and activities for the
gamification of Mathematics teaching;
f) Performance of each class;
g) Dissemination of the final results of the questionnaires;
h) Gamifications carried out on the Moodle platform, badge delivery to the student
with the highest score evaluation final; and,
i) Analysis of initial and final evaluation
3. Selection of tools
With the contents and activities defined, it is important to analyze the gamification
software that can be applied in order to facilitate the learning process. In addition, the
platform on which it will be implemented must be established so that students do not
have to change platforms, but rather find all the information in one place.
4. Implementation of activities in digital tools
For the implementation of gamified activities, the elements of gamification must be
considered, such as the limitations, emotions, narrative and progression that you want
to promote through the dynamics. In addition, the mechanics must be established under
which the challenges, rewards, feedback and level of competition will be set and finally
the components of achievements, points, ranking or levels that are going to be assigned
to students through the evaluation must be considered. Execution of activities.
5. Running sessions
The sessions of each class must be executed according to the content planning, the
following actions are proposed for execution:
– welcome
– Presentation of the theme
– Diagnostic questions
– Development of the topic
– Gamified assessment app
– Feedback
– Closing of the class
6. Assessment rating
Each class session a gamified evaluation of 10 points is applied, the students with the
highest score will be awarded a symbolic medal or badge, The notes of each evaluation
will be recorded in order to verify that the three students with the highest number of
medals or badges will be added to a medal table with first, second, and third place.
7. Presentation of results and finalization
In order to motivate the students, the podium is presented to the students who obtained
the first places in relation to the number of medals won, the same ones that obtained
them in relation to the grades and according to the speed with which they answered the
questions. Questions correctly.
110 A. Núñez-Naranjo et al.

4 Proposal

The proposed methodology proposes the steps that must be followed to structure the
academic planning to gamify activities within a certain teaching process, The present
study has focused on the gamification of the teaching of operations with polynomials,
the same that will be applied to a first year of high school of 28 students in a fiscal unified
high school educational institution in the city of Quito.
For the implementation of the methodology, the proposed steps have been followed
from the planning of the contents, planning of the structure of the application of the
classes, selection of the tools to gamify the activities, implementation of activities in
the tools for gamification, execution of the sessions, qualification of the evaluations and
presentation of results.
Below is the programmatic scheme at the macro level of the application of the
methodology in a practical way, the study has been carried out in the 2021–2022 academic
year, the proposed contents have been raised based on the topics established by the
Ministry of Education for the Mathematics subject (Table 1).

Table 1. Summary of the Application of the Gamification Methodology

Topics Methodology Strategies learning ICT tool for Evaluation

Methodological achievement gamification
1. Algebraic gamification Experience Use Kahoot Diagnostic
expressions Reflection operations quiz formative
1.1. Like terms Conceptualization with genially summative
1.2 Application polynomials active
Polynomials of degree ≤2 moodle
2. Operations in solving quizzes
with numerical and
polynomials algebraic
2.1 Addition exercises;
of Express
polynomials polynomials
3. Subtraction of degree 2 as
of the
polynomials multiplication
4. Addition of
and polynomials
subtraction of degree
of polyno-
mials with
fractional
coefficients
Note: Table 1 lists the planned topics, the methodology (Gamification), the methodological
strategies, the learning achievement, and the tools with which the activities and evaluations are
adapted.
Gamification: From Motivation and Challenges to Improving Academic Performance 111

5 Results
The methodology was applied to the academic planning of the topic Operations with
Polynomials of the mathematics subject in the academic year 2021–2022, each of the
evaluations applied in each class was valued over 10 points; To verify the incidence of
the gamification methodology in the teaching of the subject operations with polynomials
in relation to the academic level of the students, a test was applied to the study group
prior to the start of the application of the methodology (pre-test) and to the At the end
of the entire experience, the same test was applied again in order to measure cognitive
improvement (post-test), The applied evaluation was distributed in three parts structured
as follows: the first part has four literals that contain polynomial addition exercises with
integer and fractional numbers separately, the second part has four literals and includes
polynomial subtraction operations with integers and fractional numbers independent
of each other and the third part consists of two literals with addition and subtraction
exercises with combined integer and fractional coefficients.
For the evaluation of the study and to be able to select the corresponding statistic,
we proceed to verify if the data are parametric or non-parametric (Table 2 and Fig. 1):

Table 2. Assessment of the proposal

Descriptive PRE-TEST POS-TEST

N 28 28
Missing 0 0
Average 4.93 8.61
Est error average 0.484 0.205
95% CI of the mean lower limit 3.98 8.21
95% CI of the mean upper limit 5.88 9.01
Median 5.00 8.75
Standard deviation 2.56 1.08
Minimum 0.500 6.00
Maximum 10.0 10.0
W for Shapiro–Wilk 0.975 0.930
Shapiro-Wilk p-value 0.731 0.060
Note. Data taken from the statistical analysis of the application of the proposal.

By having a Shapiro-Wilk p-value greater than 0.05, normality in the values of the
dependent variable is determined, so we proceed to select the T-student because we work
with a population of 28 students, the confidence level is 95%, with a margin of error of
5% (0.05). Starting from the scores of the same group at two different times (pre-test
and post-test) (Table 3).
As a conclusion of the applied study, when obtaining a p-value of less than 0.01,
it is determined that “The gamification of the teaching of operations with polynomials
112 A. Núñez-Naranjo et al.

Fig. 1. Assessment of the proposal

Table 3. T test

T Test for Paired Samples

statistical gl p Effect
Size
INITIAL-TEST FINAL Student’s T −9.33 27.0 <.001 Cohen’s d 1.76
TEST
Nota. Datos tomados de la valoración de la t-student.

improves the academic performance of students in the first year of high school-general
unified time”. Additionally, to measure the effect of this statistical improvement, Cohen’s
d is calculated, in which a very large effect of this improvement is determined.

6 Conclusions
A methodology was structured and implemented to organize the topics and activi-
ties in order to adequately make the teacher-student relationship viable through the
Gamification methodology.
Each of the topics was analyzed in order to establish the most appropriate
gamification software for each of them.
During the statistical analysis, it is observed that the study group, after working with
the methodology, significantly improved their learning scores on the subject, operations
with polynomials in relation to the evaluations obtained in the pre-test of the subject.
During the application of the methodology, it was possible to observe the motivation
that caused in the students when participating in each activity and gamified evalua-
tion, which will allow to continue with a process of continuous improvement of the
methodology and thus be able to give way to other related studies.
Gamification: From Motivation and Challenges to Improving Academic Performance 113

References
1. Albarracin, J., Diaz, W.: La Gamificacion Como Mediacion en la Enseñanza y el Aprendizaje
del Algebra en el Grado Octavo de Enseñanza Basica Secundaria (2021)
2. Candel, E.: El uso de la gamificación y los recursos digitales en el aprendizaje de las ciencias
sociales en la educación superior. DIM: Didáctica, Innovación y Multimedia 36 (2018)
3. Alabdulaziz, M.S.: COVID-19 and the use of digital technology in mathematics education.
Educ. Inf. Technol. 26(6), 7609–7633 (2021). https://doi.org/10.1007/s10639-021-10602-3
4. Prieto, J., Gómez, E., Torrijos, J., Said, E.: Gamificación, motivación y rendimiento en
educación: Una revisión sistemática. Revista Electrónica Educare 26(1), 251–273 (2022)
5. Muñoz, J., Hans, J., Fernández, A.: Gamificación en matemáticas, ¿un nuevo enfoque o una
nueva palabra? Épistelon (101), 29–45. Obtenido de Sostenible (2019). https://www.un.org/
sustainabledevelopment/es/education/
6. Palomino, M.: Implicaciones de la gamificación en Educación Superior: Una revisión sis-
temática sobre la percepción del estudiante. Revista de Investigación Educativa 39(1),
169–188 (2021). https://doi.org/10.6018/rie.419481
7. Lázaro, I.: Escape Room como propuesta de gamificación en educación. Revista Educativa
HEKADEMOS 27, 71–79 (2019). https://hekademos.com/index.php/hekademos/article/vie
w/17
8. Gómez, J.: Motivación motriz. El catalizador necesario entre el alumnado y su aprendizaje para
una metodología activa en tareas integradas. Revista Internacional de Educación y Aprendizaje
6(2), 15–29 (2018). https://doi.org/10.37467/gka-revedu.v6.1485
9. González, J.: Gamificación en educación: una revisión del estado actual de la disciplina
[Gamification in education: a review of the current state of the discipline]. Areté: Revista
Digital del Doctorado en Educación de la Universidad Central de Venezuela 7(13), 117–139
(2021)
10. Ortiz, A., Jordan, J.: Gamificación en educación: una panorámica. Educ. Pesqui. 44 (2018).
Obtenido de. https://www.scielo.br/j/ep/a/5JC89F5LfbgvtH5DJQQ9HZS/?format=pdf&lan
g=es
11. Sainz, B., De la Torre, I.: Aplicación plural de herramientas para gamificar. Análisis y com-
parativa. Análisis y Comprativa (2019). Obtenido de July. https://doi.org/10.4995/inred2019.
2019.10467
 Didactics to Enhance Observation,
in Educational Contexts

Breed Yeet Alfonso Corredor1(B) , Rubén González Crespo1 ,

Carlos Enrique Montenegro Marín1 , and Carlos Augusto Sanchez Martelo2
1 Universidad Internacional de la Rioja, Logroño, Spain
{breedyeet.alfonso,ruben.gonzalez,carlos.montenegro}@unir.edu.co
2 Universidad Manuela Beltrán, Bogotá, Colombia

[email protected]

Abstract. This research aims to enhance the development of observation skills

as a basic process of formative research, due to the problems that undergraduate
students have at the time of wanting to carry out essential observation processes
in writing. of research articles or degree works. With them, the research is focused
on the skills of identifying characteristics and description, through the qualitative
approach and quantitative analysis and the methodology is the case study. The
study group belongs to an undergraduate program in the face-to-face modality
to which the following instruments were applied: an initial one, the designed
didactics and a final one to verify the effectiveness of the didactics. The four
phases of implementation of this research allowed knowing those preconceptions
or previous knowledge with which the population had until the verification of
the didactics. The first phase was constituted in the design of instruments, which
corresponded to the following instruments: Initial, final, didactic design, self-
diagnosis, field diary and process verification. Initial which identifies the level
of observation of the population, final where a post-test is carried out, design
of the didactics that would seek to potentiate the observation, self-diagnosis this
instrument was designed and applied in the validation of the instruments, diary of
field where the most relevant stories and events will be written down. The second
phase consists of the validation of the instruments, which allowed them to be
evaluated and adjusted. The third phase is the application of the instruments with
the selected population. The fourth phase is the analysis of the results.

Keywords: Observation · didactics · virtuality · formative research

1 Introduction
The observation process is the fundamental element of the investigative act, which is
why the implementation of investigative processes has intensified in various social and
technological contexts. Observation itself is the inherent and fundamental skill in the
processes related to formative research [5].
Formative research refers to action research that allows the application of findings
on the fly, its purpose is training in research [6].

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 114–121, 2024.
https://doi.org/10.1007/978-3-031-44131-8_12
 Didactics to Enhance Observation, in Educational Contexts 115

As a strength, formative research encourages the learning of investigative processes,

with the premise of “training” in and for research. In the educational field, students have
shortcomings in the observation processes, because there are no techniques that help
strengthen this competence, so one of the objectives of this research is to promote for-
mative research, which tries to train in research, without forcing the student to develop
innovations and new ideas [1], through the Design of didactics, from a pedagogical disci-
pline that makes use of understanding and socio-communicative concepts as well as the
teaching-learning connotation [2] to potentiate the skills of observation, which although
being a mental action, allows interaction with all the senses, identifying characteristics
and their integration [3], this exercise to identify features and achieve a clear description
of an event, an object, a phenomenon will allow enumerating the various characteristics
or data of the same [4].
The case study makes it possible to evaluate a situation based on a case applied in a
specific context, approaching a qualitative analysis [7]. Case studies are done to make
the case understandable.
“Participant observation is a technique developed by ethnographers to observe while
playing an active role in the group being studied” [8].

2 Materials and Methods

This section presents the four phases of implementation of this research, which allowed
to know those preconceptions or previous knowledge with which the population had
(Fig. 1).

Fig. 1. Implementation Phases.

The didactic design was elaborated from the constructivist concept or approach,
since it is based on the idea of the previous knowledge that the human being can have
and from there builds new knowledge generating new learning.
Likewise, the evaluations of both learning and the process itself are variables that are
difficult to measure, for which the assessment criteria were fundamental for the design
of pre-test and post-test instruments and thus verify the effectiveness of the didactics
proposed.
The first phase was constituted in the design of instruments, which corresponded to
the following instruments:
116 B. Y. A. Corredor et al.

• Initial, final, didactic design, self-diagnosis, field diary and process verification.

– Initial which identifies the level of observation of the population, final where
a post-test is carried out, design of the didactics that would seek to potentiate
the observation, self-diagnosis this instrument was designed and applied in the
validation of the instruments, daily field where the most relevant stories and events
will be recorded.
– The second phase consists of the validation of the instruments, which allowed
them to be evaluated and adjusted.
– The third phase is the application of the instruments with the selected population.
– The fourth phase is the analysis of the results.

The initial test plays an important role since it analyzes the way in which the senses are
used by the target population when identifying and describing characteristics, answering
the questions: what is it? what does he have? what does he do? what does he have?
function does it fulfill? and what is it for.
The first element to analyze is an orange, the target population describes it according
to their opinion. Then they are asked to smell the object, pass it by touch and consume
it, after which they proceed to make the description considering what is detected by the
senses.
The characteristics of the object will be categorized depending on each of the 5
senses (sight, touch, smell, taste and hearing). The student picks up the characteristics,
which incorporates them into an instrument that has been designed and delivered to the
student and with them makes the description of the object in more detail.
Each stage has a self-diagnosis process where the characteristics identified with each
of the senses are analyzed, as well as the description of each one of them, based on the
above, it allows us to monitor the progress of the student.
The verification of the process is done with another object, in this case it is a cookie,
and the previous steps are repeated, which are that they smell the object, pass it by touch
and consume it, after which they proceed to carry out the description considering what
is detected by the senses.
This verification allows the analysis of the object, which differs in size, shape, flavor
and texture compared to the previous object.
In another designed didactics, direct observation is used (which implies contact with
the environment, and where the senses are directly involved) and indirect observation
(in this, the information collected through books, comments, assumptions is involved).
In this, the material is a guide that takes up different images of similar objects, but not
the same, and the population (students) has to identify characteristics based on certain
variables, then the self-diagnosis of the didactics is carried out. In the application of each
didactics, the theory of why each concept applied to the group of objects is explained.
The following didactic includes a video, where the target group makes use of the
senses, observes carefully and then they must individually identify the scenes, the
description of each one of them, physical features, characteristics of the characters.
At another time, the didactics to apply consists of eliminating one of the senses, in
this case the eyes of the members are covered, and they are formed in pairs without them
knowing who their companions are, for which they must make use of the other senses..
 Didactics to Enhance Observation, in Educational Contexts 117

You must smell, touch to determine the greatest number of characteristics; Based on
the material collected, each member, separately and individually, returns to what was
written to describe the couple.
After the process of applying each of the didactics, the self-diagnosis was used,
which will measure the efficiency of each of them thanks to the comparative tabulation
that shows the monitoring of the application of each of the didactics.
It is important to highlight the importance of carrying out the validation within the
investigation because it allowed to detect the strengths and weaknesses of the didactics
to make the adjustments and in this way in the application of the didactics errors of
contextualization, readability of the material and improvement would be eliminated.
The understanding on the part of the study population of the didactics.

3 Results
These results were evidenced in the initial test (Fig. 2).

Fig. 2. Initial Test.

The number of characteristics that the object group identified with the use of the
senses is shown in the blue bars, where the greatest number of characteristics was made
use of the sense of hearing, followed by sight, touch, taste and finally the sense of hearing
smell.
In yellow bars it was evidenced that the object group made the description using the
sense of sight, the second sense used was taste, in third place touch followed by smell
and finally hearing.
It is identified that when describing the greatest sense used is sight, but that all the
other senses are used at least 50%.
At the end of the didactics, the final test was applied, and these were the results
(Fig. 3):
118 B. Y. A. Corredor et al.

Fig. 3. Final Test.

In the blue bars, it was evidenced that at the moment of identification of character-
istics, the auditory sense is used, followed by the visual sense, touch with, smell, and
finally, taste.
In the yellow bars, the description is analyzed where the most used sense was taste,
which was in the same measure as touch, followed by sight, smell and hearing had equal
values (Table 1).
In the initial test it was found that students use all five senses. Perhaps due to the
object used (Orange), the sense of smell was the one that registered the highest evaluation;
followed by sight, taste, touch and hearing. In conclusion, the target group had previous
knowledge regarding the characteristics of the observed resource, which caused an easy
identification of characteristics.
Difficulty in expressing himself was observed in the descriptive ability even after
identifying all the characteristics. The assessment headed the sense of hearing, followed
by taste, touch, then sight and finally smell.
This indicates that they made use of their previous knowledge to identify but were
unable to use the characteristics at the time of describing.
In the final test, it was identified that the didactics enhanced observation and their
two skills (Table 2).
 Didactics to Enhance Observation, in Educational Contexts 119

Table 1. Table Measurement of the Efficiency of Didactic

As-
sessed
12 SELF APPRAISAL
Stu-
dents

IDENTIFICATION OF CHARACTERISTICS DESCRIPTION

Mo- Statistical
ments Measures
HEARIN
VIEW TOUCH SMELL TASTE VIEW TOUCH SMELL TASTE HEARING
G

ARITHM
INITI
ETIC
AL 2,92 2,67 3 2,83 2,08 2,5 2,67 2,08 2,67 2,75
AVERAG
TEST
E

HIGHES Q % Q % Q % Q % Q % Q % Q % Q % Q % Q %
T
QUALIF
YING
STUDEN
1 91 1 83 1 10 33 66 1 83 1 91 1 83
TS 9 75 4 8 3 25
1 ,7 0 ,3 2 0 ,3 ,7 0 ,3 1 ,7 0 ,3

STUDEN
8, 16 16 33 16 8, 16
TS WITH 1 3 25 2 0 0 2 4 2 1 2 9 75
3 ,7 ,7 ,3 ,7 3 ,7
LOWER

ARITHM
ETIC
3 2,83 2,92 3 2,58 2,83 2,75 3 3 2,58
AVERAG
E

HIGHES Q % Q % Q % Q % Q % Q % Q % Q % Q % Q %
FINA T
L QUALIF
TEST YING
STUDEN 1 10 1 83 1 91 1 10 1 83 1 10 1 10
9 75 9 75 9 75
TS 2 0 0 ,3 1 ,7 2 0 0 ,3 2 0 2 0

STUDEN
16 8, 16
TS WITH 0 0 2 1 0 0 3 25 2 3 25 0 0 0 0 3 25
,7 3 ,7
LOWER

Table 2. Table Characteristics Identification

Senses Variation from initial test to final test

VIEW 2,92 to 3
TOUCH 2,67 to 2,83
SMELL 3 to 2,92
TASTE 2,83 to 3
EAR 2,08 to 2,58

Therefore, it is evident that the application of the didactics enhanced the observation
for the ability to identify characteristics and make use of them to make the description.
It is self-evident that the descriptive ability was enhanced, taking as reference the
following data (Table 3):
120 B. Y. A. Corredor et al.

Table 3. Table Description Skill

Sentidos Variation from initial test to final test

VIEW 2,5 to 2,83
TOUCH 2,67 to 2,75
SMELL 2,08 to 3
TASTE 2,67 to 2,58
EAR 2,75 to 3

Given the above, there is evidence of an improvement in the object group in its ability
to describe (Fig. 4).

Fig. 4. Efficiency of the didactics Average Values.

Making use of the five senses, the object group developed the initial instrument with
difficulty, already in the final test after having applied the didactics, the potentiation of
observation in educational contexts is evident, given that the Identification of character-
istics obtains an increase in the average value from 2.7 to 2.9 and in the description an
increase from 2.5 to 2.8.

4 Conclusions
It was identified that the validation process is one of the most important, since it allowed
to optimize the didactics to apply them in the population under study and to follow, with
them, a path that allowed to enhance the skills of observation as a basic process of the
investigation formative.
 Didactics to Enhance Observation, in Educational Contexts 121

From the pedagogical point of view, it is concluded that the application of the instru-
ments enriches the exercise of the teaching practice, due to the inherent capacity of
the know-how in the application of the knowledge acquired with the use of the senses,
strengthening the capacity of observation carried out. Carried out in the investigation
process.
In the investigation it is clear that many of our students, when observing either a text,
an object, a graph or a scene, do not use all the senses, which generates inconveniences
when describing, arguing and generating conclusions.
It was possible to identify that the students improved in the capacity of observation
when they make use of all the senses.
The research generated awareness in the students about the use of the senses when
making observations.
After the application of the instruments, the efficiency of the students was verified
at the moment of identification of characteristics in texts, graphs and scenes.

References
1. Restrepo Gómez, B.: Formación Investigativa e investigación Formativa: Acepciones y
operacionalización de esta última (2004). http://hermesoft.esap.edu.co/esap/hermesoft/por
tal/home_1/rec/arc_3529.pdf. Recuperado:15 de Noviembre de 2011
2. Medina Rivilla, A., Salvador Mata, F.: Didáctica General. Editorial UNED, Madrid (2009)
3. de Sánchez, M.A.: Desarrollo de habilidades del pensamiento. Procesos básicos del
pensamiento, 2nd edn. Trillas, Ciudad de México (1991)
4. de Sánchez, M.A.: Desarrollo de habilidades del pensamiento. Discernimiento, automati-
zación e Inteligencia práctica. Guía del Instructor, 5th edn. Reimpresión. Trillas, Ciudad de
México (2004)
5. Restrepo, G.: Conceptos y aplicaciones de la investigación formativa y criterios para evaluar
la investigación científica en sentido estricto. https://www.mineducacion.gov.co/CNA/1741/
articles-186502_doc_academico5.pdf
6. Walker, D.F.: Methodological issues in educational research. A Project of the American
Educational Research Association
7. Stake, R.E.: Investigación con estudio de casos, tercera edición. Ediciones Morata, Madrid
(2005)
8. Schatzman, L., Strauss, A.: Field Research. Strategies for Natural Sociology. Prentice-Hall,
Englewood Cliffs (1973)
9. Quezada-Sarmiento, P.A., Elorriaga, J.A., Arruarte, A., Washizaki, H.: Open BOK sobre el
contexto educativo de la ingeniería de software: una revisión sistemática de la literatura.
Sostenibilidad (Suiza) 12(17) (2020). https://doi.org/10.3390/SU12176858
10. Quezada-Sarmiento, P.A., et al.: Modelo de cuerpo de conocimiento y datos vinculados apli-
cados en el desarrollo del currículo de educación superior (2020). https://doi.org/10.1007/
978-3-030-17795-9_57
 LMS (Learning Management System) Applying
MQTT-IOT Networks and Smart Cities

Yair Rivera Julio1,2(B) , Angel Pinto Mangones4 , Nelson P. García3 ,

Juan M. Torres Tovio4 , Frank Ibarra4 , and Rodrigo Garcia5
1 Corporacion Universitaria Americana, Barranquilla, Colombia
[email protected]
2 Universidad de Córdoba, Córdoba, Spain
3 Universidad de los Andes, Caracas, Venezuela
[email protected]
4 Universidad del Sinú, Montería, Colombia
{angelpinto,juantorrest,frankibarra}@unisinu.edu.co
5 Universidad del Córdoba, Montería, Colombia

[email protected]

Abstract. Practical experience and theoretical study are the basis for solid tech-
nical knowledge. Electrical engineering courses require a series of laboratory
exercises, often held in university facilities where students can practice only a few
hours a week, if at all. This technique has changed dramatically after the Covid-19
health pandemic and social distancing. The possibility of acquiring and improv-
ing computational thinking and IoT technological development skills (MQTT) has
been facilitated by new freely available digital tools, which has made it possible to
go much deeper into the subject (“Smart Cities”) in a didactic way. As a result, we
propose systematically creating e-Learning distance learning workshops in a vir-
tualized environment, including IoT simulators (sensors and actuators) interacting
with cloud servers. Its implementation capability transforms the instructor into a
facilitator or guide to acquire information and verify learning outcomes through
checklists.

Keywords: MQTT (Message Queue Telemetry Transport) · IoT (Internet of

things) · Sensors · Actuators · Didactics · Smart Cities · Social distancing ·
Virtualized environment · Covid 19

1 Introduction
The coronavirus disease pandemic (COVID-19) has caused an unprecedented crisis in all
fields and all countries. It is not an isolated event in education, as teaching and learning
methods are gradually being transformed. In addition, the massification of the Internet
has forced the educational community to ensure that students have equal opportuni-
ties to access technologies. However, it has been necessary to accelerate the innovation
process and incorporation of digital tools based on totally virtual environments to con-
tinue developing classes and transmitting learning at a distance. Under the disruption

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 122–131, 2024.
https://doi.org/10.1007/978-3-031-44131-8_13
LMS (Learning Management System) Applying MQTT-IOT Networks and Smart Cities 123

of face-to-face courses, teachers in technology and innovation have needed to maintain

the continuity and intensity of technological laboratories. They have imposed new chal-
lenges that have been taken through connectivity and a virtual context, non-face-to-face
means, and a progressive adaptation [1]. The article proposes establishing a methodology
and scenario in a virtual environment to develop computational thinking. A development
of competencies related to the creation of IoT technology based on extensions (‘Sensors
and actuators’) simulated in interaction with the cloud through the MQTT protocol, in
this case, real platforms open for the registration of censored information. The imple-
mentation of virtual simulators helps to create and promote learning environments where
students corroborate their theoretical knowledge through technological tools without the
need to be in a physical laboratory [2]. A curricular transformation due to the pandemic in
terms of those laboratory practices carried out with electronic components or extensions
in the institution’s premises.
The article consists of the following sections: Sect. 2 defines a context of current
technologies to define education in a virtualized context; here, a bibliometric analysis is
established to determine how technological areas influence education and to know future
trends. Section 3 describes the main technical components for creating IoT technology
connected to the cloud in a virtualized context. Section 4 shows how this technology
architecture works and how to record learning evidence for assessing technological
competencies. The work’s main contribution is based on defining a framework through
virtual tools to develop projects oriented to the design of IoT architects on the web in
the engineering area.

2 State of Work

The efficient integration of technology and education becomes a paramount necessity

in a world connected by the Internet. The challenge of education in a period of social
isolation has leveraged a development potential, not only from the point of view of inno-
vation but also from the pedagogical and transversal point of view between the different
subjects. This integration between these various components is essential for curricular
progress, and the generation of new knowledge is highlighted. New trends in virtualized
contexts, such as e-learning and STEAM methodology, are introducing new teaching
schemes and a dynamic knowledge construction process. The teacher is redefined more
as a collaborator and technologically oriented to achieve the goals proposed in educa-
tion [3, 4]. A constructivist approach should be established as an active component of
STEAM since it stimulates the meaningful construction of knowledge, i.e., deep learn-
ing, among the different actors of education. For its part, the holistic approach defines
people with complex thinking. It is mainly intended to remedy the shortcomings of tra-
ditional teaching through discovery learning, Bloom’s taxonomy, instructional learning,
humanistic learning, and dimensions of learning. Likewise, although each component
can install its theory, the maintained premise is to focus on learning based on the stu-
dent’s experiences of learning based on problems of reality, connecting with thinking,
and discovering. For this reason, it is necessary to reiterate an approach that privileges
transforming and integrating skills from different areas of knowledge, from engineer-
ing to mathematics, while the social skills to solve problems are materialized in the
124 Y. R. Julio et al.

dynamics that encourage the training of students so that they manifest attitudes, have
the necessary knowledge to mitigate problems or provide solutions through the analysis
of evidence, integrating collective efforts with planning teams. Additionally, the cur-
rent development of this new significant experience is possible thanks to the increase in
Internet bandwidth and the creation of technological infrastructure that allows bringing
the Internet to be remote and difficult-to-access areas. There is also the consideration of
other necessary specialized components related to web architecture, which have been
evolving in favor of the development of new services oriented to education and virtual
environments; among these, we have:
– Homogeneous storage of information.
– Reduction of infrastructure costs
– A single data structure, as well as communication protocols.
– Use of metadata.
– Development of open source learning platforms LMS (Learning Management
System) for educational environments (“Moodle, Virtual U, Top-class”).
– Easy implementation of new IoT simulators compatible with web 2.0.
– Emergence of new messaging tools (‘Wassup, telegram, etc.’) and video conferencing
(‘Google Meet, zoom, etc.’) compatible with mobile devices.
All these components have allowed a web-centered learning environment to trans-
form from a passive element to a virtual ecosystem where it can interact dynamically,
carry out semi-personalized tutorials between the student and the instructor or clarify
doubts in real time. Additionally, the recognition of converging technologies contributes
to the growth of e-Learning to improve the virtual educational process, which must
be efficient. To help recognize this set of technological trends that have influenced
education directly or indirectly, we have developed a bibliometric analysis in Fig. 1,
which illustrates the latest technological trends and those directly related to educational
environments.
As determined in the bibliometric study, the technological trends or topics that present
a higher correlation in educational research are Robots, visualization, tools, covid19
other trends stand out as future trends to evolve and change in the future concept of
education: Robots, visualization, tools, covid19. Other trends are highlighted as future
trends to grow and change in the future idea of education: Training, task analytics,
data models, predictive models, and Deep learning, which are directly related to the
development of computational thinking. The proposal can be pigeonholed within tool
development and training trends for all of the above: the virtual learning environment,
tools, and cloud connectivity [5, 6]. The proposed architecture is based on virtual IoT
simulators under the Raspberry pi 3 tool and its Noobs operating system, virtualized
through Virtual Box. As they are software that requires low processing power, since
they consume low energy due to the demands and the nature of the IoT system, it
is possible to run these tools on a low-end computer processing, for the study was
developed on a computer with 4 GB in RAM, and a hard drive of 40 GB, where it is
installed as host operating system Ubuntu. The IoT operating system to be installed can
be downloaded at: https://www.raspberrypi.org/software/, which has the IoT HAT sense
simulator, as shown in Fig. 2. The HAT Sense has a set of environmental sensors to detect
environmental conditions; it can measure pressure, temperature, and humidity through
LMS (Learning Management System) Applying MQTT-IOT Networks and Smart Cities 125

Fig. 1. Bibliometric analysis fed through 54,609 related documents, among those selected: Con-
ferences (44,920), Journals (7,708), Magazines (925), Early Access Articles (826), Books (202),
Standards (21). All with the theme of Virtual Learning education, extracted from the IEEE.explorer
scientific database and analyzed with the VOSviewer_1.6 tool.

a programming code based on the Python language. The activities to be developed

are focused on assembling technological components that interact between simulators
to send sensed information to the cloud. Each action is governed by a learning guide
previously defined and clarified in its technical language, then the IoT simulators are
instantiated, as shown in Fig. 2.
Thanks to its low implementation difficulty, it is possible to census and send data
to the cloud by implementing native libraries, and API (Application Programming
Interface) routines of the system adapted to the platform’s hardware, as illustrated in
Fig. 3.
A cloud service established by Adafruit.io offers the API; that is, it runs on the web
and defines a range of components necessary to collect sensor data on each IoT device.
These components are mainly designed to store and then retrieve data in real-time. In
other words, online, it is possible to connect motors, read data from sensors, and connect
them with other services on the web, such as Facebook, Gmail, Twitter, and RSS feeds.
Each data sent to the cloud directly relates to a system feed or dashboard. This
configuration allows graphing the data obtained from each Sense Hat terminal from the
web. In other words, each value recorded from each IoT device through its sensors is sent
in real-time, stored, and plotted from a dashboard on the Web. Finally, we can consult
the recorded values through configurable graphs, as shown in Fig. 4.
This data dashboard allows us to evidence learning competencies since if monitoring
data is recorded, it is the product of an efficient connection. With this data logging through
IoT devices, we can analyze the data, detect possible problems, and find the actions we
can take to solve them as learning guides.
126 Y. R. Julio et al.

Fig. 2. Sense HAT Emulator: Contains virtual simulators that act as sensors for data capture.
Additionally, it has a display for alphanumeric character output.

Fig. 3. The HTTP (Hypertext Transfer Protocol) API of Adafruit IO and the MQTT client library
allows an authentication process to send information to the cloud; this data can be processed
directly through the server boards called Feed; in this case, two feeds have been instantiated for
recording information on the web (one and two), one for pressure and one for temperature.

3 Technological Architecture and Learning Registry

The main contribution is implementing servers with dedicated inputs to MQTT from the
web, the popular protocol for developing IoT architectures, through simulators running
in browsers. One of the primary keys to MQTT communication is the Broker, the program
responsible for receiving client messages and distributing them to each other in a pub-
sub system. MQTT is a lightweight publish/subscribe messaging protocol designed for
telemetry in low-bandwidth environments, allowing it to be deployed from hard-to-reach
locations. For this reason, MQTT is rapidly becoming one of the leading protocols for
IoT deployments. This protocol contains two main components: The Broker, which is the
server that distributes information to interested clients connected to the server, and the
LMS (Learning Management System) Applying MQTT-IOT Networks and Smart Cities 127

Fig. 4. Data that can be consulted in the “one” dashboard from any device that can connect to the
Web, with prior authentication from the server.

Client or device that connects to the broker to send or receive information, as illustrated
in Fig. 5 [7].

Fig. 5. Each IoT device can send data simultaneously to the broker. This data is recorded for later
retrieval.

The definition of these technological tools that are easy to implement and open to the
academic community is essential for the progress of education in a virtualized context.
Still, their effectiveness depends on the teacher, how they use the didactic strategies,
and the registration of each activity and competence through checklists, as illustrated in
Fig. 6. This conceptual model originates a dynamic process in cooperative learning, using
simple language for the participants and clarifying some technical concepts beforehand
so that the interaction is fluid to meet each technological guide’s teaching and learning
objectives.
128 Y. R. Julio et al.

Step Item R NR observations recommendations

Programmed and configured tool.

Sending data to the cloud
Server configuration
API registration
Sensor configuration
Programming through python
Address configuration

Fig. 6. Checklist for IoT technology development.

Finally, to determine whether the methodology was efficient in quantitative terms,

an analysis of variance was defined through the ANOVA technique, which shows that
those students who had virtual practices improved their academic performance. The
article details the numerical results of the model and corroborates the hypothesis that
this virtualized environment is efficient for developing technological competencies.

4 Analysis of Results – ANOVA (Analysis of Variance)

To examine the results and see if this methodology significantly increases the under-
standing of IoT concepts, two knowledge tests are carried out, one before applying the
method, a pretest test, and another test after a posttest. For this, a field study was carried
out for two engineering courses of 40 students each, where course one did not apply this
methodology, and course two did apply it with tools and virtual simulators. We proceed
to establish a hypothesis of the researcher, where it is shown that the new results verify
a significant increase in technological knowledge [8].
Null Hypothesis Ho: There are no significant differences in their means concerning
the test results.
Researcher’s Hypothesis H1: There are significant differences in their means for the
test results.
To process the data, they must comply with the assumptions of normality and
homoscedasticity in the variance.
Note: The data were obtained from an analysis of variance; the data must comply
with the assumptions of random sampling, normality, and homoscedasticity of variance.
It proceeds to find its descriptive statistics and ANOVA through the SPSS (Powerful
Statistical Software Platform) software. See Fig. 7.
ANOVA explores the idea that the means of two or more populations are equal.
ANOVAs evaluate the means of the response variable at different factor levels to identify
the significance of one or more factors. The null hypothesis asserts that all population
means (factor level means) are equal, but the alternative hypothesis asserts that at least
one differs.
To run an ANOVA, you must have a continuous response variable and at least one cat-
egorical factor with two or more levels. ANOVA analyses demand data from populations
LMS (Learning Management System) Applying MQTT-IOT Networks and Smart Cities 129

with an approximately normal distribution with similar variances across factor levels.
However, unless one or more distributions are significantly skewed or the variances are
quite different, ANOVA procedures function fairly well even when the assumption of
normality is violated. These violations can be corrected through transformations of the
original data collection.

Fig. 7. I Descriptive statistical data II. ANOVA, Analysis of variance and descriptive statistics.

We see that the posttest group has a mean of 4.0 and the pretest group has a mean
of 3.4, which are significantly different since, according to the result of the ANOVA p-
value, it is 0.00 < 0.05, which leads to rejecting the null hypothesis. The null hypothesis
defines that there is no difference between the means of the results of these groups. See
Fig. 8.

Fig. 8. Graph of means Vs. Groups 1 and 2.

5 Developing Formative Evaluation of the Learning Environment

The proposed platform can be defined as a strategic and systematic evaluation to maintain
a solid knowledge of IoT architectures in a distributed environment such as smart cities. A
dynamic and formative assessment stands out, where the instructors or teachers provide
constant and continuous feedback to monitor the performance and learning progress of
the students during the teaching period. For efficient control, it is necessary to conduct
130 Y. R. Julio et al.

brief evaluations at the end of each module or invite advanced students to serve as
mentors by contributing their opinions to the learning and teaching activities. This set
of approaches supported by an e-learning platform offers proactive solutions to improve
the learning environment. Each teaching and assessment module are programmable, and
short assessments can be distributed between sections. These tools will help teachers
make timely adjustments to their teaching and maintain a quality learning environment
by identifying and addressing concerns about the learning environment.

6 Conclusion

The teaching and learning processes are effective and progressive, with constant dis-
covery. The article provides the design of an LMS platform to create and maintain a
blended and online learning environment for teaching IoT architecture through virtual
tools. That allows actuators and sensors to be modeled through Python programming for
a distributed environment. Through this study, it is revealed that the learning methodol-
ogy has a significant effect on teaching technological concepts since, through an analysis
of variance, a positive and significant impact is verified by improving the teaching pro-
cess in the classroom. Additionally, it was evidenced that students are more committed
to developing online content. They are motivated by the platform’s flexibility when cre-
ating dynamic and distributed scenarios, such as smart cities, precision agriculture, and
intelligent parking lots. For to ensure the efficiency of their teaching, the teacher’s pres-
ence is required as a facilitator guide to provide opportunities, explore the agreement and
disagreement of the topic of the subject, provide timely direct instruction, encourage-
ment, and feedback, and constantly make timely adjustments by conducting formative
assessment in learning activities.

References
1. Yamin, M., Al-Ismail, M., Gedeon, T., Sankaranarayana, R.: M-learning preferences and
learning preferences. In: 2016 3rd International Conference on Computing for Sustainable
Global Development (INDIACom). IEEE (2016). https://ieeexplore.ieee.org/document/772
4488/. Accessed 13 May 2018
2. Alqinsi, P., Matheus Edward, I.J., Ismail, N., Darmalaksana, W.: IoT-based UPS monitoring
system using MQTT protocols. In: Proceeding 2018 4th International Conference on Wire-
less and Telematics, ICWT 2018, pp. 1–5. IEEE (2018)
3. Pandian, S.R.: Playful STEAM learning using robots. In: Proceedings of the 2018 IEEE Inter-
national Conference on Teaching, Assessment and Learning for Engineering, TALE 2018,
pp. 279–85. Institute of Electrical and Electronics Engineers Inc., 16 January 2019
4. Hu, C.C.: The development of robot-based storytelling platform for designing STEAM learning
systems. In: Proceedings of the 2022 IEEE International Conference on Consumer Electron
- Taiwan, ICCE-Taiwan 2022, pp. 437–438. Institute of Electrical and Electronics Engineers
Inc. (2022)
5. Jeon, M., Barnes, J., Fakhrhosseini, M., Vasey, E., Duford, Z., Zheng, Z., et al.: Robot opera: a
modularized afterschool program for STEAM education at local elementary school. In: 2017
14th International Conference on Ubiquitous Robots and Ambient Intelligence, URAI 2017,
pp. 935–936. Institute of Electrical and Electronics Engineers Inc., 25 July 2017
LMS (Learning Management System) Applying MQTT-IOT Networks and Smart Cities 131

6. Iyakrus, R.A.: Development of STEAM-based physical education learning model to improve

physical fitness of elementary school students. In: Proceedings of the URICET 2021 - Uni-
versitas Riau International Conference on Education Technology 2021, pp. 32–36. Institute of
Electrical and Electronics Engineers Inc. (2021)
7. Matic, M., Antic, M., Ivanovic, S., Pap, I.: Scheduling messages within MQTT shared sub-
scription group in the clustered cloud architecture. In: 2020 28th Telecommunications Forum,
TELFOR 2020 - Proceedings of the Institute of Electrical and Electronics Engineers Inc., 24
November 2020
8. Diggle, P.: Analysis of Longitudinal Data. Oxford University Press, Oxford (2013)
 Personal Learning Environments (PLE)
in the Teaching of Central Tendency Measures
in General Basic Education

Maritza Sailema-Palan1 , Francisca Cazorla-Logroño2 ,

Andrés Haro-Velasteguí2 , and Javier Sánchez-Guerrero1(B)
1 Universidad Técnica de Ambato, Ambato, Ecuador
{msailema8133,jsanchez}@uta.edu.ec
2 Escuela Superior Politécnica del Chimborazo ESPOCH, Riobamba, Ecuador

{maria.cazorla,fharov}@espoch.edu.ec

Abstract. The purpose of the research work was to determine the relationship
between Personal Learning Environments (PLE) and the teaching of measures
of central tendency in the ninth year of General Basic Education. The method-
ology used was experimental, with a qualitative-quantitative approach, with a
bibliographic-documentary and field modality, of descriptive type and association
of variables.
The data collection process was carried out with the participation of 62 stu-
dents in the ninth year of General Basic Education of the “Joaquín Arias” Edu-
cational Unit of the Pelileo canton, which being a finite population, it was not
necessary to apply the sample calculation. The results of the pretest showed that
40.32% of the students were in a medium learning level (4–6), while only 8.06%
reached a higher level (10), however, when applying the posttest, after having
implemented the activities with the use of programs and/or applications based
on PLE tools, a significant improvement in performance was obtained, since on
average 64.52% of the students reached between 7 and 9 points. This information
corroborated the level of influence of Personal Learning Environments (PLE) in
the teaching of measures of central tendency in the ninth year of General Basic
Education. Consequently, the purpose of this topic was to relate the quality of
learning that the teachers emit in class and that is reinforced by the students
through various activities that help them to carry out their own learning, as well
as to achieve a better development and participation in class time, for which it
is recommended that teachers encourage students to use Personal Learning Envi-
ronments that contribute to increase the acquisition of knowledge regarding the
different topics that are discussed in class.

Keywords: PLE · Personal Learning Environments · statistics · blog

1 Introduction
The gradual advance of technology, causes changes in all aspects in which human activ-
ities are involved, one of these of great importance is education, since the pandemic
and dramatically the simplest processes have been transformed in its development, the

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 132–143, 2024.
https://doi.org/10.1007/978-3-031-44131-8_14
Personal Learning Environments (PLE) in the Teaching of Central Tendency Measures 133

use of technology and information in the teaching and learning process, has given tools
that achieve a better construction of knowledge in students, thus generating a greater
concentration and participation of them in the classroom. The use of technology in the
classroom changes our way of educating from a traditional way to an innovative way,
allowing the development of their capabilities [1].
Currently, there is a need in the educational system for the teaching and learning
process to be carried out in open and participatory learning scenarios that integrate
technological tools to improve educational practice [2].
Thus, personal learning environments (PLE) take on greater relevance in the
teaching-learning process because they are instruments that support students in devel-
oping their own knowledge and achieving certain learning goals [3].
In which the knowledge that circulates through the network is continuously modified,
and generates an understanding from different points of view about the same fact and to
access this knowledge students must use information available in forums, blogs, wikis
and others [4].
On the other hand, within the principles of the Ecuadorian curriculum, it is mentioned
that the student should learn by himself and for this purpose, the teacher should design
tasks that motivate the student to manage his learning pace [5].
However, the teaching of measures of central tendency is considered by students
as something difficult and unpleasant, since there is not enough understanding of the
subject, thus, this has caused errors and difficulties among students [6].
To determine the relationship between Personal Learning Environments (PLE) and
the teaching of measures of central tendency in the ninth year of General Basic Education.
Specific to contribute to the general one: To examine Personal Learning Environments,
which can be used in the teaching-learning process. To design activities for the teach-
ing of measures of central tendency. To evaluate the results of the student who has
taken advantage of the Personal Learning Environments through the development and
participation in the class hour.

2 State of the Art

The new learning environments present diverse and varied ways to reach the new student,
this is the opportunity to use innovative technologies and put them at the service of educa-
tion such as Augmented Reality, Virtual Reality, Mobile applications, among others [7].
In the research [8], with the theme “Impact of the Personal Learning Environment (PLE)
in the teaching-learning activities of the School of Professional Training of Systems and
Computing of the UNDAC” it is observed that the objective was to determine the impact
of implementing Personal Learning Environments (PLE) in the teaching-learning activ-
ities. As a methodological strategy and with the objective of understanding the study
phenomenon in a real context, the case study was chosen. In order to extend the research
conducted in the two case studies, the assessments of a large sample of students on the
possibility of incorporating into Virtual Learning Environments (VLEs) the key features
of PLEs and the degree to which they value the usefulness for their learning have also
been analyzed.
In the research developed in [9], the results showed that students tend to mobilize
different types of tools for the construction of their personal learning environment,
134 M. Sailema-Palan et al.

although they are often unaware of it. This can be enhanced by the organization of
training actions specifically organized for this purpose.
In the work described in [10], the data analysis provided evidence of PLEs as tools
for learning and acquiring skills, strengthening social interactions, and improving the
organization and management of learning content and resources; it also helped to identify
obstacles and barriers, and possible solutions. The main result of this research is presented
as a set of guidelines for using PLEs as tools to support formal learning, either by teachers
or students.
The PLE are supported by a virtual platform known as Wix, where different tools are
integrated to build the structure of the PLE, which includes activities corresponding to
the first four curricular blocks established by the Ministry of Education, in addition to a
module of evaluation activities that contributes to the reinforcement of the mathematics
area in specific topics and allows enhancing the teaching-learning process [11].
In the study of [12], the results showed that PLE facilitate learning by integrating
different contexts thanks to the combination of tools and applications, since they are a
way to explore different approaches to pedagogy by adjusting educational systems to the
dynamics imposed by the knowledge society. For this reason, educational institutions
need to take on the commitment to make efforts aimed at shaping ecosystems that
cross the boundaries between formal and informal, opening opportunities for flexible
education, which harmoniously combines the two environments.
According to the work developed in [13], described and analyzed the personal learn-
ing environments (PLE) of future workers in different areas of knowledge. The methodol-
ogy applied allowed the collection of data from 2,054 final year undergraduate students
in 75 Spanish universities on four aspects: information management, management of
the learning process, self-perception and communication. The research design was non-
experimental exploratory and the information was collected through a validated ques-
tionnaire. The results provided a profile of students who use the Internet for information
searches and communication; but who are more comfortable in face-to-face learning
environments with teaching staff who establish clearly defined objectives rather than
using the Internet for autonomous learning.
The integration of ICT in education has become a process whose implications go
far beyond the technological tools that nurture the educational environment. The ideas
of teacher construction and the way in which meaningful learning can be built and con-
solidated from technology, or the technological use of education, in strictly pedagogical
terms, are now being discussed. The transformation of ICTs has allowed them to become
educational tools that could further improve the educational quality of the student and
revolutionize the way in which information is obtained, managed and interpreted [14].
The term PLE first appeared in 2001, and is defined as a set of tools, information
sources, connections and activities that an individual can use on a regular basis to learn. It
is also considered as a network that each person can create on the network, materialized
in the tools used to create their own learning environment. It is not a computer system
but a concept or a way of using the Internet to learn, i.e. it is an environment that is
created by one or several people to learn using network technologies [15].
Accordingly, to speak of Personal Learning Environments is to be aware of Infor-
mation and Communication Technology (ICT), as well as Web 2.0. These different
Personal Learning Environments (PLE) in the Teaching of Central Tendency Measures 135

technological resources will facilitate the learner at the time of learning, currently not
only learns inside the classroom but also outside it, finding a wide range of technolog-
ical resources that the teacher must take advantage of to develop the teaching-learning
process, becoming a facilitator of knowledge that provides different virtual resources
for the student to make use of it and can develop its subject matter. In addition, the edu-
cator must know what to teach, how to teach and what technological tools to use in the
Personal Learning Environment, thus providing an informal learning that will facilitate
the student when acquiring new knowledge [16].
In the research described in [11], educational institutions take advantage of the
strengths offered by the new environments, with the intention of using them to improve
their academic functions. In this context, the teacher has become a guide, whose purpose
is to guide his students in the use of the various resources and tools available, in order
to create knowledge in order to develop competencies. For his part, the student becomes
the active protagonist of his learning process. Figure 1 shows the roles:

Fig. 1. Roles of PLEs

The main strengths and weaknesses of the PLEs are shown in the following table
(Table 1).
Motivation of the study, are the measures of central tendency; in the research shown
in [5], the term measures of central tendency is due to the grouping of data around a
value that represents them. The measures of central tendency compose a set of statistical
data that must be summarized by means of a series of representative numerical quantities
called statistical parameters.
This is a very studied and required topic in the preparation of middle and high
school students, so it demands an adequate review of both the theoretical part and a wide
136 M. Sailema-Palan et al.

Table 1. Strengths and Weaknesses [8].

Strengths Weaknesses
Almost unlimited variety and functionality of Complex and difficult to create for
tools, customizable and adaptable to multiple inexperienced students
configurations and variations
Inexpensive is often composed of free and Potential security and data exposure issues
open-source tools
No artificial time limits: remains “on” before, Limited control over data
during and after the first enrollment
Student-centered (each student selects and Absent or unenforceable service level
uses the tools that make sense for his or her agreements, with no ability to anticipate or
particular needs and circumstances) resolve web application performance issues,
outages, or even demise
Lacks centralized management and aggregates
to group lists (such as class rolls)

practical application, for the learning of the mean, median and mode from their different
measurements.

3 Methodology
The development of this research work was carried out at the “Joaquín Arias” Educational
Unit located at 22 de Julio Avenue and Antonio Clavijo in the Parish of Pelileo, belonging
to the San Pedro de Pelileo Canton, Province of Tungurahua, it is a public educational
establishment that has 2025 students and 74 teachers, with a morning and afternoon
schedule. From this human group we worked as follows:

Group Students Level

Control-Experimental 31 Ninth “A”
31 Ninth “B”
Total 62

On the one hand, qualitative research leads to an inquiry that promotes descriptive
data or observations about the behavior of the subjects of study, while quantitative
research allows to obtain clearly quantifiable information about the characteristics of
each of the subjects of the population to be investigated [17]. Therefore, the present
research had a qualitative and quantitative approach, because it was possible to collect
and analyze data about the Personal Learning Environments (PLE) in the teaching of
measures of central tendency in students of the ninth year of General Basic Education of
the “Joaquín Arias” Educational Unit, in order to subsequently establish the relationship
between the variables.
Personal Learning Environments (PLE) in the Teaching of Central Tendency Measures 137

Also, the present research was descriptive in nature because it is in charge of pointing
out the characteristics of the object of study [18].
For the collection of information, the survey was used as a technique, which consisted
of a questionnaire of 20 questions that helped to collect information from the study
population. The second technique used was the test, which consisted of 15 questions
that allowed evaluating the Personal Learning Environments (PLE) and the teaching of
measures of central tendency in students of the ninth year of General Basic Education.
It is worth mentioning that this instrument was applied at two different times before and
after the application of activities related to the teaching of measures of central tendency.
The initial (Pretest) and final (Posttest) results of the test were compared to establish the
effectiveness of the activities applied.
The research hypothesis is stated: Personal Learning Environments (PLE) are related
to the teaching of measures of central tendency in the ninth year of General Basic
Education.
A pre-test and a post-test were carried out to measure the acceptance of the devel-
opment of an educational blog with materials necessary for the understanding and com-
prehension of the management of measures of central tendency, as well as exercises for
review. The purpose is to provide the possibility for students to develop knowledge in a
way to which they are better adapted such as the use of technology.
ADDIE was the development methodology for the creation of the portal, which pro-
vides a method of development in feedback and allows to create a learning environment
[19].
Analysis: Information was gathered on the needs of the students and the use of the
tools in order to have a clear idea of which TAC to use. For this purpose, a questionnaire
was structured, validated and subsequently applied to the beneficiaries.
Design: The following Fig. 2 shows the home screen of the created blog.

Fig. 2. Blog Design

138 M. Sailema-Palan et al.

Development: For the development of the blog we used intuitive tools that are not
for developers, Google provides a series of tools that are close to the possibilities of
any person and professional. Blogspot was used to host several tools to support and
accompany the topic of Statistics, specifically measures of central tendency.
Implementation: Once the web portal was fully developed, we proceeded to the appli-
cation and use with the students, in the 2 groups. The proposal can be reviewed at: https://
profesoryc.blogspot.com/ and can be seen as Fig. 3:

Fig. 3. Blog created

Evaluation: The functionality of the blog containing the necessary tools through ICT
resources is recorded through a satisfaction survey in a corresponding link.

4 Results
The results obtained are based on a measurement before and after the application of
the methodological proposal. The results of the pretest in the evaluation concerning the
comprehension and development of exercises of the measures of central tendency are
shown as follows, Table 2 and Fig. 4:
The results obtained by applying the pretest to the 62 students in the control-
experimental group showed that 40.32% scored between 4 and 6 points, which indicates
that they have medium learning; 37.10% scored between 1 and 3 points, which means
that they have low learning; 14.52% scored between 7 and 9 points, which shows that
they have higher learning; and only 8.06% scored 10 points, which shows that they have
much higher learning. As can be seen, most of the ninth-grade students of the “Joaquín
Arias” Educational Unit of the Pelileo canton had grades lower than the acceptable pass-
ing grade (7) in the pretest, which shows that this group has not assimilated the learning
about the measures of central tendency in an appropriate way, since they have many
shortcomings with respect to this subject.
Personal Learning Environments (PLE) in the Teaching of Central Tendency Measures 139

Table 2. Results

Options Frequencies Percentage Percentage valid Percentage

accumulate
Very Superior (10) 5 8,06% 8,06% 8,06%
Superior (9–7) 9 14,52% 14,52% 22,58%
Medium (6–4) 25 40,32% 40,32% 62,90%
Low (3–1) 23 37,10% 37,10% 100,00%
Does not perform (0) 0 0,00% 0,00% 100,00%
Total 62 100,00% 100,00%

Fig. 4. Results

Table 3. Results Pre Test

Options Frequencies Percentage Percentage valid Percentage

accumulate
Very Superior (10) 15 24,19% 24,19% 24,19%
Superior (9–7) 40 64,52% 64,52% 88,71%
Medium (6–4) 4 6,45% 6,45% 95,16%
Low (3–1) 3 4,84% 4,84% 100,00%
Does not perform (0) 0 0,00% 0,00% 100,00%
Total 62 100,00% 100,00%
140 M. Sailema-Palan et al.

Fig. 5. Results Pre-Test

The results of the post-test were obtained once the students were able to use the blog,
with an evaluation of similar characteristics used, and the following data were obtained
(Table 3 and Fig. 5):
On the other hand, the results achieved through the application of the Post-test to the
62 students considered as the control-experimental group, showed that 64.52% scored
between 7 and 9 points, which indicates that they have superior learning; 24.19% scored
10 points, which means that they have very superior learning; 6.45% scored between
4 and 6 points, which shows that they have medium learning; and only 4.84% scored
between 1 and 3 points, which shows that they have low learning. Therefore, more than
half of the students in the ninth year of EGB of the “Joaquín Arias” Educational Unit of
the Pelileo canton presented scores higher than the acceptable passing grade (7) in the
Post-test; which shows that the use of Personal Learning Environments allows students
to improve their learning and even be more developed and participative in class.
Finally, a hypothesis has been stated in the present research; in the demonstration of
the hypothesis, it is intended to determine the relationship between Personal Learning
Environments (PLE) and the teaching of measures of central tendency in the ninth year of
General Basic Education. The hypothesis was: Personal Learning Environments (PLE)
are related to the teaching of measures of central tendency in the ninth year of General
Basic Education.
The level of significance for the present work has a level α = 0.05 Basic, in addi-
tion; the control-experimental group were the 62 students of ninth year of EGB of the
Personal Learning Environments (PLE) in the Teaching of Central Tendency Measures 141

Educational Unit “Joaquín Arias” of the Pelileo Canton, to whom the pre-test and post-
test were applied to know the level of knowledge that they possess with respect to the
mathematics class.
In the present study, the difference of proportions test [20], was used to analyze a
variable between groups that differ significantly from each other.
The study of the variable should be measured in percentages or proportions. The
following z-score formula for proportions is applied:
p1 − p2

p1 q1 p2 q2
n1 + n2

p1 ratio of the first group and n1 the number of its elements.

p2 Proportion of the second group and n2 the number of its elements.

q1 = 1 − p1

q2 = 1 − p2

The following table gives the data obtained before and after the application of the
proposal, the same data used for hypothesis testing. See Table 4.

Table 4. Hypothesis testing

Options Pre test Pos Test

Frequencies Percentage Frequencies Percentage
Very Superior (10) 5 8,06% 15 23,81%
Superior (9–7) 9 14,52% 40 63,49%
Medium (6–4) 25 40,32% 4 7,94%
Low (3–1) 23 37,10% 3 4,76%
Does not perform (0) 0 0,00% 0 0,00%
Total 62 100,00% 100,00%

The table above shows the data from which the z-score formula for proportions is
applied (Table 5).
The calculated Z value “Zc” is greater than the theoretical value “Zt”, i.e.: Zc =
10.01 ≥ 1.64 = Zt. Therefore, the value of Zc = 10.01 is in the rejection zone of the
null hypothesis, that is, the hypothesis of the alternative research is accepted, where
it is indicated that the Personal Learning Environments (PLE) do have a relationship
with the teaching of the measures of central tendency in the ninth year of General Basic
Education.
142 M. Sailema-Palan et al.

Table 5. Average of percentages of observed values

Pretest Notes Postest Notes

Initial
Average Values Final Average Valores
p2 0,226 P1 0,887
q2 = 1 − p2 0,774 q1 = 1 − p1 0,113
0 0,00% 0,00% 100,00%
62 100,00% 100,00%

5 Conclusions
Personal Learning Environments can nowadays be used in the teaching and learning
process based on the web and its different applications, facilitating access to information
and allowing students to interact with their peers. The use of the Internet also helps
students to take control and manage their own learning, as it is up to them how much
time and when they access it.
In order to improve the teaching of measures of central tendency in the educational
unit, a series of activities were developed to implement the use of programs and/or
applications that facilitate their application in an easy and dynamic way; and that also
adjust to the real formative context of the students.
This project opens a range of possibilities for the use of PLE, Personal Learning
Environments, in different and varied areas of knowledge; there is no doubt that the
results achieved give the opportunity to improve learning in different areas.

Acknowledgement. The authors would like to thank the Technical University of Ambato (UTA)
and the Directorate of Research and Development (DIDE) for their support for this work through
the PROMOTION OF QUALITY OF LIFE research group RESOLUCIÓN: CONIN-P-169-
2020. We would also like to thank the research project: GASTRONOMIC AND INNOVATION
TOURISM BASED ON THE USE OF METAVERSES AND VIRTUAL REALITY FOR THE
CENTRAL ZONE OF ECUADOR, approved by Resolution No. UTA-CONIN-2023-0050-R.

References
1. Acosta-Portilla, G., Sánchez-Guerrero, J., Guillermo-Zambrano, R., Haro-Velasteguí, A.: Use
of learning and knowledge technologies (LKT) to dynamize the learning of analytic geometry
in high school students. In: Rocha, Á., Fajardo-Toro, C.H., Riola, J.M. (eds.) Developments
and Advances in Defense and Security. SIST, vol. 328, pp. 129–140. Springer, Singapore
(2023). https://doi.org/10.1007/978-981-19-7689-6_12
2. Godoy, S.: Los PLE como estrategia pedagógica que integra las TIC en los procesos de
enseñanza de los docentes de educación superior: una aproximación a las comunidades de
aprendizaje. Universidad Autónoma de Bucaramanga, Cartago (2019)
3. Prendes Espinosa, C.: Realidad aumentada y educación: análisis de experiencias practices.
Revista de Medios y Educación 46, 187–203 (2015)
Personal Learning Environments (PLE) in the Teaching of Central Tendency Measures 143

4. Armas, E., Cano, R., Hernandez, V.: Tisekuae Xuta Xtaya: Ayuda a las personas sordas.
Avances En Interacción Humano-Computadora 3(1), 10–13 (2018)
5. Ministerio de Educación del Ecuador: Currículo de los Niveles de Educación Obligatorio,
20 Diciembre 2021. https://educacion.gob.ec/wp-content/uploads/downloads/2016/03/Curric
ulo1.pdf
6. Rodriguez, F., Maldonado, A., Sandoval, P.: Comprensión de las medidas de tendencia cen-
tral: un estudio comparativo en estudiantes de pedagogía en matemática en dos instituciones
formadoras chilenas. Revista da Avaliação da Educação Superior 21(3), 929–952 (2016).
https://www.redalyc.org/pdf/2191/219148307013.pdf
7. Sanchez-Guerrero, J., Mera, J., Lopez, W., Reinoso, R., Davila, C.: Use of augmented reality
AR in university environments. In: 2018 5th International Conference on eDemocracy and
eGovernment, ICEDEG 2018, pp. 291–297 (2018)
8. Negrete, L.: Impacto de los personal Learning Environment (PLE) en las actividades de
enseñanza-aprendizaje de la Escuela de Formación Profesional de Sistemas y Computación
de la UNDAC. Universidad Nacional Daniel Alcides Carrion, Pasco (2018)
9. Leiva, J., Cabero, J., Ugalde, L.: Entornos personales de aprendizaje (PLE) en estudiantes
universitarios de Pedagogía. Revista Latinoamericana de Tecnología Educativa 17(1), 26–39
(2018). https://relatec.unex.es/article/view/3215/2194
10. Torres, J., Herrero, E.: PLE: Entorno Personal de Aprendizaje vs. Entorno de Aprendizaje Per-
sonalizado. Revista Española de Orientación y Psicopedagogía 27(3), 26–42 (2016). https://
www.redalyc.org/pdf/3382/338250662003.pdf
11. Martínez, D.: Entorno Personal de Aprendizaje (PLE) basado en objetos virtuales como
refuerzo en matemáticas. Revista Ciencia Digital 3(2), 161–171 (2019). https://cienciadigital.
org/revistacienciadigital2/index.php/CienciaDigital/article/view/382/830
12. Pereira, J.: Entornos Personales de Aprendizaje en la Educación Superior: Una alternativa
para Construir Espacios de Innovación. Revista RTED 10(1), 12–24 (2021). https://ojs.doc
entes20.com/index.php/revista-docentes20/article/view/174/477
13. Serrano, J., López, P., Gutiérrez, I.: Entornos personales de aprendizaje: Estrategias y tec-
nologías utilizadas por el alumnado universitario. Revista Electrónica Educare (Educare
Electron. J.) 25(2), 1–18 (2021). https://www.revistas.una.ac.cr/index.php/EDUCARE/art
icle/download/12499/21362/
14. Hernandez, R.: Impacto de las TIC en la educación: Retos y Perspectivas. Propósitos y
Representaciones, 325–347 (2017)
15. García, J., González, M.: Cómo generan y gestionan contenidos los estudiantes de educación
de Costa Rica: una contribución al estudio de su entorno personal de aprendizaje. Digit. Educ.
Rev. (36), 15–35 (2019). https://revistes.ub.edu/index.php/der/article/view/22274
16. Martínez, G., Nolla, N., Vidal, M., De la Torre Navarr, L.: Los entornos personales de apren-
dizaje en los procesos de formación formales e informales. Educación Méd. Super. 30(3)
(2016)
17. Cadena, P., Rendón, R., Aguilar, J., Salinas, E., De la Cruz, F., Sangerman, D.: Métodos
cuantitativos, métodos cualitativos o su combinación en la investigación: un acercamiento
en las ciencias sociales. Revista Mexicana de Ciencias Agrícolas 8(7), 1603–1617 (2017).
https://www.redalyc.org/pdf/2631/263153520009.pdf
18. Ortega, G.: Cómo se genera una investigación científica que luego sea motivo de publicación.
J. Selva Andina Res. Soc. 8(2), 145–146 (2017). https://www.redalyc.org/pdf/3613/361353
711008.pdf
19. Mayfield, M.: Creating training and development programs: using the ADDIE method. Dev.
Learn. Organ. Int. J. 25(3), 19–22 (2011)
20. Spiegel, M., Stephens, L.: Estadística. McGRAW-HILL, México (2009)
 TIC as a Didactic Tool for the Development
of Reading Comprehension

Aracelly Núñez-Naranjo1(B) , Fanny Carmen Cumbicus2 , and José Miguel Ocaña3

1 Facultad de Ciencias de la Educación, Universidad Indoamérica, Carrera de Educación Básica,
180103 Ambato, Ecuador
[email protected]
2 Maestría en Educación con mención Pedagogía en Entornos Digitales, Universidad
Indoamérica, 180103 Ambato, Ecuador
[email protected]
3 Facultad de Ciencias Administrativas y Económicas, Universidad Indoamérica,
180103 Ambato, Ecuador
[email protected]

Abstract. The problem presented in this research reflects the difficulty in para-
phrasing words, the scarce analysis of the text read, the analysis and the taking
of a critical position before verbal and non-verbal texts; therefore, the objec-
tive of the study is to implement technological didactic tools that strengthen
the reading comprehension of High School students in an Educational Unit in
Ecuador. The methodology used a qualitative-quantitative approach and a descrip-
tive, exploratory scope under a hypothesis testing design. At the beginning of the
study, a questionnaire and a pre-test were applied to them, showing demotivation
and low learning levels; after 8 weeks of applying the proposed technological
strategy designed with the ADDIE methodology. As for the conclusions, it can be
highlighted that the implementation of the technological strategy allowed observ-
ing a significant improvement in the learning levels, which was reflected in the
scores achieved by the students in the post-test.

Keywords: TIC · education · reading comprehension · active methodologies ·

technological tools · educational platforms

1 Introduction
The teaching of reading is an essential task in the work of teachers, who with methodolog-
ical strategies try to benefit the teaching and learning process; in spite of this, students
maintain deficiencies in comprehension of the texts read and externalize a low level in
fluent reading, being significant the continuous practice.
In this framework of ideas and considering the use of technologies in the pedagogical
area and the participation of students, we mention works carried out at the international
and national level. It has been evidenced by the teachers that in relation to the teaching
of reading comprehension supported by information technologies facilitate as in other
cases this specific learning.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 144–154, 2024.
https://doi.org/10.1007/978-3-031-44131-8_15
 TIC as a Didactic Tool for the Development of Reading Comprehension 145

For [1], some educational institutions do not have technological structures, nor virtual
materials oriented to the teaching of reading comprehension due to the lack of knowledge
of the use, design and application of digital tools, the institutions work with traditional
methods such as liquid chalk, blackboard and content book which affects the cognitive
area, language and memory.
According to, [2] teaching in Higher Education must face internal and external
changes for the teaching processes, facilitating educational experiences that allow
students to develop and take advantage of the communicative and creative capac-
ity, assuming as a transversal axis the technological resources to achieve the learning
objectives.
In the field of education, the governments of several countries, faced with the pan-
demic, have related the suspension of face-to-face classes at all levels with the increase
of distance education modalities and the use of different platforms [3]; however, the
technological infrastructure that educational institutions in urban areas have, added to
the slow internet in rural areas, the cost of a personal computer, have increased the dif-
ficulties of access to reading, reading comprehension, processing of the linguistic code,
interpretation and symbolic representation specifically in primary, middle and higher
education [4].
The Ministry of Education of Ecuador 2017, Ley Orgánica de Educación Intercul-
tural. De los Principios Generales. Article 2. Principles, Literal h. “access to informa-
tion, technology, communication and knowledge potentiate human capabilities guiding
in achieving levels of personal and collective development; literal q. “it is significant to
promote individual effort for learning”; Literal u. “research, construction and permanent
development of knowledge are components that strengthen understanding, creativity and
the production of knowledge that benefit in research and experimentation for educational
innovation and scientific training”.
In view of the above, the Ecuadorian State supports the use of technological didactic
tools that facilitate connectivity for their use, promoting learning motivation, the devel-
opment of competencies, the acquisition of knowledge, communication skills, teamwork
and initiative.
It is important to note that teachers from the pandemic have sought to take special-
ization courses for the management of office automation tools such as Word, Excel,
databases and PowerPoint presentations, in addition to training in the development and
use of technological media with the sole purpose of improving their professional per-
formance; however, several of them use the resources superficially, (search for tex-
tual information, listening to music, media put at the service of traditional pedagogy,
stay in social networks) [5], It is considered that if teachers are trained, the quality of
the teaching-learning process, the development of autonomous skills, increase perfor-
mance and reading comprehension, in attentional and memory systems, encoding and
perception processes, based on prior knowledge and contextual factors [6].
The objective of this research is to implement technological didactic tools that
strengthen the reading comprehension of seventh grade students in the Ecuador Educa-
tional Unit; with 30 students between boys and girls aged between 9 and 11 years old.
To carry out the proposal, the following phases were followed: analysis, design, devel-
opment, implementation and evaluation; which are part of the ADDIE methodology
146 A. Núñez-Naranjo et al.

used by instructional designers in the teaching-learning process based on information

technologies, with a time of 8 weeks for the development of academic content.

2 Related Work
2.1 Reading Comprehension
[6], define Reading Comprehension as the construction of the meaning of the text,
in accordance with the reader’s knowledge and experiences, starting from the reading
context. In this process, different skills are used to interpret the information, such as
recognizing and naming concepts and fundamental ideas, determining global meanings,
making predictions and inferences, formulating questions about the content, retaining
information and describing the relationships between the elements of the text, among
others that make it possible to introduce skills aimed at forming competent readers.

2.1.1 Objectives to Be Achieved with the Development of Reading Comprehension

Access to information and knowledge is achieved through reading (stories, reviews,
legends, or comics), an activity that helps to keep the brain active through cognitive
action when receiving information, interpretation, reflection and evaluation. For this
reason, the researcher [7] proposes the following objectives related to the development
of reading comprehension.

2.1.2 Components of Reading Comprehension Development

In view of the above, determines that the development of reading comprehension at the
primary level includes knowledge and applications that guide the teaching and learning
of the topics planned in the classroom, notably encompassing the didactic procedures
together with the necessary technological didactic tools, estimating in their choice the
levels that are intended to be achieved through comprehensive reading, the purpose is to
achieve an efficient and effective reading performance in students.

2.2 Educational Strategies and TIC’s

At the international level, the use of ICT has strengthened educational innovation in all
areas, making the development of curricular content, basic skills training, continuous
training (teachers and students) components that guide in the knowledge of the diffi-
culties in the development of training proposals and pedagogical strategies; thus, in the
international context, it is presented:
United States, from the University of Massachusetts Amherst, [8] with the topic
“The use of new technologies in educational assessments: Reading in a digital world”,
asserts that the use of technology in the classroom facilitates the search for information,
the adaptation of curricular content, the presentation of interactive tasks, access to texts
through search engines, the reinforcement of knowledge in the face of complex issues;
while during the evaluations consents the use of data in the design of tests, the processing
of numerical data, the establishment of scores, make how the use of technology is
innovating the concept of reading, comprehension and ways to evaluate it.
 TIC as a Didactic Tool for the Development of Reading Comprehension 147

2.2.1 Benefits of Using Educational Platforms in the Learning Process

Through interaction, and technological strategies in a transversal way, reasoning or
critical thinking involving cognitive processes, and reading competence in a digital
world is strengthened. In this sense, Spanish educational institutions could benefit from
the application of technological tools to build knowledge in students.
In this same line, in Colombia, at the University of Granada, the work of [9] was
found, with the theme: “Technological resources as a tool for the improvement of read-
ing”, for the purpose of identifying the evolution of students’ reading practices based on
interactions with digital didactic tools, contributing the following conclusions:
Students for the comprehension of texts present difficulties for a fluent reading,
being transcendental the continuous practice; for its improvement it exposes the use of
digital platforms that contain readings, narratives, interactive fables, activities that are
developed through the elements of analysis, selection and comparison; on the other hand,
it considers that teachers and parents should strengthen communication and dialogue
through interactive software, videos, among others.
In this same topic at the Universidad de la Costa, CUC, was located the work of
[10] with the theme, strengthening reading comprehension through the use of didactic
strategies mediated by ICT, proposes the design of tools mediated by technology to
improve pronunciation, understanding and reasoning in the subject of Language and
Literature.
With this research, it presents a socio-critical paradigm, defining that virtual tools
promote the execution of activities that benefit in the reading comprehension processes,
reinforcing knowledge, development of skills and abilities channeled to meaningful
learning; they reflect on the other hand, that students indicate preferences to perform
readings through digital resources, unfortunately they lack guidance or support in the aca-
demic environment and in the family context demonstrating difficulties during academic
activities.

2.2.2 Technological Teaching Strategies

Flipped classroom or inverted classroom, in this regard, it is important to mention that
the educational tools in the inverted classroom improve the pedagogical practice of the
teacher and the academic performance of students. The inverted classroom (Flipped
Classroom), is established as an innovative pedagogical orientation, which favors the
exchange of criteria and the practice of knowledge obtained to solve problems of the
environment clarifying questions.

3 Methodology
3.1 Research Focus
The study includes the qualitative and quantitative approach, estimating that qualitative
research promotes theoretical, argumentative and interpretative deepening, from the
contextualization in the real environment, obtaining unique specifications [10]; while
quantitative inquiry with a methodological perspective uses measurement, valuation and
comparison tools that require mathematical and statistical calculations.
148 A. Núñez-Naranjo et al.

A qualitative approach is used because the research related to technological didactic

tools for the development of reading comprehension contains a referential framework
(conceptualizations, theory and categories under analysis), transcending in the deepening
of the study by containing a flexible and reflective design) that facilitates the acquisition
of experiences in their natural context; therefore, the study presented includes the review
of bibliographic literature, together with the theoretical framework, elements that benefit
in the exploration and description of complex situations with an integral vision in order
to achieve the stated objectives.
The quantitative approach was applied in the research related to technological didac-
tic tools and the development of reading comprehension because it projects a defined
and precise study problem, which through the use of techniques such as the survey with
structured questionnaires and tests that were conducted at the beginning and at the end
of the study intervention; then this numerical data collection was analyzed using Excel
in the statistical process.

3.2 Sample Description

The research on the development of reading comprehension was carried out with the
participation of 30 students of the seventh grade of middle school and 8 teachers of
Language and Literature.

3.3 Research Hypotheses

H0 : The application of technological didactic tools will not improve the development
of reading comprehension of seventh grade middle school students.
H1 : The application of technological didactic tools will improve the reading compre-
hension development of seventh grade middle school students.

4 Proposal

With the selected methodology, the planning of the academic contents of the subject
of Language and Literature is presented in a specific way for the subject of Reading
Comprehension in Secondary Education, consequently, 5 units are established to be
dealt with, in addition, the analysis of active learning strategies mediated by Information
Technologies is carried out. This research is carried out in an Educational Unit in Ecuador
in the town of Francisco de Orellana.
This research is implemented based on the ADDIE model currently used by instruc-
tional designers in the teaching-learning process based on information technologies. It
is adapted to educational characteristics such as E-learning, which encompasses five
phases: analysis, design, development, implementation and evaluation (see Fig. 1).
Phase 1. Analysis, the strategy of technological tools is focused on the area of Language
and Literature (it benefits the reading and production of texts, written conservation), thus
encouraging students to build their identity and socio-cultural diversity.
 TIC as a Didactic Tool for the Development of Reading Comprehension 149

Fig. 1. ADDIE Model Development Stage [8]

Phase 2. Design, once the analysis is established, we proceed with the design of the
strategy, technological didactic tools to strengthen reading comprehension in high school
students. In this sense, the following content scheme is established in the Learning Man-
agement System: topic, introduction, learning material, testing and evaluation; linked to
the construction of meanings directly related to the functionality of reading and writing.
Phase 3. Development, determining the academic contents and the technological tools
to be applied under an active learning strategy; the learning resources and validation of
the materials to be taught are created, including the contents for testing and evaluation.
Phase 4. Implementation, in this phase the execution of the activities proposed in the
development is started, for this reason the Moodle platform promotes learning through
multimedia content, which through presentations, videos and images favors evaluation,
encourages self-learning and cooperative learning; its contribution stands out in the
integration and implementation of the curriculum.
Phase 5. Evaluation, is carried out through the interaction of seventh grade students
of the Educational Unit, in the use of digital technology tools, learning management,
implementation of inclusion strategies, teamwork, strengthening student participation,
learning and application of virtual environments, among others, possesses research skills
that allow them to make decisions and solve problems through reflection and reasoning.
Below is the programmatic scheme of the ADDIE application in a practical way for
the development of the academic contents proposed for the improvement of Reading
Comprehension (see Table 1), which was developed during the school period April–July
2022 with a total of 30 seventh grade students, the proposed academic contents were
determined for the academic unit, divided into 5 topics.
150 A. Núñez-Naranjo et al.

Table 1. Program outline of the subject Language and Literature, (source: own elaboration).

Theme Content Active strategy Tool/Plugin

Motivation and Introduction: Reverse learning Theme: snap
arguments of a text Reflective reading a Active communication Mod_checklist
child in defense of child Challenge learning Mod_embebido
hood YouTube
Presentation material: FLIPHTML5
Motivation and Genially
arguments from a text Educaplay
Development of
questions
Literary text Introduction: Reverse learning Mod_checklist
interpretation Video Interpretation of Active communication Mod_embebido
literary texts Problem-based learning YouTube
Exposure material: Gamification Genially
Reflective reading the WordWall
secret of being happy
Interpretation of literary
texts
Playful activities:
Interpreting
Forum for doubts or
questions
Construction and Introduction: How to Reverse learning Mod_checklist
organization of construct a paragraph Active communication Mod_embebido
paragraphs Presentation material: Collaborative learning YouTube
Reflective reading “To Gamification GoConqr
reflect” Reverse learning Genially
How to construct a Active communication Mod_games
paragraph
Development: Paragraph
construction and
organization
Group questions
(continued)
 TIC as a Didactic Tool for the Development of Reading Comprehension 151

Table 1. (continued)

Theme Content Active strategy Tool/Plugin

Creativity in the Introduction: Synonyms Reverse learning Theme: snap
meaning of words and antonyms Active communication Mod_checklist
(synonyms and Exposure material: Collaborative learning Embebido
antonyms) Reflective reading “The Gamification YouTube
brother” Genially
Presentation: Creativity WordWall
in the meaning of
words
Development: Game of
synonyms and anto
nyms
Evaluation Moodle Questionnaire Gamificación Qtype_recordrtc
Certification Mod_customcert

Table 1 shows the topics contained in the subject of Language and Literature in the
Reading Comprehension unit, determining the academic contents, which were addressed
according to an active learning strategy, using a technological tool that allows the
teaching-learning process to be carried out (Figs. 2 and 3).

Fig. 2. Design of the platform with the ADDIE methodology (Source: own elaboration)
152 A. Núñez-Naranjo et al.

Fig. 3. Implementation of the platform (Source: own elaboration)

5 Results
Once the proposal was applied under the ADDIE methodology, for the development of
Reading Comprehension with the insertion of technological resources in the academic
period April–July 2022, with a valuation over ten points; for the statistical calculation
we worked with a pre-test and a post-test, obtaining the following results:

5.1 Analysis of the Pre-test and Post-test Scores

Prior to the implementation of the proposal, a diagnostic evaluation (pre-test) was carried
out, where the results achieved in reference to comprehension and inferences, the students
do not have the faculty of reflection, determination of synonyms and the meaning of
words.
Then, after the application of the proposal of the Learning Management System with
didactic tools, it is verified the improvement in the students’ Reading Comprehension,
reaching linguistic capacities, allowing the realization of derivations towards the con-
struction of the levels of mental representation that interact with the characteristics of
the text in a constructive process, deriving in the following results (Table 2 and Fig. 4):
Along the same lines, the parametric Student’s t-test for paired samples was used,
with a confidence level of 99% and a margin of error of 1% (0.01); the following results
were obtained.
Table 3 shows the result of the Student’s t-statistic, resulting in a p-value of less than
0.01, establishing the existence of a statistical difference between the pre-test and post-
test. Therefore, the research hypothesis is accepted: “The application of technological
didactic tools will improve the development of reading comprehension of students in
the seventh year of secondary education”.
Subsequently, applying the complementary statistic of Cohen’s D, an impact of 4.10
is established for this difference between the pre-test and post-test, which defines this
learning improvement as very large.
These results demonstrate the benefits of the use of educational platforms in the learn-
ing process, which agrees among others with the research of [11, 12]; where they propose
the design of tools mediated by technology to improve pronunciation, understanding and
reasoning in the subject of Language and Literature.
 TIC as a Didactic Tool for the Development of Reading Comprehension 153

Table 2. Descriptive Pre- and Post-tests

PRE-TEST POS-TEST
N 30 30
Mean 3.49 9.53
Median 3.07 9.55
Standard deviation 1.50 0.288
Minimum 1.23 9.00
Maximum 7.00 10.0
W de Shapiro-Wilk 0.935 0.932
Value p of Shapiro-Wilk 0.067 0.054

Fig. 4. Comparative box plots between tests (Source: own elaboration)

Table 3. Paired two-sample t-test for means

Statistic gl P Size of Effect

PRE-TEST POS-TEST T de Student 22.4 9.0 < .001 d de Cohen −4.10

6 Conclusions

Despite the efforts of teachers to use methodological strategies that strengthen the
learning process of reading comprehension, traditional education continues to show
deficiencies in the comprehension of texts that externalize a low level of fluent reading.
The importance of technological didactic tools was founded, using an exploration of
the literature obtained in the different virtual repositories, allowing to deepen the study
154 A. Núñez-Naranjo et al.

variables to achieve comprehension, analyze and expose the causes that impede this
learning of students.
Among the components that affect the development of reading comprehension in high
school students, the following stand out: The insufficient use of teaching techniques, the
use of technological resources such as the Internet, virtual readings, reading blogs is
scarce, expositions and interactive activities, on stories, fables, and virtual readings are
limited.
It was proven that the implementation of a Learning Management System, strength-
ened with Moodle components (plugins) and technological didactic tools as a pedagog-
ical strategy strengthened the Reading Comprehension of students in the seventh year
of High School.

References
1. Deleg, R.: Estrategias metodológicas para desarrollar habilidades lingüísticas basadas en la
promoción lectora en los estudiantes de tercer grado de la escuela de educación básica Julio
María Matovelle. Universidad Politécnica Salesiana (2017)
2. Morales-Urrutia, E.K., Ocaña, J.M., Yánez-Rueda, H., Naranjo, A.F.N.: Innovación
metodológica para la enseñanza de TIC en educación superior. Revista Ibérica de Sistemas
e Tecnologias de Informação (E46), 507–517 (2021). Author, F.: Article title. Journal 2(5),
99–110 (2016)
3. Molina, M.: Educación: la brecha digital profundiza las desigualdades en la pandemia.
Página12 12(17) (2020)
4. Yuliesky, A.: El modelo pedagógico tradicional. ¿Arquetipo de la educación en el siglo XXI?
Su influencia en la enseñanza del derecho. Algunas reflexiones sobre el tema. III Congreso
internacional virtual sobre La Educación en el Siglo XXI (2018)
5. Gamboa, A., Montes, A., Hernández, C.: Representaciones de los docentes de educación
básica sobre los aportes de las Tecnologías de la Información y la Comunicación en la escuela.
Espacios 39(2), 2–12 (2018)
6. Hoyos, A., Gallego, T.: Desarrollo de habilidades de compresión lectora en niños y niñas de
la básica primaria. Revista virtual Universidad Católica del Norte, 23–45 (2017)
7. Bravo Gutarra, N.: Estrategias didácticas para el desarrollo de la comprensión lectora en el
nivel primaria (2022)
8. Mero, J.: Aplicación de las destrezas con criterio de desempeño para el desarrollo de la
compresión lectora. Revista de Ciencias Humanidades y Sociales, 76–86 (2018)
9. Suárez, J., Fernández, R., García, F., Muñiz, J.E.: Uso de las nuevas tecnologías en las evalua-
ciones educativas: La lectura en un mundo digital. Papeles del Psicólogo/Psychol. Pap. 43(1),
36–47 (2022)
10. Hernández, R., Fernández, C., Baptista, P.: Metodología de la investigación. 6ta Edición
Sampieri. Soriano, RR (1991). Guía para realizar investigaciones sociales. Plaza y Valdés
(2016)
11. Pasella, M., Polo, B.: Fortalecimiento de la comprensión lectora a través del uso de estrategias
didácticas mediadas por las TIC. Universidad de la Costa, CUC (2016)
12. Carvajal, J.: Los recursos tecnológicos como herramienta para el mejoramiento de la lectura
de los estudiantes de cuarto grado de primaria. Universidad Nacional de Colombia (2020)
 Active Learning Methodologies in Online
Teaching

Bruno F. Gonçalves(B) and Vitor Gonçalves

CIEB, Polytechnic Institute of Bragança, Bragança, Portugal

[email protected]

Abstract. Online teaching may be attractive, but by itself it is not enough to

guarantee a quality teaching-learning process. Thus, considering the importance of
online teaching in the field of education, it is understood that it is crucial to study the
most appropriate active learning methodologies for this type of teaching modality.
In this sense, the research aims to identify a set of active learning methodologies
to be adopted for online teaching with the aim of contributing to the diversity and
dynamism of the teaching-learning process in order to contribute to helping the
student learn more and better. A systematic literature review is used to identify
these methodologies in an online teaching context. The results suggest that these
kinds of innovative methodologies seem to be suitable to motivate teachers in their
classes, since they make the learning process more dynamic, motivate students to
participate in the proposed activities and also allow the involvement of all the
interveners in the construction of knowledge and, therefore, place the student at
the center of learning.

Keywords: Active learning methodologies · online teaching · pedagogie ·

digital technologies · teaching-learning process

1 Innovate with Active Learning Methodologies

The educational context in which we currently live is quite complex, and constantly
changing: Complex because teachers increasingly have a set of roles, functions, con-
straints and obstacles associated with the teaching function of the most diverse dimen-
sions; Changing because it is clear the difficulty of education and its school commu-
nities to follow, in a timely manner, the various transformations that occur in society
in general, but also in the way education happens today. It is not just a question of the
difficulty in keeping up with the times, trends and technical-pedagogical innovations, it
is a question of understanding and introducing them into the teaching-learning process,
whether in the classroom context or in an online context. These innovations that we are
referring to seem to occur in the three dimensions that support the teaching-learning
process: technology, pedagogy and content, but also in the context where this process
takes place. Active learning methodologies seem to be the connecting link that articu-
lates these three dimensions in a given learning context, contributing to innovation in
the educational process.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 155–163, 2024.
https://doi.org/10.1007/978-3-031-44131-8_16
156 B. F. Gonçalves and V. Gonçalves

Active learning methodologies have been the object of study and research in the area
of education and technology, especially in the context of online teaching. These method-
ologies have become increasingly popular in online teaching, as they allow greater stu-
dent participation in the learning process and encourage the construction of knowledge
in a collaborative way. These methodologies are absolutely central strategies in the
teaching-learning process as they promote the centrality of the student in the process of
acquiring knowledge and skills. Given that these methodologies contribute to changing
the reality of the classroom, it is important to discuss the topic as a way of collaborating
in its development, since much is said about the need for change in education, and it
is necessary to invest in new methods to obtain better results [1]. So, what are active
learning methodologies anyway? Active learning methodologies can be considered as
forms of teaching in which students are encouraged to participate in the process more
directly. In a way, the active methodology breaks with traditional approaches to what
we consider to be educating. In active learning methodologies, the greater the student’s
involvement in the content discussed, the greater their ability to understand [2]. It is added
that the trajectory of active learning must be guided by a final objective to be achieved,
so that the student knows where he needs to go [3]. The active methodologies consist
of a set of diverse proposals that have in common the fact that they oppose the exposi-
tory methodology, considered responsible for the passive and heteronomous posture of
the student [4]. Active learning methodologies “constitute pedagogical alternatives that
place the focus of the teaching and learning process on the learner, involving him in learn-
ing through discovery, investigation or problem solving” [5]. These methodologies are
teaching approaches that promote the active participation of the student in the construc-
tion of knowledge, rather than simply transmitting information. Active methodologies
emerged to oppose the formal logic of teaching practices, which is based on passive
methodologies in which the teacher is the main agent in this process, with the princi-
ple of providing students with different tools to collaborate with their comprehensive
training [6]. But after all, what are the methodologies we are referring to?
– Problem-based learning: is a methodology in which students work in groups to solve
real-world problems. The students need to identify and analyze problems, research
relevant information, and propose solutions [7, 8];
– Project-based learning: is a methodology in which students work on projects that
involve research, planning, and collaboration. The students need to apply skills and
knowledge from various fields to create something new or solve problems [9–11];
– Cooperative learning: is a methodology in which students work in groups to achieve
common goals. Each member of the group is responsible for contributing his or her
own knowledge and skills, while at the same time learning from their peers [12];
– Flipped Classroom: is a methodology in which students watch recorded lessons at
home, and use the classroom time to work on practical activities, discussions, and
problem solving [13, 14];
– Game-based learning: is a methodology in which students learn by playing games.
Games are designed to teach specific skills and concepts in a fun and interactive way
[15, 16];
 Active Learning Methodologies in Online Teaching 157

– Challenge-based learning: is a methodology in which students are challenged to solve

complex problems and make difficult decisions. Students need to work in teams,
research, and apply knowledge from various fields to find solutions [17, 18];
– Discovery learning: is a methodology in which students are encouraged to discover
knowledge for themselves through experimentation and experimentation. Teachers
provide guidance, but students are responsible for constructing their own knowledge
[19].
In addition to the identified methodologies, there are many others that we will
now identify: team-based learning, service-based learning, competency-based learning,
simulation-based learning, debate-based learning, social media-based learning. Obvi-
ously each methodology has its own characteristics, benefits, and constraints, and may
be best suited for different types of content or learning objectives. It is important to
choose a methodology that best meets the needs of the student and the teacher, always
taking into consideration the learning context.
Throughout the development of the research on learning methodologies it was inter-
esting to realize that much of the literature points to active learning methodologies as
something new and wonderful. In fact, most of these methodologies are already more
than 20 years old. What is happening now is that they are being studied more by the
scientific and educational communities and also implemented in the educational process.
Considering the importance of online teaching in the field of education, it is under-
stood that it is crucial to study these methodologies for this type of teaching modality.
In this sense, the research aims to identify a set of active learning methodologies to be
adopt-ed for online teaching with the aim of contributing to the diversity and dynamism
of the teaching-learning process in order to contribute to helping the student learn more
and better.

2 Method
Identifying the most appropriate active learning methodologies for online teaching-
learning process is the objective of this research. For this, a systematic review of the lit-
erature is adopted, which is supported by the following set of criteria (keywords): (i)Type
of documents: scientific articles; (ii) Language: Portuguese and English; (iii) Keywords:
“active learning methodologies in online teaching”, “active learning methodologies
online”, “active learning methodologies in e-learning”; (iv) Bibliometric database: Sco-
pus and Web of Science; (v) Other databases: Google Scholar; (vi) Period: last six years
(January 1, 2017 to January 1, 2023). Whenever duplicate articles were found, only one
of them was considered, the other being excluded outright. In addition to the formulation
of the review question and research criteria, the literature review took into account the
selection and evaluation of studies, data extraction and also the analysis, interpretation
and presentation of results.
This study is further supported by exploratory research because researchers, sup-
ported by the previously defined set of criteria, identify active learning methodolo-
gies. Qualitative data were recorded in the investigator’s diary according to previously
defined criteria. Subsequently, they were treated, analyzed and categorized in Microsoft
158 B. F. Gonçalves and V. Gonçalves

Excel with the aim of identifying the various senses of response. The following Table 1
identifies the selected articles:

Table 1. Articles from the systematic literature review

Authors Year Title

Aguillon, S. M., Siegmund, G. F., Petipas, 2020 Gender differences in student
R. H., Drake, A. G., Cotner, S., & Ballen, participation in an active-learning
C. J. classroom
Ballen, C. J., Wieman, C., Salehi, S., 2017 Enhancing diversity in undergraduate
Searle, J. B., & Zamudio, K. R. science: Self-efficacy drives performance
gains with active learning
Borrego, M., Nguyen, K. A., Crockett, C., 2018 Systematic literature review of students’
DeMonbrun, M., Shekhar, P., Tharayil, affective responses to active learning:
S.,… & Waters, C. Overview of results
Buil-Fabrega, M., Martínez Casanovas, M., 2019 Flipped classroom as an active learning
Ruiz-Munzón, N., & Filho, W. L. methodology in sustainable development
curricula
Carlos, V., Reses, G., & Soares, S. C. 2023 Active learning spaces design and
assessment: a qualitative systematic
literature review
Carvalho, A., Teixeira, S. J., Olim, L., 2021 Pedagogical innovation in higher
Campanella, S. D., & Costa, T. education and active learning
methodologies–a case study
Cavichioli, F. C. T., do Nascimento Filho, 2021 Educação continuada e metodologias
H. M., Borges, D. T. M., Blanes, L., & ativas em cursos a distância em
Ferreira, L. M. enfermagem: revisão integrativa da
literatura
Cho, H. J., Zhao, K., Lee, C. R., Runshe, 2021 Active learning through flipped classroom
D., & Krousgrill, C. in mechanical engineering: improving
students’ perception of learning and
performance
Cortiano, S. A. M., & de Menezes, G. G. 2020 Metodologias ativas de ensino utilizadas
nas diversas áreas do conhecimento: uma
revisão sistemática da literatura
Dominguez, A., Alarcon, H., & 2019 Active learning experiences in
García-Peñalvo, F. J. Engineering Education
Gomes dos Santos, I., Teodoro, R., 2020 O uso de metodologias ativas no ensino de
Sadoyama, G., & Sadoyama, A. ciências: um estudo de revisão sistemática
Hartikainen, S., Rintala, H., Pylväs, L., & 2019 The concept of active learning and the
Nokelainen, P. measurement of learning outcomes: A
review of research in engineering higher
education
(continued)
 Active Learning Methodologies in Online Teaching 159

Table 1. (continued)

Authors Year Title

Hartwig, A. K., Silveira, M., Fronza, L., 2019 Metodologias ativas para o ensino da
Mattos, M., & de Araújo Kohler, L. P. computação: uma revisão sistemática e
um estudo prático
Hwang, G. J., Yin, C., & Chu, H. C. 2019 The era of flipped learning: promoting
active learning and higher order thinking
with innovative flipped learning strategies
and supporting systems
Hyun, J., Ediger, R., & Lee, D. ( 2017 Students’ Satisfaction on Their Learning
Process in Active Learning and
Traditional Classrooms
Jacobovski, R., & Ferro, L. F. ( 2021 Educação permanente em saúde e
metodologias ativas de ensino: uma
revisão sistemática integrativa
Jurado, S. R., Vidal, V. G. A., da Silva, A. 2019 Metodologias ativas no ensino de
V., da Silva Moreira, A., Bassler, T. C., & estudantes de enfermagem: uma revisão
Sanchez, A. sistemática
Karabulut-Ilgu, A., Jaramillo Cherrez, N., 2018 Karabulut-Ilgu, A., Jaramillo Cherrez, N.,
& Jahren, C. T. & Jahren, C. T. (2018). A systematic
review of research on the flipped learning
method in engineering education
Khan, Arshia, et al 2017 Active learning: Engaging students to
maximize learning in an online course
Leandro, A. C. S.; Maia, E. C.; Alves, I. C.; 2021 Adaptação de estratégias online para
Santos, L.P.C.; de Andrade, T. C. F.; de metodologias ativas de aprendizagem na
Moura, C. F. S.; Viana, O. M.; Shzu, M. A. educação STEAM
M.; Lisniowski, S. A.; de Paula, A. S.
Lima, J. V., Júnior, M. D. M. A., Moya, A., 2019 As Metodologias Ativas e o Ensino em
Almeida, R., Anjos, P., Lencastre, M.,… & Engenharia de Software: uma revisão
Alencar, F. sistemática da literatura
Macedo, K. D. D. S., Acosta, B. S., Silva, 2018 Metodologias ativas de aprendizagem:
E. B. D., Souza, N. S. D., Beck, C. L. C., & caminhos possíveis para inovação no
Silva, K. K. D. D. ensino em saúde
Martinez Casanovas, M., Ruiz-Munzon, 2022 Higher education: The best practices for
N., & Buil-Fabrega, M. fostering competences for sustainable
development through the use of active
learning methodologies
Misseyanni, A., Papadopoulou, P., Marouli, 2018 Active learning strategies in higher
C., & Lytras, M. D. (Eds.) education
(continued)
160 B. F. Gonçalves and V. Gonçalves

Table 1. (continued)

Authors Year Title

Pereira, C. S., & dos Santos Junior, G. 2018 Metodologias de ensino para a formação
de engenheiros no ensino superior: uma
revisão sistemática
Plump, C. M., & LaRosa, J. 2017 Using Kahoot! in the classroom to create
engagement and active learning: A
game-based technology solution for
eLearning novices
Portela, N. M., Costa, J. M. B. D. S., & 2020 A experiência com o uso do e-learning na
Magalhães, G. S. D. G. aprendizagem baseada em problemas de
um curso de medicina
Rocha, C. J. T. D., & Farias, S. A. D. 2020 Metodologias ativas de aprendizagem
possíveis ao ensino de ciências e
matemática
Valente, J. A., Almeida, M. E. B. D., & 2017 Metodologias ativas: das concepções às
Geraldini, A. F. S. práticas em distintos níveis de ensino

As can be seen in the previous table, of the total 47 articles identified, 29 were
selected and, therefore, 18 were excluded for not meeting the requirements defined for
conducting the systematic literature review.

3 Discussion of Results

As shown in the literature review section, there are several active learning methodologies
that can be used in online teaching, and the choice of methodology will always depend
on the course objectives, the students’ needs, the availability of resources, in other words,
the learning context itself. Some examples of active learning methodologies that are often
used in online teaching include project-based learning, collaborative learning, problem-
based learning, and the flipped classroom. However, according to the systematic review
conducted, it is collaborative learning and the flipped classroom that are the most fre-
quently used active learning methodologies in online teaching, due to their effectiveness
in promoting active student participation, engagement, and skills development that can
be transferred to real-world situations. These methodologies have a number of peda-
gogical advantages that ensure quality and innovation in the teaching-learning process.
Thus, collaborative learning promotes social interaction, which can increase students’
motivation and engagement in learning. Group collaboration can help students improve
their social skills, such as communication and conflict resolution. Collaborative work
can also lead to greater knowledge retention and deeper learning [20]. Flipped classroom
methodology can lead to an increase in student satisfaction and engagement in learning,
The flipped classroom can also help personalize learning, allowing students to learn at
their own pace and focus on the topics that are most challenging for them.
 Active Learning Methodologies in Online Teaching 161

Assessment in these two methodologies can occur in different ways, as long as it

is in line with the learning objectives and the methodology used. In the collaborative
methodology, collaboration and knowledge sharing among group members should be
encouraged. Peer evaluation should take place, in which the students themselves evaluate
the work of their colleagues with previously established criteria in order for it to be a fair
and objective evaluation. Individual performance evaluation, in which each student is
evaluated in relation to his or her own performance and not in relation to the performance
of the other group members. It is also possible to combine these two forms of evaluation,
for example, by evaluating learners’ individual performance and then conducting a peer
evaluation to assess each learner’s contribution to the group.
In the flipped classroom methodology one should encourage the student to be
autonomous and to develop critical and reflective skills. A common form of assessment
in the flipped classroom is formative assessment, in which students receive continuous
feedback throughout the learning process. This can occur through review and discussion
activities before or during the online class, comprehension tests or practical exercises,
which allow the teacher to assess each student’s individual progress and provide con-
structive feedback. Another form of assessment in the flipped classroom is summative
assessment, which takes place at the end of a learning period or a specific topic. In this
case, different assessment instruments can be used, such as tests, individual or group
work, projects, presentations, among others. Whatever form you choose, it is important
that the evaluation is fair, transparent and aligned with the learning objectives of the
collaborative learning methodology.
Learning methodologies in online environments seem to present additional chal-
lenges to those already present in face-to-face modalities. The assessment process we
talked about earlier is an example of this! Lack of interaction and engagement, as it is
more difficult to keep learners engaged and motivated in a virtual environment, where
interactions are limited and distractions are greater. Also, learners’ lack of technical skills
or connectivity problems can limit participation and access to content. Lack of direct
supervision of learners can lead to procrastination and lower quality of work delivered.
Also, lack of social interaction between students and teacher can lead to a sense of iso-
lation and a lack of building networks of support and collaboration. Overcoming these
challenges requires teachers to use effective pedagogical and technological strategies,
such as using interactive distance learning platforms, promoting collaborative activi-
ties, and communicating clearly and frequently with students. Technical and emotional
support for students to learn and to feel motivated and engaged in the online learning
process is also of utmost importance.

4 Conclusions
Active learning methodologies bring many challenges for teachers and students, but
they can also offer many benefits. One of the main challenges is the need to change the
way classes are planned and delivered. Instead of relying on lectures and memoriza-
tion of information, teachers need to create activities and projects that engage students
and promote active learning. This can require more time and resources for planning
and preparation, as well as being more challenging for teachers to assess student per-
formance. Students, in turn, may find it difficult to adapt to a more independent and
162 B. F. Gonçalves and V. Gonçalves

collaborative learning environment that requires more initiative and personal respon-
sibility. However, when implemented well, active learning methodologies can be very
effective in promoting meaningful learning and information retention.
The research also allowed verifying that these methodologies contribute to educa-
tional innovation, since they challenge the student to also be responsible for his own
learning process. In fact, it places the student as the builder of their learning with the
guidance of the teacher, but also with the contribution of colleagues. In this sense, active
learning methodologies provide a great service to education as they innovate the educa-
tional process, contributing to dynamism, difference and diversity in the ways in which
knowledge can be transmitted and built.
Active learning methodologies can significantly contribute to improving the quality
of online teaching. This is because these methodologies have as their central objective
the active involvement of the student in the learning process, which can increase their
motivation and interest in learning, favoring the development of skills and competen-
cies relevant to their training as a professional. These methodologies can thus favor the
interaction between students and between them and the professor, the collective con-
struction of knowledge and the exchange of experiences and knowledge, contributing
to the formation of more prepared and qualified professionals to face the challenges
of the labor market. However, the implementation of active learning methodologies in
online teaching can face some challenges, which need to be overcome so that the ben-
efits of these approaches are effectively achieved. One of the main challenges seems to
be teachers’ adaptation to this new methodology, which requires a more guiding and
facilitating posture, rather than just transmitting content. Another challenge is the need
to adapt the technological resources and infrastructure of educational institutions, so that
they support active learning methodologies. In addition, assessing student performance
can become a challenge, as active learning methodologies generally value participation
and the process of collective knowledge construction, which can make it difficult to
apply traditional assessments based on tests and tests. Obviously, these challenges can
be minimized with good organization and planning, as well as a collaborative approach
between teachers, students and educational institutions.
It is necessary to be open to changes and seek creative and innovative solutions to
overcome challenges. Gone are the days when the teacher was a simple transmitter of
knowledge! Today we find ourselves in a completely globalized world, where the edu-
cation sector plays a central role in societies, in their development and in their progress
in the most diverse economic sectors. In this way, the school becomes a vital space for
the development of communities and students. Adopting innovative methodologies to
ensure that the student participates, analyzes, reflects, performs, produces, collaborates,
cooperates, socializes, debates, shares and gets involved in the teaching-learning process
is to say to the student: yes, you matter! And actually, it really matters!

Acknowledgment. This work has been supported by FCT – Fundação para a Ciência e Tecnologia
within the Project Scope: UIDB/05777/2020.
 Active Learning Methodologies in Online Teaching 163

References
1. Marques, H.R., Campos, A.C., Andrade, D.M., Zambalde, A.L.: Inovação no ensino: uma
revisão sistemática das metodologias ativas de ensino-aprendizagem. Avaliação: Revista da
Avaliação da Educação Superior (Campinas) 26(3), 718–741 (2021). https://doi.org/10.1590/
s1414-40772021000300005
2. Ghezzi, J.F.S.A., et al.: Metodologias de aprendizagem ativa e a formação do enfermeiro
com pensamento crítico: revisão integrativa da literatura. In: Ciências da Saúde: Teoria e
Intervenção 4, pp. 112–124. Atena Editora (2020). https://doi.org/10.22533/at.ed.087202
30412
3. Inoue, C.Y.A., Valença, M.M.: Contribuições do aprendizado ativo ao estudo das Relações
Internacionais nas universidades brasileiras. Meridiano – J. Global Stud. 47, 18 (1970). https://
doi.org/10.20889/M47e18008
4. Suhr, I.R.F.: Desafios no uso da sala de aula invertida no ensino superior. Revista Transmutare
1, 1 (2016). https://doi.org/10.3895/rtr.v1n1.3872
5. Bacich, L., Morán, J.: Active Methodologies for Innovative Education, Penso Metodol. Ativas
para uma Educ. inovadora, Porto Alegre (2018)
6. Titton, L.A.: Aprendizagem ativa: a história é outra. 2020 (2020)
7. Barrows, H.S.: A taxonomy of problem-based learning methods. Med. Educ. 20(6), 481–486
(1986)
8. Aslan, A.: Problem-based learning in live online classes: learning achievement, problem-
solving skill, communication skill, and interaction. Comput. Educ. 171, 104237 (2021)
9. Thomas, J.W.: A review of research on project-based learning. The Autodesk Foundation.
California, San Rafael (2000)
10. Abuhmaid, A.M.: The efficiency of online learning environment for implementing project-
based learning: students’ perceptions. Int. J. High. Educ. 9(5), 76–83 (2020)
11. Kim, Y.: The problem/project-based learning (PBL/PjBL) at online classes. Int. J. Adv. Cult.
Technol. 9(1), 162–167 (2021)
12. Johnson, D.W., Johnson, R.T., Smith, K.A.: Cooperative learning returns to college what
evidence is there that it works? Chang. Mag. High. Learn. 30(4), 26–35 (1998)
13. Bergmann, J., Sams, A.: Flip your classroom: Reach every student in every class every day.
International society for Technology in Education (2012)
14. von Lindeiner-Stráský, K., Stickler, U., Winchester, S.: Flipping the flipped. The concept of
flipped learning in an online teaching environment. Open Learn. J. Open, Distance e-Learn.
37(3), 288–304 (2022). https://doi.org/10.1080/02680513.2020.1769584
15. Prensky, M.: Digital game-based learning. Comput. Entertain. 1(1), 21 (2003)
16. Kaimara, P., Fokides, E., Oikonomou, A., Deliyannis, I.: Potential barriers to the implemen-
tation of digital game-based learning in the classroom: pre-service teachers’ views. Technol.
Knowl. Learn. 26(4), 825–844 (2021)
17. Savery, J.R., Duffy, T.M.: Problem based learning: an instructional model and its constructivist
framework. Educ. Technol. 35(5), 31–38 (1995)
18. Castro, M.P., Zermeño, M.G.G.: Challenge based learning: Innovative pedagogy for sustain-
ability through e-learning in higher education. Sustainability 12(10), 4063 (2020). https://doi.
org/10.3390/su12104063
19. Bruner, J.S.: The Act of Discovery. Understand Child, pp. 10–24 (1961)
20. Dolmans, D.H.J.M., Loyens, S.M.M., Marcq, H., Gijbels, D.: Deep and surface learning
in problem-based learning: a review of the literature. Adv. Heal. Sci. Educ. 21, 1087–1112
(2016)
Finance, Insurance and Services
Management
 Basic Alert Generator for Potentially
Fraudulent Investment Platforms

Betty Valle Fiallos1,3(B) , Silvio Machuca Vivar1,3 , Mario Leon Naranjo1,3 ,

and Hector F. Gomez A.2,3
1 Docente de la Universidad Regional Autónoma de los Andes (UNIANDES), Bogotá,
Colombia
{ua.bettyvalle,c.investigacionstd,ua.marioleon}@uniandes.edu.ec
2 Facultad de Ciencias Económicas y Empresariales, Universidad Tecnica Particular de Loja,
Loja, Ecuador
[email protected], [email protected]
3 Centro de Posgrados, Universidad Tecnica de Ambato, Ambato, Ecuador

Abstract. Having alerts or suspicions to cause doubt about economic investment

computer applications is of great value to avoid possible spam. In this research, it
is proposed to use the emotions expressed in text as a pattern of emotional behavior
to try to discover possible scams. The results obtained from the experiment show
that when the equivalent or corresponding function between positive and negative
emotions appears, it is largely possible that the investment platform is a scam.
Of course, all this is supported by the error produced by working with human
opinions.

Keywords: Scams · Text emotions · Alarm

1 Introduction

Emotional text-to-speech synthesis (ETTS) has received a lot of attention to recent

years’ progress. The produced voice, on the other hand, is frequently not perceptibly
recognizable by the emotion category intended. Techniques for determining whether
text expresses a favorable or negative view, such as opinion mining It is gaining in
popularity and catching the attention of many scientists from many fields. However, in
some application circumstances when the conveyed judgment is unmistakably good or
negative, such answers are outmoded, highlighting the necessity for a more thorough
examination of the accessible text. Emotion analysis provides a solution to this problem,
but the multi-dimensional features of the conveyed emotions make it difficult to use. This
research deals with the analysis of sentiments expressed in writing in telemetry chat1 .
The context is about investment platforms considered scam. The purpose is to design a
tool that allows visualizing the sentiment in the text as a warning of possible investment
scams. Figure 1 shows the level of chat in telemetry from the moment of February

1 https://telemetr.io/en/channels.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 167–173, 2024.
https://doi.org/10.1007/978-3-031-44131-8_17
168 B. V. Fiallos et al.

and previous months where the investment platform started with failures. What are the
textual alerts that can indicate alarm in the face of possible problems? What phrases are
the most recurrent?

Fig. 1. Telemetrio

Fig. 2. Telemetrio chats

Figure 2 shows the months of the year in which the platform expresses ideas back in
a message sent to its participants. The interaction seems to be greater. However, there is
no such return, and therefore the scam phrases can become a pattern to lure unsuspecting
investors into the scam.
The interactions of the users with respect to the platform (Fig. 3) seem to be enough
to be able to take this base of phrases as the main input to the algorithm of this research.
In addition, the importance of the context in the economic issue of scams has escalated
worldwide in an eminently accelerated way.
Example:

I think we should be realistic. They take us from month to month making changes
that have never been requested of us. The mere fact of transferring our capital
from USDT to the currency tells us only one thing: our money is gone. Because
the business of the company was to trade through a bot, not to buy a currency that
we have not decided to buy at any time. Entering the platform and seeing that my
USDT was exchanged for me is theft without counting that in …I no longer have
operations.

The above is an example text before entering the description of the state of the art
and the methodological proposal, using Sentistrength2 to verify the analyses:
2 http://sentistrength.wlv.ac.uk/.
 Basic Alert Generator for Potentially Fraudulent Investment 169

Fig. 3. Chats users

Table 1. Sentiment Analysis

Translation Positive Negative

I think we should be realistic 1 −1
They take us from month to making changes that have been requested of us 1 −1
The mere fact of transferring our capital from USDT to the currency tell 1 −1
us only one thing:ou
Because the business of the company was to trade through a bot, not to 1 −1
buy a currency that w
Entering the platform and seeing that my USDT was exchanged for me is 1 −2
theft without countin

The analysis of the sentiment in the text is done through sentences, and the result is the
product of Sentistrength. In the example (Table 1), it is observed that neutral sentences,
except for the last one, with some greater negativity. It is then intended in this work to
generate an alert based on the options of the users of the cryptocurrency platforms that
could result in a scam. To deal with more details in the investigation, the state of the art
is located, and then the methodology is explained, applied in the experiments, and the
appropriate conclusions and recommendations are obtained in this regard.

2 Art State

A novel interactive training to solve this issue i-ETTS is a new paradigm for ETTS
that aims to directly connect the two. Interacting with a person to increase emotion dis-
criminability Model for speech emotion recognition (SER). Devise an iterative training
technique based on reinforcement learning to verify that the i-ETTS optimization is of
high quality Experimental The suggested i-ETTS outperforms the current standard (Liu
170 B. V. Fiallos et al.

et al. 2021). Text-based talking-head video creation system that synthesizes high-fidelity
facial expressions and head motions based on contextual feelings, speech rhythm, and
pauses; is divided into two stages: a speaker-independent stage and a speaker-specific
stage. We develop three parallel networks at the speaker-independent stage to produce
animation parameters for the lips, upper face, and head from texts separately (Li et al.
2021.a).The intricacy of the elements that allow for recognition of emotions in text
provide a challenge a big obstacle Machine learning systems struggle to reach high
accuracy, owing to a number of factors the scarcity of annotated training datasets, as
well as the bias imposed by the annotations Individuals’ own perceptions of feelings.
A rule-based hybrid algorithm that allows the acquisition of a dataset annotated with
Plutchik’s eight fundamental emotions is the goal. To identify people, emoji, keywords,
and semantic associations are employed. The emotion portrayed in a brief word or sen-
tence in an objective and unbiased manner. The obtained machine learning classification
models are trained using datasets (Krommyda et al. 2021). Model has been chosen This
study looked at how nonprofit organizations (NPOs) use emotion-based material on
Facebook and how people connect with it. The top 100 non-profits in the United States
contributed more than 52,000 Facebook posts and comments. Computer-assisted senti-
ment analysis approaches were used to examine the messages’ emotion-carrying status
and valence. The number of likes, shares, and comments indicated that postings with
positive emotions and those with negative emotions enhanced public interaction. The
presence of emotions and valence results of SentiStrength in the NPO postings had a
dissemination impact on user responses, as well (Li et al. 2021.b). The results of a pilot
questionnaire-based research on 10 Stack Overflow (SO) questions are presented in this
article. Eleven developers were given the duty of judging if the emotion on the SO ques-
tion was good, negative, or neutral. The findings of the survey show that most developers
judged the sentiment of SO questions as neutral, claiming that the questions provided
little or no emotional input. SentiStrength-SE, SentiCR, and Senti4SD, tools developed
to evaluate Software Engineering related texts, were on average more closely matched
with developer ratings for most of the questions than general purpose techniques for
assessing SO question sentiment. When look at situations when tools and developer
sentiment diverge, as well as the ramifications of the findings. Overall, the sentiment
tool’s assessment on the title and content of the inquiry is positive (Mansoor et al. 2021).
Most developer feelings in commit logs were neutral, according to the results. Discov-
ered that team size, change activity, and the amount of commit contributions affects
the feelings expressed in commit logs. Assist project managers in understanding devel-
opers better when conducting various software development jobs and activities it will
happen helpful in increasing developer productivity and retention (Kaur et al. 2022).
While the developers were charged with detecting perceived sentiment, gaze data was
gathered on various components of the pull request page in Google Chrome. Five cutting-
edge sentiment analysis technologies were used to compare developer perceptions with
sentiment output. SentiStrength-SE produced the best results, with survey participants
agreeing on 55.56 percent of its predictions (Park and Sharif 2021). Compares and con-
trasts two techniques to solve the sentiment analysis problem: lexicon-based and deep
learning. In the first approach, two well-known lexicon-based approaches – SO-CAL
and SentiStrength – have been modified for the Russian language. A single sentiment
 Basic Alert Generator for Potentially Fraudulent Investment 171

lexicon was created for these approaches utilizing a vote system based on existing lex-
icons. The RuBERT deep learning model was employed in the second technique. The
SentiRuEval-2015 corpus was utilized, which contains reviews and tweets as well as test
and training data The findings revealed that deep learning is beneficial when compared
to lexicon-based techniques, the model is more accurate (Kotelnikova et al. 2021).
Explore the emotional function of multimedia learning in this research, focusing
on video as a medium for telling recycling awareness stories. Recycling has become a
significant agenda item today and raising recycling awareness in schools has become
critical. Affective learning is one of the methods for increasing recycling motivation,
intention, and action. As a result, designing videos with emotional aim in mind can be
an effective strategy to promote awareness and, as a result, learning and explains the
procedures and material utilized to create a recycling workshop advertising film that may
elicit the young person’s emotive domain(So). People are free to express themselves
using social media channels such as Twitter, where information may be shared with
others. The well-spoken Texts from Twitter may be studied to discover popular attitudes
on social distance. Understanding and analyzing popular attitudes about social distance
as expressed in Textual data from Twitter. Twitter text polarity Following that, the support
vector machine (SVM) technique was used(Shofiya and Abidi 2021). Previous research
clearly supports that it is possible to apply Sentistrength as a technique and in this
research as an application for the identification of emotions in the text, in our case as
a generator of alerts to possible scams. To verify what is stated in this paragraph, the
experiment is described below.

3 Methodology

The methodology aims to identify the emotional state expressed in the text on chats to
verify the generation of a possible alert when the platforms become scams.
The methodological steps are:
1. Request context-free conversations.
2. Separate online chats for ranking purposes.
3. Apply sentience to obtain the emotional classification.
4. Verify with a graph of the results.
To test the methodology, it is applied to two chats, context-free of course, the results
of which are observed in the experimentation phase of this research.

4 Experimentation
The experimental phase is simple since it starts from a simple methodological approach.
Two chats were taken, and SentiStrength was applied, the result is observed in the
following figure:
172 B. V. Fiallos et al.

Fig. 4. Positive and Negative text emotions value

Figure 4 represents the intersection of positive and negative values from the text’s
emotional analysis on a simple cartesian plane. The division of each sentence into a single
paragraph aid in better visualizing the emotional value of each word for a sentence as
well as the paragraph’s overall emotional weight. Each word of the sentence reflects an
emotional charge to complete the average. And that, together, on average, can reflect
a load on the paragraph. The important thing is to know how to distinguish between
what can be read and what should be interpreted behind a text or a literal emotional
expression.

5 Conclusions

This research is important because it manages to determine a kind of fundamental pattern

to infer whether a platform can become a scam, of course based on simple opinions free
of a structure and most likely free of context. The Fig. 5 shows how a person (who is
not an expert in emotional treatises) interprets what she reads, which has nothing to do
with what is really meant. And here is the secret of the alert, when positive values are
directly related to negative values because of emotional text processing, the platform is
becoming a scam, even if it manages to recover months later.

Fig. 5. No Expert
 Basic Alert Generator for Potentially Fraudulent Investment 173

If Fig. 4 is observed, for each positive value there is a negative, unlike Fig. 5 where
there are no positive values, rather they appear neutral, it is as if people hold hope between
positivity and negativity in a desire that the platforms reintegrate over time. When the
reader of this publication replicates the methodology, he must in advance generate an
alert when the behavior begins to coincide with what is expressed in these conclusions,
of course subject to error based on the very imperfection of working with the freedom
of the participants’ option. However, it is believed that it works as a clear generation of
doubt about the future of economic behavior and information from investment platforms.
In future works, the datasets will be increased to continue confirming a possible alert
behavior based on the equivalent function of the set of emotional opinions.

References
Kaur, R., Chahal, K.K., Saini, M.: Analysis of factors influencing developers’ sentiments in commit
logs: insights from applying sentiment analysis. e-Inform. Softw. Eng. J. 16(1), 220102 (2022).
https://doi.org/10.37190/e-Inf220102
Kotelnikova, A., Paschenko, D., Razova, E.: Lexicon-based methods and BERT model for
sentiment analysis of Russian text corpora. In: The CEUR Workshop Proceedings (2021)
Krommyda, M., Rigos, A., Bouklas, K., Amditis, A.: An experimental analysis of data annotation
methodologies for emotion detection in short text posted on social media. Informatics 8(1), 19
(2021). https://doi.org/10.3390/informatics8010019
Li, L., Wang, S., Ding, Y., Zheng, Y., Yu, X., Fan, C.: Write-a-speaker: Text-based emotional and
rhythmic talking-head generation. Proc. AAAI Conf. Artif. Intell. 35(3), 1911–1920 (2021).
https://doi.org/10.1609/aaai.v35i3.16286
Li, Z.C., Ji, Y.G., Tao, W., Chen, Z.F.: Engaging your feelings: emotion contagion and public
engagement on nonprofit organizations’ Facebook sites. Nonprofit Volunt. Sect. Q. 51, 1281–
1303 (2021)
Liu, R., Sisman, B., Li, H.: Reinforcement learning for emotional text-to-speech synthesis with
improved emotion discriminability (2021). arXiv preprint arXiv:2104.01408
Mansoor, N., Peterson, C.S., Sharif, B.: How Developers and Tools Categorize Sentiment in Stack
Overflow Questions-A Pilot Study. In: 2021 IEEE/ACM Sixth International Workshop on
Emotion Awareness in Software Engineering (SEmotion) (2021)
Park, K., Sharif, B.: Assessing Perceived Sentiment in Pull Requests with Emoji: Evidence from
Tools and Developer Eye Movements. In: 2021 IEEE/ACM Sixth International Workshop on
Emotion Awareness in Software Engineering (SEmotion) (2021)
Shofiya, C., Abidi, S.: Sentiment analysis on COVID-19-related social distancing in Canada using
Twitter data. Int. J. Environ. Res. Publ. Health 18(11), 5993 (2021)
So, H. Kin-Meng CHENGa, Ah-Choo KOOa, Junita Shariza MOHD NASIRa, & Kim-Geok
TANb
 Strengthening Young Citizen Participation
Through Participatory Budgeting: The Case
of Cascais

Mariana Marques1,2(B) , Ana Lúcia Luís1,4 , and Natália Teixeira1,3

1 ISG -Business and Economics School, Lisbon, Portugal
[email protected]
2 GOVCOPP - Research Unit on Governance, Competitiveness and Public Policies,
Aveiro, Portugal
3 CEFAGE – UE, Évora, Portugal
4 CIGEST - Centro de Investigação em Gestão, Lisbon, Portugal

Abstract. Participatory Budgets are intrinsically related to democracy and partic-

ipation. These processes began in the late eighties in Brazil. This article introduces
the issue of Participatory Budgets in schools, presenting the practical case of the
municipality of Cascais, which differs from the others because it is articulated with
the Cascais Participatory Budget (PB). In this way, this project in schools allows
involved young people to simultaneously present proposals to the school (OPJ) and
the community. This only happens in the municipality of Cascais, and it appears
that several projects presented within the scope of the OPJ, in the community
aspect, were winners within the scope of the Cascais PB. In terms of methodol-
ogy, surveys were used to understand whether participation in this process gives
the students involved a greater sense of democracy and participation.

Keywords: Democracy · Participation · Citizenship · Budgeting

1 Introduction

Practical issues of citizenship and youth participation are on the agenda, mainly due to the
lack of involvement of young people in political life. In this way, participatory budgets
can be seen as a way of increasing young people’s participation, as well as their involve-
ment in political decisions. The latest figures indicate that, around the world, there are
between 7059 and 7671 participatory budgets, although without an equal methodology
and form of implementation (Dias & Júlio, 2019). The influence of this type of project
in Portugal occurs from 2007 onwards, with the Lisbon and Cascais projects standing
out. In fact, the good practices of countries like Portugal and Spain serve as inspiration
for improvement of projects, being Cascais the driving force of the PB has been acting
as inspiration for Dubrovnik (Dias et al. 2022).
This article focuses on the municipality of Cascais, insofar as it is the only case
in which the Participatory Budgeting project in schools has a direct influence on the

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 174–182, 2024.
https://doi.org/10.1007/978-3-031-44131-8_18
 Strengthening Young Citizen Participation Through Participatory Budgeting 175

municipality, given that young students have the power to make suggestions for improv-
ing the school and the municipality, with different budgets. Thus, the main objective is
to try to understand whether participation in this type of project reinforces the intention
of young people to get involved in issues of citizenship and participation. To this end,
questionnaires were applied to students involved in the Youth Participatory Budgeting
(JOP) project in Cascais schools. After the collection which was carried out between
December 2022 and January 2023, a quantitative analysis was carried out, from which
conclusions were drawn. With regard to the organization of the article, it begins with a
brief theoretical framework on citizenship issues, youth participation and participatory
budgets, followed by a more detailed presentation of the case of Cascais. The method-
ology is applied through questionnaires applied to young students in Cascais, with the
results allowing conclusions to be drawn that aim to answer the starting question on the
influence of participative budget projects on the involvement of young people in matters
of citizenship.

2 Participatory Budgeting and Young Citizenship

2.1 Participatory Budgeting

It is not easy to define what a Participatory Budget (PB) is. This difficulty lies in the fact
that they are “multifaceted processes composed of four essential dimensions: the finan-
cial dimension, the participatory dimension, the territorial dimension and the normative
dimension” (Cabannes 2004.a: 15). The various existing PBs correspond to a set of dif-
ferent experiences, with different contexts and realities, and with different emphases on
the various dimensions mentioned above. In an attempt to present a universal definition,
the same author states that a PB can be defined “in general terms as a mechanism or
process through which the population decides or contributes to decision-making on the
destination of all or part of the public resources available” (Cabannes 2004: 21). Yves
Sintomer (2005) presents a methodological definition based on five criteria: the PB must
be a continuous process repeated cyclically over time; the debate on the distribution of
financial resources must take on a central dimension; it must be organized at the level of
local government structures; it must include public deliberation on the budgetary dimen-
sion; and it must publicly encourage accountability for the results of the process. Dias
(2013) tries to universalize some of the principles that are transversal to PBs and suggests
that they be understood as a new form of governance of public authorities, established
in the direct participation of citizens in the definition of policies and priorities of each
local space.
Many democratic societies today face a malaise, or ‘democratic malaise’ (Geissel
and Newton 2012) that has a diverse social scope and translates into indicators that seem
to question the quality and capacities of the democratic regimes themselves in solving
the most varied political, social, economic, environmental, etc. problems. Some of these
indicators can be highlighted, among others: the high rates of abstention, which show the
lack of motivation felt by significant portions of society; the large public demonstrations
of protest; and the low rates of confidence of voters in the institutions of democratic
regimes, electoral volatility, decrease in the number of affiliations to political parties.
176 M. Marques et al.

In recent decades, Western parliamentary and representative democracy has been

presented throughout the world as the natural way to organize political life and citi-
zen participation. However, according to Santos (2003), as time has gone by, existing
democracies have been increasingly criticized for their flaws and shortcomings. This
representative democracy that has been imposed as a model of governance in the world
is sparse in concrete ways that enable citizens to participate directly in public policy
decision-making. Hence the need Participatory democracy can be defined as “a set of
experiences and mechanisms which aim to stimulate the direct participation of citizens
in political life and in decision-making channels. Participatory democracy preserves the
reality of the state” (Vieira da Silva, 2017). For Sell (2006), it tries to recover the old
ideal of Greek democracy: the active and effective participation of citizens in public life.
Although representative democracy confers, through the vote, the legitimacy and
authority necessary for the exercise of power, popular scrutiny represents distant, dis-
continuous political moments. As a result, we have a society that is little mobilized and
apathetic. This growing distance from traditional decision-making mechanisms has its
visible face in the general increase in abstention when elections are held. Local govern-
ments can resort to various ways of achieving citizen and voter participation. For exam-
ple, participation in public meetings, citizens’ consultative committees, citizen surveys,
among others. However, whatever method is used, it always has advantages and disad-
vantages. Several arguments have been essential to convince the local political class in
Portugal to implement PBs as tools for participation in democracy and for strengthening
trust between society and institutions. In this context, PBs present themselves as very
successful and consolidated practices of participatory democracy, “opening up spaces
of approximation and trust between politicians and citizens, thus making increasingly
important contributions to the qualification of the regime” (Dias and Martins 2016: 12).
The PB is a process through which the population decides, or at least contributes to the
decision-making of a part of the public budget resources available to a given locality,
more specifically a given municipality. The local level government appears to be the
privileged scale for this type of public participation. Given its smaller size and greater
proximity to the ordinary citizen, local governance can arouse a greater predisposition
on the part of citizens to get involved and participate.

2.2 Participatory Budgeting and Young Citizenship

Kimberlee (2002) pointed to four broader explanations for low youth participation: youth
focus, policy focus, alternative value and generational approaches, excluding aspects
such as lack of youth interest, focus on environmental or identity politics. This approach
contradicts Bennett (2008) who notes clear signs of young people’s civic engagement
in non-governmental or political areas, being social concerns, including voluntary work
in the community, consumer activism or social causes such as environment, equality or
economic justice, whether the concerns are local or global. Johnson et al. (2021) assess
the impact of local participatory democracy initiatives, such as PB, on elections and
abstention rates, particularly on young people.
Wamper (2000) considers PB programs, innovative policy-making processes, with
citizens directly involved in political decision-making and with the opportunity to allo-
cate resources, prioritize policies and control public expenditure. Cabannes (2004.b)
 Strengthening Young Citizen Participation Through Participatory Budgeting 177

considers PB a significant area of innovation in democracy and local development. Brun-

Martos (2017) assesses the potential of PB in strengthening democratic accountability
as well as effective local management through transparency. Several studies analyze the
effectiveness of PB in increasing citizen participation, increasing its impact on cities and
regions [(Jung 2022); (Bartocci et al. 2022); (Miller et al. 2019); (Gordon et al. 2017);
(Sintomer et al. 2008); (Allegretti and Herzberg 2004)]. Williams (2019) determines
the range of potential benefits of PBs, which mostly depend on the scale and nature of
participation and, by extension, the purpose of the process. The available evidence sug-
gests that good implementation of PB can lead to improvements in citizen engagement,
intergenerational relationships, increased levels of self-confidence among participants
and improved perceptions of public service providers.
Abrantes et al. (2018) analyze the successful introduction of PB in the Portuguese
education system, considering it an innovative and successful experience that generated
an effective opportunity for students’ democratic participation and the development of
civic skills. On the other hand, Falanga et al. (2020) carry out a comparative analysis
involving the case of Cascais, assessing the success of PBs with a conceptual model based
on political/administrative, social, and geographical factors when weighted together and
articulated. According to the latest edition of the World Atlas of Participatory Budgets
(2022), Portugal is the second European country with the most participatory budgets. In
2017 the first PB Portugal was launched in Portugal, a pioneering initiative as it is the
first national PB worldwide. Also, in 2017, the YPB (Youth Participatory Budget) and
the PBS (Participatory Budget for Schools) were also implemented.

2.3 Youth Participatory Budget in Cascais

Youth participatory budgeting is a process of democratic participation aimed at citizens
aged between 14 and 30, where they can present and choose investment projects with
public funding. Within the scope of citizen participation in public decision-making, and
aimed at young people, there is the Youth Participatory Budgeting (YPP), which is an
opportunity for students to participate in the development of a project that contributes
to the improvement of the schools they attend and that may be beneficial to the school
community, with the primary objectives of fostering the spirit of citizenship and valuing
opinion and argumentative capacity in the decision-making process.
The Cascais PBJ project emerged in the 2016/ 2017 school year as a pilot project
in only four of the municipality’s schools, mobilizing 5000 students, including classes
that promoted the project and students present at the Public Participation Sessions and
voting. This pilot project aimed to create a form of democratic participation in young
people, giving them the opportunity to become more involved in decisions regarding the
improvement of the school space. In this school year and the next, the amount earmarked
for improvements in the school was 2500 euros. However, a group of students from two
participating schools thought this was not enough and an audience was arranged with
the Mayor of Cascais. At this hearing, the young people had the opportunity to justify
why they considered the sum made available for each school to be insufficient, and the
Mayor increased the sum to 10 000 euros for the school. In addition to the class that runs
the project, pupils are also involved. They can freely participate in public participation
sessions, giving their opinion on what they can do to improve the school where they study.
178 M. Marques et al.

In these sessions, the students vote for the best proposals, which are then publicized and
campaigned until the final voting day, when the proposal with the most votes is voted
on. A very important feature in the case of the municipality of Cascais, which makes the
project unique in Portugal, is that the students who participate are also asked for ideas
to improve the community (Cascais), and the amount can reach a maximum of 350,000
euros that are included in the Cascais PB. In this way, there is an involvement of students
in a democratic process, in which they can decide how to apply for public funds.

3 Methodology

In terms of methodology, this chapter includes a quantitative analysis of the data collected
from the questionnaire applied to students involved in the Youth PB project in their
schools, in the municipality of Cascais, in the 2022/2023 school year. These students
attend fourteen public schools and one private school with a contract of association in the
municipality of Cascais. The Cascais Youth Participative Budget project encompasses
students from the 7th to the 12th grade. They are, therefore, pupils from the 3rd cycle of
basic education and secondary school, aged between 13 and 18. The data was collected
during the month of January 2023. The aim of the questionnaire is to understand whether
there is any relationship between participation in this project and a greater involvement
with issues of citizen and democratic participation.

4 Results

136 of the students involved in the project in the 2022/2023 school year answered the
questionnaire. In terms of characterization of the sample, 48.9% were female, 46.7%
were male and 4.4% chose not to answer. Regarding the year of schooling, 35.6% study
in 7th grade, 30.4% in 10th grade, 18.5% in 8th grade, and 15.6% in 11th grade. There
was one student who did not answer this question (Fig. 1).

Fig. 1. Gender and Schooling

 Strengthening Young Citizen Participation Through Participatory Budgeting 179

As for the type of education, it was found that 90.3% attend regular education and
66.4% are in this project for the first time. Regarding the importance attributed to this
project for the school, 37.8% gave the maximum on a scale of 1 to 7, considering it
extremely important, while 35.6% gave a 6 on the same scale.
Similarly, considering the maximum on the scale (extremely important) for Cas-
cais considering that the project includes the possibility of giving suggestions for
improvement to Cascais, 40.7% gave 7 on the above scale (Fig. 2).

Fig. 2. Importance of the project for the school

77.6% said that they felt that they were contributing towards the improvement of the
school by being the driving force behind this project at school, just as 76.3% felt that
they were contributing towards the improvement of Cascais. Finally, they were asked to
position themselves in relation to some statements using a scale of 1 to 7, where 1 means
“I do not agree at all” and 7 represents “I completely agree”. The majority (53.3%)
gave their agreement or full agreement (6 and 7 on the scale) to the fact that they were
motivated by the project, as it allowed them to gain new knowledge. About feeling
involved with citizenship issues since they are involved in the project, the positioning at
6 and 7 on the scale collects a total of 48.9% (Fig. 3).
Regarding whether they feel more involved in political issues since their participation
in the project, the answers vary somewhat. However, 42.9% tick 6 and 7 on the scale. As
to whether they feel more willing to get involved in political issues since participating
in the project, the answers are quite dispersed and there is no consensus. In fact, 34.8%
position themselves negatively (1, 2 and 3 on the scale) and 27.5% favorably (5 and 6
on the scale) (Fig. 4).
However, 48.5% fully agree that they feel they should be more active and participative
as a citizen since being in the project, with 34% stating that they disagree with young
people not voting in national elections. The majority (71.7%) also state that by being
involved in the project they feel they should go and vote whenever there are elections as
it is important to be involved in the country’s decisions. The majority (55.9%) believe
180 M. Marques et al.

Fig. 3. Importance of the project for citizenship issues

Fig. 4. Positive impact of the project on youth abstention

that Youth PB in schools can have a positive impact on youth abstention figures and that
it can make young people more involved in the elections.

5 Conclusions
As we have seen previously, there is a relationship between citizens’ participation in
PB and greater concern and awareness of citizenship issues [(Johnson et al. 2021);
(Falanga et al. 2020); (Brun-Martos 2017); (Cabannes 2004.b); (Wamper, 2000)]. When
participation is carried out by young people, effective opportunities can be developed to
motivate students’ democratic participation and the development of civic competencies
(Abrantes et al. 2018). The study we developed, confirms this perception with students
 Strengthening Young Citizen Participation Through Participatory Budgeting 181

showing greater awareness of citizenship issues and concern about their civic duty to
actively participate in the electoral acts.
Based on the results obtained, the following conclusions can be drawn from this
study. Most students who answered the questionnaire are participating in the project for
the first time, so it is their first contact as project leaders in the school they attend. It can
be considered that the majority consider the PB project very important for the school,
just as they also consider the project important for Cascais, through the possibility of
young people giving suggestions for improvement. The vast majority also feel that it
contributes to the improvement of the school and of Cascais. Motivation for the project
is evident, as well as improved involvement in issues related to citizenship since they
have been participating in the project. However, the involvement of these young people
in political issues is not so evident, so it cannot yet be said that participation in PB
projects can promote greater involvement in this area, just as it is not consensual that
there is a greater willingness to participate in political matters. Thus, it can be said
that the PB in Cascais generates a feeling of belonging and pride because there is a
contribution to the school and the municipality, but the data collected does not prove
the relationship between participation in the project and involvement in political and
citizenship issues. However, almost most respondents are in favour of the need to be
more active and participatory as citizens, but few are bothered by the abstention rates
in the elections, particularly young people, but the majority believes that the project in
schools can help to decrease the rate of young abstention. In short, the project enables
a greater involvement of young people, but it is not possible to gauge the relationship
between participation and the intention to vote.
Scientifically this study can give some important inputs for policy makers in other
municipalities. In fact, the study carried out allows to establish a relationship between
PB and an involvement of young people in issues related to citizenship and participation
in the process of improving the territory. For that, we can conclude that this type of
projects such as PB can help bring young people closer to political issues.

6 Limitations and Further Research

The main limitations were related to the fact that this study coincided with a period
of teacher strike in schools, with high adherence, which created great difficulties and
limitations in the application of the questionnaire within the classes involved in the
project. As future lines of research, it would be interesting to cross the data collected
with data on youth abstention in Cascais, especially trying to understand if there is any
correlation between the participation of young people in this project and the decrease in
abstention in acts of citizenship and participation, namely elections.

References
Abrantes, P., Lopes, A., Baptista, J.: The schools participatory budgeting (SPB) in Portugal. Hope
Democr. 30, 469–476 (2018)
Allegretti, G., Herzberg, C.: Participatory budgets in Europe: Between efficiency and growing
local democracy. TNI Briefing Ser. 5 (2004)
182 M. Marques et al.

Bartocci, L., Grossi, G., Mauro, S., Ebdon, C.: The journey of participatory budgeting: a systematic
literature review and future research directions. Int. Rev. Admin. Sci. 89, 757–774 (2022)
Bennett, W.: Changing citizenship in the digital age. In: Civic Life Online: Learning How Dig-
ital Media Can Engage Youth. Edited by W. Lance Bennett. The John D. and Catherine T.
MacArthur Foundation Series on Digital Media and Learning, pp. 1–24. The MIT Press,
Cambridge, MA (2008)
Brun-Martos, M., Lapsley, I.: Democracy, governmentality and transparency: participatory
budgeting in action. Publ. Manag. Rev. 19(7), 1006–1021 (2017)
Cabannes, Y.: 72 Perguntas Frequentes sobre Orçamento Participativo. Un-Habitat (2004a)
Cabannes, Y.: Participatory budgeting: a significant contribution to participatory democracy.
Environ. Urban. 16(1), 27–46 (2004)
Dias, N.: Esperança Democrática - 25 anos de Orçamentos Participativos no Mundo. Associação
In Loco, São Brás de Alportel (2013)
Dias, N., Júlio, S.: Trinta anos de Orçamentos Participativos no mundo – entre o passado, as
tendências mais recentes e os desafios futuros. Oficina, Faro (2019). ISBN 978-989-54167-1-4
Dias, N., Martins, V.: Orçamentos Participativos – Guia de Disseminação. Associação in Loco ,
São Brás de Alportel (2016)
Dias, N., Enriquez, S., Cardita, R., Júlio, S., Serrano, T.: Atlas Mundial dos Orçamentos
Participativos 2020 – 2021. Oficina, Faro (2022)
Falanga, R., Lüchmann, L., Nicoletti, A., Domingos, H.: Participatory budgets in Canoas (Brazil)
and Cascais (Portugal). A comparative analysis of the drivers of success. J. Civil Soc. 16(3),
273–293 (2020)
Geissel, B., Newton, K.: Evaluating Democratic Innovations: Curing the Democratic Malaise?
Routledge, London (2012)
Gordon, V., Osgood, J., Jr., Boden, D.: The role of citizen participation and the use of social media
platforms in the participatory budgeting process. Int. J. Public Adm. 40(1), 65–76 (2017)
Johnson, C., Carlson, H., Reynolds, S.: Testing the participation hypothesis: evidence from
participatory budgeting. Political Behavior, pp. 1–30 (2021)
Jung, S.M.: Participatory budgeting and government efficiency: evidence from municipal
governments in South Korea. Int. Rev. Adm. Sci. 88(4), 1105–1123 (2022)
Kimberlee, R.: Why don’t British young people vote at general elections? J. Youth Stud. 5(1),
85–98 (2002)
Miller, S., Hildreth, R., Stewart, L.M.: The modes of participation: a revised frame for identifying
and analyzing participatory budgeting practices. Admin. Soc. 51(8), 1254–1281 (2019)
Santos, B.: Democratizar a democracia: os caminhos da democracia participativa. Edições
Afrontamento (2003)
Sell, C.: Introdução à Sociologia Política: política e sociedade na modernidade tardia. Vozes,
Petrópolis (2006)
Sintomer, Y., Herzberg, C., Röcke, A.: Participatory budgeting in Europe: potentials and
challenges. Int. J. Urban Reg. Res. 32(1), 164–178 (2008)
Sintomer, Y., et al.: Participatory Budgets in a European Comparative Approach. Centre Marc
Bloch/Hans Böckler Stiftung (2005)
Vieira da Silva, M.: Implementação do orçamento participativo nos municípios portugueses. [Tese
de Mestrado em Economia Monetária, Bancária e Financeira, Escola de Economia e Gestão,
Universidade do Minho]. Repositório da Universidade do Minho (2017). https://hdl.handle.
net/1822/48197
Williams, E., St Denny, E., Bristow, D.: Participatory budgeting: An evidence review. n/a (2019)
Health Tourism
 Borderless Health Care: Review of Three Stages

Tomás Jesús Cuevas-Contreras(B) and Isabel Zizaldra-Hernández

Universidad Autónoma de Ciudad Juárez, Av. Universidad s/n, 32300 Ciudad Juárez,
Chihuahua, México
{tcuevas,izizaldr}@uacj.mx

Abstract. The manuscript focuses on the evaluation of the activity of Medical

Tourism, which allows a reflection of those who interact with the duality of the
activity. Therefore, in health there are no borders, and its combination with leisure
arouses interest in the double experience, as it has been in ancient cultures. Thus,
a historical review of the phenomenon of the three stages in the travel decision
is made. The reflection on the planning, and the process, during the experience
and the post TM, through the different environments, allows distinguishing the
risks and barriers present. By appreciating the specificities of the causes that favor
the mobility of patients. Finally, the decision to travel rests with the traveler, who
implies and justifies being a patient, who seeks specialized treatment privately
abroad through a recognized provider in the international medical tourism network.

Keywords: Travel decision · History of medical tourism · Review of Three

stages

1 Introduction
Medical Tourism is a trend that has gained momentum throughout the world. This situa-
tion is due to the dissimilar conditions of the health systems prevailing in the countries.
Be it a consolidated, developing (incipient) country or a very poor country. Definite, you
have seen from the economic aspect. Consequently, when you think about the alliance
of tourism and the medical field, it seems to be in contradiction. Because it is considered
an oxymoron to many people. The medical field is considered a priority, in individuals,
as for governments, in the course of history. it is necessary to look back to the past. To
understand the viable relationship between health, medical or well-being condition with
the displacement of people in search of it, in the same way, culture must have consid-
ered, the bearer of values which are learned at an early age, permeating work and leisure.
Thus, it is possible to resort to symbolic devices to understand the Galena duality and
leisure. it is possible to observe the solutions and the problems that have occurred, either
by their declining stories or by those of control. Or becoming through the Synecdoche,
an example of this: no harm does not come. Thus, the metaphor enters the world of
similarities, and its political position, as in organisms, natural laws, machines, tools,
diseases, and wars, without underestimating the ambiguity because they can generate
different meanings. And sometimes consider them as self-referential (Stone 2002; Kolb
2018).

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 185–196, 2024.
https://doi.org/10.1007/978-3-031-44131-8_19
186 T. J. Cuevas-Contreras and I. Zizaldra-Hernández

As a result, mobility has been present in health recovery dynamics, and its exponents
can observe in the human journey. In ancient times both the Romans and the Greeks
traveled, in search of spiritual healing and medical solutions, undoubtedly representatives
of Medical Tourism’s antecedents (MT). The first manifestation of the activity occurs
with the pilgrims who traveled through the Mediterranean Sea to the Sardonic Gulf, also
known as the Gulf of Aegina in Greece, which is part of the Aegean Sea, the exalted
Epidaurus. The trip focused on remedying their ills because the temple of Asclepios was
considered the healing god, Apollo’s fruit with the mortal Coronis. The healing rites are
practiced during the stay in Asclepios.
Later, Roman mythology considered him Aesculapius. Moreover, in this way, Epi-
daurus was the destination for the recovery of health (Alegría Carrasco et al. 2014; Arias
Aragones et al. 2012; Kumar 2009). However, “[…] for a century, current medicine, […]
unquestionably has its scientific origin in Hippocrates, who revolutionized the concept
of disease and therapeutic care […]”.

Hippocrates was the first physician who delivered medicine from the thraldom
of superstition and the sophistries of philosophers, and gave it an independent
existence. It was impossible that our science should make progress so long as
men believed that disease was caused by an angry demon or an offended divin-
ity, and was only to be cured by expelling the one or propitiating the other
(Berdoe,1893:174)

Thus, a symbol is an object that embodies something else. Its meaning obeys the
interpretation of people and how they use it before. In this sense, the symbol is not
exclusive to him since its creation is due to the collective. In this way, they influence and
control by modeling perceptions, granting certainty, and sometimes temporarily (Stone,
2002). In the case of health, it has been preserved over time, with a symbol so widespread
in the imagination of the global community.
Later the barbershop and its characteristic pole have their origin in the Middle Ages.
At that time, the barber’s job was not limited to shaving beards and cutting hair. They
also performed dental extractions, performed bleedings, and performed minor surgeries
in 1536, the Andalusian doctor Cristóbal Méndez saw the first autopsy on the continent
performed at the Hospital de Jesús, “I saw open a child in Mexico, and they took out
an almost large stone like an egg”. [By] 1646, the then surgeon-barber-bleeder of the
Holy Office Juan Correa performed the first anatomical dissection with didactic purposes
practiced in Mexico (De Mauleon 2018:17–18).
In 1745 in England, there was a break in the excellent Guild of Barbers (founded in
1308), creating the Society of Surgeons, which eventually became the Royal College of
Surgeons in 1800. Thus, the two professions are separated, and to distinguish it, one from
the other, it was agreed to use white and red for the symbol of the newly created College
of Surgeons and add blue to that of barbers. Therefore: “Within certain perspectives, not
at all arbitrary, the history of medicine can be considered as a special field in the history of
science and technology (Miranda 2003: 179)”. Likewise, there is a deep-rooted tradition
in Latin America of the sobadores or bonesetters, who treat dislocations and fractures.
This sobadores requires extensive experience, as well as patience and wisdom. It is a
legacy of ancient medicine together with herbalism.
 Borderless Health Care: Review of Three Stages 187

2 20th Century and the Start of Medical Tourism

Procedures and purpose differentiate medical tourism, health, and well-being. The doctor
refers to essential medical care (treatments for illness), preventive health care, and well-
being, of physical relaxation. In Asian and Latin American countries, the economic crises
of the late 1990s reduced the size of the middle-class population and collapsed regional
markets for privately-funded health care (BioSocieties 2007: 312). Health as a right is
immersing in various contexts, not only with migrants but also in the privatization of
health and companies’ obligations, such as travelers who wish to achieve it since ancient
times (Vadimovna 2012).
Adams (1988) shows us the conditions of an incipient country, which has not changed
since it does not imitate the social relations and ideologies found in the prosperous
capitalist world. The Sherpa participation as healers legitimizes medical practices since
they are a way to understand change processes because the disease questions some of the
most fundamental arguments about the analogy between the self and the world. Today
the MT attends to different procedures in time of the COVID pandemic, as an activity has
historically been generated in the cross-border regions between Mexico and the United
States, and in particular the case of Ciudad Juárez. With a history of more than one
hundred years, the activity between leisure and health care is found in the community,
firmly supported.
Although different in its procedures from health and well-being, MT is finding in
the imagination of those who go around the world to encounter relaxation or healing of
their ailments and in the pilgrims in ancient times heading to the temple of Asclepius.

3 Medical Tourism

Medical tourism (MT) has gained importance in the economic, political, and academic
fields due to the increased number of people traveling to receive a planned medical
treatment combined with a pleasure trip. Thus, MT is a rapidly growing niche or subsector
of tourism activity worldwide, benefiting health care, local economies, and the tourism
industry. This segment has increased due to the opportunity to obtain health services
at lower prices than those in their place of origin, in reasonably shorter times, a better
quality of care, empathetic attention, avoiding waiting lists, geographical proximity,
cultural affinity, and even the tourist attractions of the destination (Zermeño et al. 2018).
In recent years, medical tourism has emerged as a multibillion-dollar industry. Many
developing countries actively promote it as they strive to stimulate their economies. In
response to this trend, medical tourism’s costs and benefits to the host country have
been discussed extensively in the tourism literature. (Beladi et al. 2019). However, the
recent coronavirus pandemic that puts global traveling almost to a halt is an excellent
example of why health tourism’s future should evolve through technology advancement,
specifically the IR 4.0 technologies as available currently. Health care is no longer just
about local accessibility but cross-national borders, whether physically or virtually (Mun
and Sa’aid 2020).
The need for medical procedures and the cost they represent has allowed medical
tourism activity in global terms. Developed countries are the main emitters since their
188 T. J. Cuevas-Contreras and I. Zizaldra-Hernández

financing capacity and the differentiation of medical services regimes have given rise to
attractive service and care models. “In the past, people from developing countries traveled
to developed countries in search of medical care. Today the panorama is different, given
that patient flows are in the opposite direction and developing countries are benefiting
the most from the growing influx of cross-border patients (Arias et al. 2012: 94–95)”.
Added to this is the opportunity to involve leisure and entertainment in a destination
outside the day-to-day environment. So, it incorporates the movement of patients across
international borders in search of treatment and health. The procedures go according to
the vocation of the destination. Well, consumers choose a destination based on receiving
specific medical treatment.
Of the most requested treatments are nine. Cosmetic surgery (breast, face, and
liposuction); Dentistry (cosmetic and reconstruction); Cardiology/cardiac surgery (by-
pass, valve replacement); Orthopedic surgery (hip replacement, resurfacing, knee
replacement, joint surgery); Bariatric surgery (gastric by-pass, gastric banding); Fer-
tility/reproductive system (IVF, gender reassignment); and organ, cell, and tissue trans-
plantation (organ transplantation; stem cell); Eye surgery; and Diagnostics and check-
ups. Hence, the central area of the global thematic network reveals that research on MT
from the academic viewpoint like to Health Care, Health Tourism, Medical Travel, Glob-
alization, Ethics, sensitive procedures (e.g., Surrogacy Tourism, Reproductive Tourism,
Fertility Tourism), and specific destinations (e.g., India, Malaysia, Thailand, Canada)
(De la Hoz-Correa et al. 2018).
Although Medical Tourism is a relevant trend, it is still complex to quantify the
influence of the activity in OECD member countries. Its analysis is still in the making,
even with the growing interest in its study. Besides that, it is not a new phenomenon;
its antecedents go back to antiquity. Dating back to ancient Mesopotamia, people made
pilgrimages to temples to obtain diagnoses of their illnesses. To continue her trip to
Sumerian to adopt the treatment in the area’s thermal waters, Health reasons continue
to be a priority. Besides, people seek physical, mental, and even spiritual treatments and
better care, with reasonable prices, taking advantage of the opportunity to leave their
country of origin and go back to different and sometimes exotic places. (Zermeño et al.
2018).
On the contrary: “[…] the economic contribution of medical tourism to a host country
is overestimated by an average of 26.8% if the unfavorable indirect productivity effect
of medical tourism is ignored. The overestimation is even higher in non-OECD coun-
tries” (Beladi et al. 2019:132). Consequently, […] it would be desirable to include the
stakeholders’ representatives as decision-makers in the group decision-making process,
which would increase the complexity of the problem but worthy of research. (Jagannath
et al. 2017:16).
Among the phenomenon’s recognition, there is also a critical gap in the terminology
used to call this growing market niche. Some authors have called it health tourism
(Mun and Sa’aid 2020; Zermeño et al. 2020; Gómez et al. 2012). Also, specific authors
generally refer to it as medical tourism (Bolton and Skountridaki 2017; Eissler 2010;
Connell 2006) referring to allopathic medicine treatments.
 Borderless Health Care: Review of Three Stages 189

4 Travel Choice
Tourism vocation as a competitive strategy of the destination. Mintzberg et al. (1998)
mention that the concept of the strategy defined as the plan to establish the course or
guideline of action, the identification of patterns, the position in which the organiza-
tion inserted, and the perspective that relates to the organization with its environment,
allowing you to visualize relevant actions. A tourist company´s strategies would make
it evident to carry out an introspective on the context within which it operates. In this
case would be the tourist destination itself, where the tourist vocation would be that first
indicator to know the determinants of its competitiveness.
The tourist vocation refers to the characteristics, potentialities, and comparative
advantages of a destination to attract the gaze of the tourist, which derived from the
willingness of both the local population, the private, academic initiative, and the leaders
to promote tourism activity and participate in its development (Gómez et al. 2012; Cuevas
et al. 2019). Therefore, assumptions of the systemic competitiveness of CEPAL, which
considers exogenous and endogenous elements. In search of a complete contextualization
to generate strategies that seek sustainable differentiation based on integration and social
improvement through complex interaction and dynamics. Between the State, companies,
intermediary institutions, and organizational capacity (Ferrer 2005).
The travel decision is conditioned to previous experiences, currently it is possible to
have information from travelers who share experiences. In this sense, the travel decision
is made up of intelligent tourism, under the shared experience on a platform (Bae et al.
2017) Situation that, depending on the discrepancies of positive or negative information,
conditions the potential traveler. Scenario that the decision to travel is influenced, as
it is more sensitive in the case of MT in relation to treatment. For their part, Stylidis
et al. (2020) indicate that loyalty also incorporates decision elements such as a. Self-
confidence and attachment; b. Familiarity with the destination; c. The image created; d.
A high degree of fidelity to destiny; and e. The differences between the magnitude of the
mental image and loyalty and the affective image and loyalty defend the destination’s
visit.
Loyalty to the destination is also influenced by the travel decision, by the social. Well,
social networks contribute to the relationship of expectation and its confirmation; thus,
the value of the experience is ratified (Sederaaet al. 2017; Bae et al. 2017) So that the
trip potential, points their decision to an experience more or less than the expectations
generated by a traveler (Sederaa et al. 2017). In this context, Lautier (2008), at the
beginning of the XXI century, highlighted the origin of the patients. The arrival of
foreign patients in Tunisia comes from neighboring countries. In Thailand, 89% of
foreign patients treated during 2002 were mostly local expatriates or Asian citizens.
In Singapore, 84% of foreign patients come from Malaysia and Indonesia. Mobility
barriers, psychological cost when traveling to another environment, and asymmetry in
the information provided should also be considered in health consumption.
The Quality of Life (QoL) is a constant in studying the tourist phenomenon. Fol-
lowing Moscardo (2009) refers to the need to link quality of life with tourism activity.
It is not only the destination as such, but they are specialized trips due to being a highly
egocentric activity. The tourism activity can generate more significant value to the visi-
tors’ lives in terms of costs and benefits. And this relationship is very close to Medical
190 T. J. Cuevas-Contreras and I. Zizaldra-Hernández

Tourism, from its planning as a whole (pre-travel, during travel, and post-travel), with
its experiences (good and bad) In addition to the planning of the trip, the specialized
conditions in destination choice added. Neuhofer et al. (2014) reveal the benefit of tech-
nology in tourism activity. With the exploration of them, not only holistically, but also as
conceptual as empirical. Therefore, has allowed the improvement of the experience. In
this sense, co-creation and technique have been fundamental to intensify the travelers’
knowledge that it consolidates.
In the search for quality medical services, patients who came from developing coun-
tries usually traveled to developed countries to obtain them; gradually, this practice has
been invest, currently the number of patients from developed countries who decide to
receive medical services in countries with developing economies.

4.1 Three Stages– Pre-travel, During Travel and Post-travel

Nowadays, travelers are searching for travel experiences; therefore, Tourist vocation
refers to the characteristics, potential, and comparative advantages of a destination to
attract tourists’ gaze (Gómez et al. 2012; Hanefeld 2015; Cuevas et al. 2019). It derives the
local population’s disposition, the private, academic initiative, and the leaders to promote
tourist activity and participate in its development. At the same time: […] it should be
acknowledged that emotions are a complex phenomenon, which may extend beyond
appraisal processes, involving physiological and psychological reactions in addition to
socio-cultural dimensions (Moyle 2017: 5). The inefficient conditions in the submissive
chains motivate the search in other countries for health. The benefits and risks are detailed
(Clinical Safety; Cost; Region; and Patient safety) and their implications in management
and cost (Kumar et al. 2012). This information confirms the scenarios considered in the
planning, trip, stay, and post-trip (see Fig. 1).

Fig. 1. Medical tourism journey in three stages. Source: Own development by I-Chieh, 2020:64.

The tourist experience is composed of three phases: anticipatory, experiential, and

reflective. According to these three phases, tourists manage their planning, search for
information, and make decisions (see Fig. 2). In the anticipatory phase, tourists recall
their previous travel experience and assess their projected travel within this context.
The search for travel information begins in this phase and continues throughout their
travel. In the experiential phase, tourists implement their plans and adjust them to the
circumstances they encounter. Tourists purchase travel products such as hotel, flight,
 Borderless Health Care: Review of Three Stages 191

and restaurant reservations during this process and execute their travel plans. Finally,
in the reflective phase, tourists evaluate their completed trip and lessons they learned in
anticipation of their next trip (Bae et al. 2017).

Fig. 2. The flow of experience information and travelers’ decision-making. Source: Own
development by Bae et al. 2017:716.

4.2 Pre-travel

The decision to choose to be a mobile patient is linked to the limitations in the countries
of origin’s health systems, as has been commented. The environment of the study by
Cameron, et al. (2014) shows population conditions related to age and the specificity of a
procedure, how is the unmet demand for hip resurfacing in Canada. Their findings show
dissatisfaction with the system and the right to have better options in health services and
get involved in TM. His approach to the phenomenon through the conversation strategy
reveals complex decision strategies in medical tourists to reaffirm their choice of medical
care on a global scale. At the same time, they protect themselves from the criticisms
derived from the mobility of the patient (see Fig. 3).
The potential of a region is related to the capacity to sustain itself; Community
members are the ones who can contribute the basics in decision-making in developing
strategies (Navarro 2019). Community and its network. It derives from the local popu-
lation’s disposition, the private, academic initiative, and the leaders to promote tourist
activity and participate in its development. The pre-trip happiness difference between
vacationers and non-vacationers could indicate vacationers looking forward to their
holiday (Nawijn et al. 2010: 44).
Special interest tourism is defined as traveling with the primary motivation of prac-
ticing or enjoying a particular interest. This can include unusual hobbies, activities,
themes, or destinations, which attract niche markets. The literature on special interest
tourism suggests that academics and industry practitioners will continue to explore just
how special interest tourism is and how special interest tourists are by defining exactly
what makes this segment ‘special.’ Other lenses, such as trip quality and quantity, travel
192 T. J. Cuevas-Contreras and I. Zizaldra-Hernández

purposes, and the economic and behavioural effects of special interest tourism, can be
applied to understand special interest tourism and tourist behaviours more broadly. (Jun
and Mao-Ying 2020: 1969).

Fig. 3. Issues clinics are well advised to pay close attention. Own development by Vick 2010.

4.3 During Travel

Horton and Cole (2011) indicate the convenience and opportunity are present in med-
ical services in border clinics in Mexico. Well, they juxtapose personalized attention
and trust in doctors, such as uniform treatments. That equals its importance in terms of
cost and is not necessarily link to previous experience or nostalgia. Nevertheless, it con-
cerns the current economic opportunity for their enjoyment to differentiated attention.
Beauchamp and Childress (1979) established a framework for healthcare ethics, sug-
gesting the importance of autonomy, beneficence, non-maleficence, and justice, often
referred to as The Four Principles, have a canonical status field of medical ethics. The
Four Principles are defined as follows:
• Autonomy respecting a person’s right to be their person and make their own decisions,
and ensuring those are reasoned informed choices;
• Benefits, risks, and costs distribution; patients in similar positions should treat simi-
larly) non-maleficence (avoid harming and endeavor to reduce risk – while all treat-
ments will involve some measure of harm) should not be disproportionate to the
treatment benefits.
• Beneficence and promote patients´ welfare and consider the risk/benefit balance.
• Justice.
The networks operate at different scales so that the different stakeholders in the
activity appreciate medical care. Networks at the destination recognize the importance
 Borderless Health Care: Review of Three Stages 193

of being used by more than one organization, and its cost does not increase in terms of
access to that knowledge. In other words, tourism companies show a greater interest in
cooperation across organized borders in the territory. (Scott et al. 2008; Bochaton 2015
Hanefeld et al. 2015). Likewise, solidarity is present in the phenomenon of medical
tourism; its manifestation is demonstrated through cross-border and transnational links.
An example of this is medical trips in the Lao-Thai case study (Bochaton 2015).
Another example is the stay in the hotel and hospital’s hybrid space, explained by
Whittaker and Leng (2015). It is an international therapeutic space produced through
interactions with staff members, other patients, and visitors in which family routines,
work divisions, and biomedical spaces create a comfort zone. They are the place and not
the place to offer therapeutic spaces for foreign patients, which can feel safe, protected,
and at the same time comfortable. Because they can confront and manipulate cultural
symbols in medical practice. As a hybrid, the international hospital is among the local
Thai patients’ expectations as its international users, trying to create a hotel-hospital with
enough Thai criteria for distinction but not enough barriers for isolation and familiarity
with foreigners. Thus, cultural competence adapts by recreating cultural security between
the implicit power relations between people of different ethnic groups and minimizing
negative attitudes and stereotypes so that the hospital includes organizing rehabilitation
times and maximizing social interaction between members of a particular cultural group.

4.4 Post-travel

There are restrictions on patient care concerning the procedure faced. Precisely the risk
will be in terms of being an outpatient surgery or one that requires hospitalization. Being
outpatient, the rest and care requirements are lower (follow-up), while with hospitaliza-
tion, they increase depending on the type of intervention. However, in international
transactions, the cost and risk increase considerably depending on the follow-up when
the patient is found at home (Lautier 2008). Although the tourism industry is boom-
ing, safety needs to be prioritized over profit; careful limits should be set to prevent
inadvertent or intentional human harm. (Jun and Mao-Ying 2020: 1970).
Generally, once the holiday is over, vacationers are no happier than non-vacationers
because the holiday is over and vacationers are, in that sense, equal to non-vacationers.
If one assumes that we have an innate need for wandering and that this need is fulfilled
by taking a holiday trip, then need theory explains the pre-trip difference rather well.
Furthermore, assuming that saturation takes place, need theory would also explain the
absence of a post-trip happiness boost for most tourists (Nawijn et al. 2010: 45).

5 Conclusions
Tourism is an activity that influences the life of nations. It affects the social, cultural, edu-
cational, and economic ambiances of national societies and their international relations
(Higgins-Desbiolles 2006). The manuscript establishes guidelines that have emerged in
the development of what is known as medical tourism. Particular is the differentiation
between tourism and medicine and the positions on the concept based on medicine,
health, or well-being. Mobility in ancestral cultures was a constant since the search for
194 T. J. Cuevas-Contreras and I. Zizaldra-Hernández

a reunion with health was undoubtedly a motivator for displacement, an example of

which detailed in the history of Greeks and Romans. However, these civilizations are no
exception in this search. At the time of it, Berdoe, in 1893, detailed it in his work The
Origin and Growth of the Healing Art. A Popular History of Medicine in All Ages and
Countries. Moreover, he explains the advances in procedures, from a belief to a science.
There are some reasons why people travel for medical procedures. As observed
during the literature review, the most common motivations are inefficiencies in the health
system of their country of origin or long waiting times for medical care. The cost is
another factor, abroad the price of the same procedure is lower than in-country. Even
the additional travel expenses are low. Insurance also plays a role in the travel decision.
Prospective patients may be uninsured, underinsured, or want elective surgeries that the
insurance provider will not cover.
The evaluation of the MT activity allows a reflection of those who interact with this
world’s duality. As has been seen, there are no borders in health, and its combination with
leisure awakens interest in the double experience. The reflection of planning, during the
experience and the post MT, through the different examples, have allowed us to reflect
on the risks and barriers present, as can be seen in Table 1, with the specificities of the
causes that promote patient mobility.
On the other hand, the networks work at different scales so that the stakeholders and
tourism actors appreciate medical attention. So, his work in the destination recognizes the
importance of sharing, collaborating, and cooperating with knowledge. Meanwhile, pro-
fessionals in different specialties find a globalized interaction, although the global doctor
has not accepted. When brooding over health care without borders, at the beginning of
the third decade of the 21st century, an increasingly representative actor, technology, is
glimpsed. Its Industrial Revolution (IR) 4.0 is seen as the tool and not as the end in itself.
Well, it opens the field of health to virtual environments. That is, physical displacement
is no longer necessarily required to seek and receive care from health services. Techno-
logical advances facilitate communication with people from all over the world. Now can
search, review and book medical procedures with doctors from other countries. Medical
tourism, at present, has the option of combining the face-to-face with the virtual field.
This combination of health services, opting for reliability and high quality, has become
more familiar with other countries’ trips.
Finally, as has been observed, the decision to travel rests with the traveler, who
involves and justifies being a patient, who seeks specialized treatment in a private way
abroad through a recognized provider in the network of international medical tourism.

References
Adams, V.: Modes of production and medicine: an examination of the theory in light of Sherpa
medical traditionalism. Soc. Sci. Med. 27(5), 505–513 (1988)
Alegría Carrasco, D., Berríos Lara, J., Díaz Tobar, C.: Hedonismo en el turismo médico. Semi-
nario, profesor Guía: Eduardo Torres Moraga. Universidad de Chile, Facultad de Economía y
Negocios. En línea (2014). http://repositorio.uchile.cl/
Arias Aragones, F.J., Caraballo Payares, A.M., Matos Navas, R.E.: El turismo de salud: Conceptu-
alización, historia, desarrollo y estado actual del mercado global. Clío América, Enero – Junio.
6(11), 72–98 (2012)
 Borderless Health Care: Review of Three Stages 195

Bae, S.J., Lee, H., Suh, E.K., Suh, K.S.: Shared experience in pretrip and experience sharing in
posttrip: a survey of Airbnb users. Inf. Manage. 54(6), 714–727 (2017). https://doi.org/10.
1016/j.im.2016.12.008
Beauchamp, T., Childress, J.: Principles of biomedical ethics (1979)
Beladi, H., Chao, C.-C., Ee, M.S., Hollas, D.: Does medical tourism promote economic growth?
A cross-country analysis. J. Travel Res. 58(1), 121–135 (2019). https://doi.org/10.1177/004
7287517735909
Berdoe, E.: The Origin and Growth of the Healing Art. A Popular History of Medicine in All Ages
and Countries. Swan Son Nenschein & CO, London. 22 April 2019 [eBook #59331] (1893).
https://www.gutenberg.org/files/59331/59331-h/59331-h.htm
Turner, L.: ‘First World Health care at third world prices’: globalization, bioethics and medical
tourism. BioSocieties 2(3), 303–325 (2007). https://doi.org/10.1017/S1745855207005765
Bochaton, A.: Cross-border mobility and social networks: Laotians seeking medical treatment
along the Thai border. Soc. Sci. Med. 124, 364–373 (2015)
Bolton, S., Skountridaki, L.: The medical tourist and a political economy of care. Antipode 49(2),
499–516 (2017). https://doi.org/10.1111/anti.12273
Cameron, K., Crooks, V., Chouinard, V., Snyder, J., Johnston, R., Casey, V.: Motivation, justifica-
tion, normalization: talk strategies used by Canadian medical tourists regarding their choices
to go abroad for hip and knee surgeries. Soc. Sci. Med. 106, 93–100 (2014)
Connell, J.: Medical tourism: Sea, sun, sand and … surgery. Tour. Manage. 27(6), 1093–1100
(2006)
Cuevas Contreras, T.J., Delgado Guzmán, A., Gómez Hinojosa, C.: Turismo médico, salud y bien-
estar como una vocación del destino de Ciudad Juárez, Chihuahua. In: Covarrubias Ramírez, R.,
Gómez Hinojosa, C., Cuevas Contreras, T., Gómez Ceballos, G. (Eds.) Turismo y vocación,
una aproximación interpretativa teórico-metodológica, pp. 97–128. Universidad de Colima,
México (2019)
De la Hoz-Correa, A., Muñoz-Leiva, F., Bakucz, M.: Past themes and future trends in medical
tourism research: a co-word analysis. Tour. Manage. 65, 200–211 (2018)
De Mauleon, H.R., Tomo 1. La Ciudad oculta. 500 años de historias. Editorial Planeta, México
(2018)
Eissler, L.A.: The lived experience of seeking healthcare through international medical tourism:
a interpretative phenomenological study of Alaskan Patients Travelling Internationally for
Medical and Dental Care. Unpublished Ph.D. thesis, University of Hawaii at Manoa (2010)
Ferrer, J.: Competitividad Sistémica. Niveles analíticos para el fortalecimiento de sectores de
actividad económica. Revista de Ciencias Sociales (Ve). 11(1), 149–166 (2005)
Gómez, D., Morales, A., Pérez, A., Woolfolk, L.: Turismo de salud, ventaja competitiva para el
estado de Sonora: caso específico-reactivación de la Asociación de turismo médico del estado
de Sonora. Global Conf. Bus. Financ. Proc. 7(2), 803–807 (2012)
Hanefeld, J., Lunt, N., Smith, R., Horsfall, D.: Why do medical tourists travel to where they do?
The role of networks in determining medical travel. Soc. Sci. Med. 124, 356–363 (2015)
Higgins-Desbiolles, F.: More than an ‘“industry”’: the forgotten power of tourism as a social force.
Tour. Manage. 27, 1192–1208 (2006)
Holliday, R., Bell, D., Cheung, O., Jones, M., Probyn, E.: Brief encounters: assembling cosmetic
surgery tourism. Soc. Sci. Med. 124, 298–304 (2015)
Horton, S., Cole, S.: Medical returns: seeking health care in Mexico. Soc. Sci. Med. 72(1), 1846–
1852 (2011)
Roy, J., Chatterjee, K., Bandyopadhyay, A., Kar, S.: Evaluation and selection of medical tourism
sites: a rough analytic hierarchy process based multi-attributive border approximation area
comparison approach. Expert Syst. 35(1), e12232 (2017). https://doi.org/10.1111/exsy.12232
196 T. J. Cuevas-Contreras and I. Zizaldra-Hernández

Jun, W., Mao-Ying, W.: How special is special interest tourism – and how special are special interest
tourists? A perspective article in a Chinese context. Curr. Issue Tour. 23(16), 1968–1972 (2020).
https://doi.org/10.1080/13683500.2020.1750575
Kolb, B.: Marketing Research for the Tourism, Hospitality and Events Industries. Routledge,
London (2018). https://doi.org/10.4324/9781315173900
Kumar, S.: Designing promotional strategies for medical tourism in India: a case study of an
ophthalmic hospital in NCR. Health Popul. Perspect. Issues 32, 86–95 (2009)
Kumar, S., Breuing, R., Chahal, R.: Globalization of health care delivery in the United States
through medical tourism. J. Health Commun. 17(2), 177–198 (2012). https://doi.org/10.1080/
10810730.2011.585699
Lautier, M.: Export of health services from developing countries: the case of Tunisia. Soc. Sci.
Med. 67(1), 101–110 (2008)
Mintzberg, H., Ahlstrand, B.W., Lampel, J.: Strategy Safari. A Guided Tour through the Wilds of
Strategic Management. Free Press, New York (1998)
Miranda Canal, N.: La historia de la Medicina en la formación del profesional en medicina: Tres
casos históricos destacados. Revista Colombiana de Filosofía de la Ciencia. 4(8–9), 175–202
(2003)
Moscardo, G.: Tourism and quality of life: towards a more critical approach. Tour. Hosp. Res.
9(2), 159–170 (2009)
Moyle, B.D., Moyle, C., Bec, A., Scott, N.: The next frontier in tourism emotion research. Curr.
Issue Tour. (2017). https://doi.org/10.1080/13683500.2017.1388770
Wong, B.K.M., Sa’aidHazley, S.A.: The future of health tourism in the industrial revolution 4.0
era. J. Tour. Futures 7(2), 267–272 (2020). https://doi.org/10.1108/JTF-01-2020-0006
Navarro, G.: Condiciones de la actividad turística rural y la implicación de las MYPE´s en la
Costa Norte del Estado de Nayarit. Doctoral dissertation, Universidad Nacional Autónoma de
México database (2019)
Nawijn, J., Marchand, M.A., Ruut, V., Vingerhoets, Ad.J.: Vacationers Happier, but Most not
Happier after a Holiday. Appl. Res. Qual. Life 5(1), 35–47 (2010). https://doi.org/10.1007/s11
482-009-9091-9
Neuhofer, B., Buhalis, D., Ladkin, A.: A typology of technology-enhanced tourism experiences.
Int. J. Tour. Res. 16(4), 340–350 (2014)
Scott, N., Baggio, R., Cooper, C.: Network Analysis and Tourism: From Theory to Practice.
Channel View Publications, England (2008)
Sederaa, D., Lokugea, S., Atapattua, M., Gretzel, U.: Likes- The key to my happiness: the
moderating effect of social influence on travel experience. Inf. Manage. 54, 825–836 (2017)
Stone, D.A.: Policy Paradox: the Art of Political Decision Making. Norton & Company, Inc. USA
(2002)
Stylidis, D., Woosnam, K.M., Ivkov, M., Kim, S.S.: Destination loyalty explained through place
attachment, destination familiarity and destination image. Int. J. Tour. Res. 22(5), 604–616
(2020). https://doi.org/10.1002/jtr.2359
Vick, L:. Medical tourism: legal issues, in Destination Health Medical Tourism Conference.
Michelmores Solicitors, Olympia, London (2010)
Whittaker, A., Leng, H.: Perceptions of “an international hospital” in Thailand by medical travel
patients: cross-cultural tensions in a transnational space. Soc. Sci. Med. 124, 290–297 (2015)
Zermeño, S.G., Cuevas, T., Timothy, D.: Turismo médico y de salud: una oportunidad para México.
Editorial Letras del Norte, San Luis Río Colorado, Sonora (2018)
Zermeño F., S.G., Amaya M., C.M., Cuevas C., T.J.: Turismo de salud y redes colaborativas en
innovación: caso Los Algodones, Baja California. Turismo y Sociedad 26, 67–88 (2020)
Human Resource Management
 Organizational Competency Management:
Undiscovered Competencies on Leaders’ Radar

Pedro Miguel Gaspar1(B) , Rui Madeira1 , Ricardo Correia1 , José A. M. Victor2 ,

and Carmem Leal3
1 University of Tras-os-Montes and Alto Douro, Vila Real, Portugal
{pedrogaspar,rmadeira}@utad.pt
2 N2i, Polytechnic Institute of Maia, Avioso, Portugal
[email protected]
3 CETRAD, University of Tras-os-Montes and Alto Douro, Vila Real, Portugal

[email protected]

Abstract. A paradigm to steer organizational job processes, is competency

management.
Identifying talents and skills needed, helps achieve organizational goals.
Research in skills management is important to estimate their impact in these
processes and in workers professional enrichment.
Identifying which competencies (hard, ethical, transversal) are necessary and
valued by Portuguese managers was the main objective of this investigation. The
originality of this study, was demonstrated by researched HR managers, identify-
ing a list of competencies appreciated but not typically mentioned in the literature.
We have settled the name “radar of competencies” for this list of abilities and skills.
Qualitative methodology was used. First step was conducting 22 interviews
with a semi-structured script that was developed using information gleaned from
the previous literature study. The data were coded and processed with NVivo
software.
The results indicate the most following competencies: communication; team-
work; pressure tolerance; assertiveness; diligence; confidence; responsibility;
empathy; autonomy; and attitude. The most important would be being able to com-
municate well, having a good attitude, being reliable, being assertive, and being
able to do things on your own. We conclude that transversal and moral/ethical
competencies the most valued.
Emotional intelligence, proactiveness, resilience, and building rapport were
not recognized in the literature. Our proposed radar definition may include these.
Identification of firm-recognized competencies can help students, improv-
ing knowledge and marketable skills. That benefits job seekers, businesses, and
educational institutions.
We recommend more studies assessing the most valued skills, to improve a
good fit between formation offer and work requirements.

Keywords: Organizational processes · recognized competencies · competencies

radar · Transversal skills · Workers

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 199–207, 2024.
https://doi.org/10.1007/978-3-031-44131-8_20
200 P. M. Gaspar et al.

1 Introduction
It is currently believed that an organization’s ability to produce and absorb innovations
as well as new capabilities in its workforce is more vital than it has ever been for the
organization to become competitive. Acquiring new capabilities, such as skills, knowl-
edge, and competencies, has assumed a position of utmost significance in recent years.
This means that both individuals and organizations need to improve their skills, with the
goal of using education as a way to help them compete.
In this sense, the level of expertise possessed by staff members is one of the most
important factors determining an organization’s level of success. It is of the utmost
importance to determine which particular set of essential competencies is necessary for
the firms to accomplish its strategic objectives. Through more efficient use of resources,
skills management can result in cost savings for a firm [1].
This study intends to ascertain which competencies (core, ethical, or transversal) are
considered to be the most valuable by the managers of Portuguese firms. An additional
objective of this research, and probably the one that best demonstrates the original-
ity of this study, is the listing by the human resources managers (HRMs) surveyed of
competencies that are not typically cited in academic studies.
These are the competencies that HR professionals really appreciate in the individuals
with whom they work, but which are little perceived, at least for the time being, in the
literature. We have settled on the name “radar of competencies” for this list of abilities
and skills.
The investigation used qualitative methodology. The first step consisted of conduct-
ing 22 interviews with the help of a semi-structured script that was developed using the
information gleaned from the previous literature study. After that, the data from these
interviews were coded and processed with the help of the NVivo software.
This paper is structured as follows: In the second Sect. 2, the pertinent theoretical
foundations of organization competencies management are discussed. The methodology
that was utilized in this study is discussed in Sect. 3. The findings and their discussion
are presented in Sect. 4. In Sect. 5, a new summary of all of the research’s findings is
presented, along with the limitations of the study and some suggestions for additional
research.

2 Literature Review
2.1 Competence
Even among those who are trained in the subject area, there does not appear to be a general
agreement regarding how the term “competence” should be defined [2]. Competence is a
specific trait that gives a person the ability to do a task better than others [3, 4]. Mirabile
[5], defines the concept as follows, a set of “knowledge, skill, ability, associated with
high performance on the job, such as problem-solving, analytical thinking, or leadership.
Some definitions of a competency include motives, beliefs and values”. In the same line of
reasoning, follows Boyatzis [6], when he adds that competencies are something that can
be measured and observed and its use results in effective and/or superior job performance,
which enables a differentiation to be made between exceptional and average performance
on the job.
 Organizational Competency Management: Undiscovered Competencies 201

Bartram [7], has more recently broadened the scope of the notion to incorporate the
question of behaviours. In this author’s opinion competence comprises a set of behaviours
that are instrumental in the delivery of desired results or outcomes. Also, a repertoire of
capabilities, activities, processes, and responses available that enable a range of work
demands to be met more effectively by some people than by others.
The topic of competences has been examined and described fairly thoroughly in the
literature [8]. Not only employees, but the entire organization’s role in the context of
development is widely emphasised [9] because people, based on their own knowledge
and experience, create and modify the structures, methods, and techniques for more
effective achievement of strategic objectives [10], as well as create valuable interorga-
nizational relationships that allow for the development of both the enterprise and its
stakeholders.

2.1.1 Core Competences (Hard Skills)

Hard skills are commonly recognised as technical skills required to perform specific job
activities and frequently consider information acquisition. Hard skills are those linked
with the technical requirements of executing a job and typically include knowledge gain
[11]. They are primarily cognitive in nature, gained by education, training or on-the-job
experience. They are practical, hands-on skills, often incorporate the use of a tool and
differ by profession [12].
Hard skills are also known as processes, procedures, methods, and techniques, and
they frequently result in measurable outcomes [13]. Poisson-de Haro and Turgut [14],
suggest that managers must possess hard skills, which include technical and conceptual
abilities. Nevertheless, more recently, Balcar [15], argues that the work of supervi-
sors, managers, and executives often demands more interpersonal (i.e., “soft”) abili-
ties, less directly observable behaviours, and greater agility in reaction to internal and
external environment changes. Some examples of hard skills: budgets, dashboards, risk
management, cloud computing, blockchain or Business Analysis.

2.1.2 Transversal Competences (Soft Skills)

The importance of “soft” skills, which are now considered complimentary to “hard”
skills and essential for successful job performance, is receiving an increasing amount of
attention in the research that has been conducted in recent years [16–18]. The research
also reveals that many providers of higher education do not place enough emphasis on
the cultivation of soft skills like communication and teamwork [12].
Soft skills, also known as interpersonal, human, people, or behavioural skills, focus
on an individual’s behaviour as well as the management of relationships between other
people. The term “soft skills” refers to abilities that are primarily affective or behavioural
in character, can be achieved by combining innate traits with human, personal, and inter-
personal skills. They are qualities that are not dependent on the acquired knowledge and
that are more difficult to quantify because they are related to an individual’s emotional
intelligence and personality characteristics. At the same time, they are extremely signif-
icant because of the human connections that they facilitate [16]. Some examples of soft
202 P. M. Gaspar et al.

skills: ability to adapt, communication, team building, willingness to learn, dedication,

etc.

2.1.3 Moral Competences (Ethical Skills)

The idea of moral skills encompasses a wide range of different competencies, some of
which are as follows: self-control; duty; right and wrong; knowledge of both oneself and
others; reliability; discipline; integrity; and responsibility. These are the fundamental
values that strengthen a person’s behaviour, protecting them from potentially damaging
actions and assisting them in developing ethically [19].

2.2 Competence Management

The issue of competence management is inextricably linked to the issue of knowledge
management, it enables managers and HRM to manage employees with greater preci-
sion. Both knowledge management and competence management need new tools and
methods that can be measured on a cognitive level [20]. Within the organisational con-
text, competency models can be designed for a variety of purposes. Although some
applications have focused on a specific use, such as training or assessment, the greater
benefit from competency modelling is obtained by integrating multiple systems across
a unified foundation [7, 21, 22]. Competency models, in this way, remove the barriers
that frequently arise between fragmented human resource functions, each of which may
rely on their own tools and languages; the competencies and their associated behavioural
indicators become a common language across all functions [23]. This procedure has the
advantage of offering explicit connections between decisions on recruiting and promo-
tion, training and development curricula, and performance management requirements,
which is a significant benefit.
According to results from Prusak [8], competence management system is one of
the essential components of intellectual capital management and refers to the most
essential component of the capital - the individuals. Its existence enables managers to
assess the organisation and its environment from a broader viewpoint, hence enabling
the observation of new prospects and possibilities presented by the further development
of the management system with intellectual capital-related elements.

3 Research Questions, Objectives and Methodology

This paper, based on the above review of literature, has addressed the following main
research question and one sub-question:
RQ1: Is it possible to identify some individual competencies that have not yet been
cited in the existing literature on this topic by conducting interviews with the HRMs of
22 different organisations?
RQ2: The competencies listed, taken from the research that was done, raise the
question of which are the most valued by HRMs: the ethical competencies, the transversal
competencies, or the core skills?
Based on these questions our main goals are:
 Organizational Competency Management: Undiscovered Competencies 203

1. The development of a radar of competencies that is not yet recognised in the literature
but is critical for HRMs;
2. Determine which types of individual skills are most valued by HRMs: core skills,
ethical skills, or transversal skills.
Beginning with an examination of several facets of the theoretical problem, one
objective of our study was to determine, utilizing a qualitative research approach and
within the context of a sample of 22 organizations, which kinds of competencies, core
or transversal, are more highly valued by the HR managers who work for those organi-
zations. To that end, a list of the most valued competencies in organisations by directors
and managers was created. A set of competencies was compiled from several studies [3,
12, 17, 24–26].
The purpose of the construction of the semi-structured interview was to explore the
HRM’ perceptions with respect to which kinds of competencies, core or transversal,
are more highly valued. Likewise, the interviews were conducted to obtain an in-depth
understanding of HRM’ perceptions.
In this study, a qualitative methodology was used, and a content analysis was per-
formed. The primary method of data collection was semi-structured interviews, and the
purpose of the study was to find answers to the research questions that were posed. For
the purpose of conducting the analysis of the interviews, the NVivo software was used.
Interviews were conducted face-to-face, at their own premises, that lasted for an average
of one hour. A recorder was used to facilitate the interviews as well as comprehensive
notes of the answers. The results of each interview were transcribed immediately after
each session. Initially, to crystallize the responses, further analysis using NVivo soft-
ware mainly involved the data with the aim of identifying and classifying feedbacks
regarding the abovementioned objectives. The results of interviews and its discussion
will be elaborated by points in the following section. In this qualitative study, the data
were examined using an inductive approach. The topics that surfaced during the semi-
structured interviews were coded by the researchers for this study, and then NVivo was
used to do the analysis of those themes. Before proceeding to the analysis phase, the
interview data were completely transcribed. After that, in order to validate the results,
the interview scripts were handed back to the people who were interviewed.

4 Results and Discussion

The primary goal of this research is to develop a radar of unidentified competencies in

organisations. To that end, a list of competencies was created based on several investiga-
tions in the existing literature, and we attempted to identify any gaps in this list. Based
on the gaps discovered, we developed a short list, or radar (Table 1), of competencies
that are not widely perceived in organizations.
Without a doubt, resilience was the competency most frequently mentioned by inter-
viewees as being critical for organisations but not mentioned in the literature. Resilience
was the only competency mentioned by several respondents about 23% of the time. This
result can be explained as follows, as stated by one of the interviewees: “many people
are affected by the dynamics of an ever-changing labour market, which puts pressure
204 P. M. Gaspar et al.

on employees and can lead to physical and emotional exhaustion. An employee must
continually adapt to and overcome the adverse situations to which he or she is subjected”.
Table 1 presents a list of five competencies that were reported by interviewees but
were not disclosed in the literature on the subject.

Table 1. Undiscovered Competencies on Leaders’ Radar

Competencies % of references Citations from interviews

resilience 23% “Well, in business, every day is different, so you
must have the energy to accept it, (…)”
adaptability 10% “know how to adapt quickly to the culture and
image of the organization (…) as well as well as
to new daily challenges”
building rapport 10% “It is important to be good, but also to assist
others become better by demonstrating the way,
establishing connections, and inspiring others.”
emotional intelligence 10% “so actively listen to others and, respect other
people’s opinions and perspectives for a
commitment to the team and to others”
willingness/ proactiveness 10% “people to have their own initiative to manage to
expose ideas, to have that initiative, without
waiting for the managers to request it”

To address the second research question (RQ2), we have compiled the responses
made by the respondents into Table 2. This table shows which competencies the
interviewees value the most out of the list of competencies that was presented to them.

Table 2. Competencies most valued by the interviewees

Type of Competencies Number of interviews with % of occurrences % of evidence

reference to:
Transversal/Soft skills 22 100 80
Core/hard skills 17 77 15
moral and ethical skills 12 55 17

The results of this study indicate soft skills as the most valued:
Communication (9.8%) was the most mentioned and valued, following other studies
[24, 27–31]. Team work ability (7.9%), also verified by other research [24, 28, 32, 33]
and motivation (7.9%), which Robles [32], had also flagged.
Evidenced by the largest number of organizations, communication was signalled
the most important (n17–76%), as well as by the total number of tests present in all
interviews (n53–9.8%).
 Organizational Competency Management: Undiscovered Competencies 205

In order to round out the results that were stated, we will now show Table 3, which
is a compilation of some quotes selected from the interviews that were carried out.

Table 3. Transversal skills most valued by the interviewees

Competencies Citations from interviews

Communication “communication is fundamental, the way they communicate, both internally
and externally, because there are internal communications for the team and
they have to be clear to everyone”
“communication above all, I think it is one of the basic skills that is the basis
for any of the functions”
Teamwork “Working as a team is fundamental; not keeping your knowledge to yourself,
but sharing it with your colleagues and showing a willingness to help a
colleague who needs help in a time of need.”
“This ability to manage teams, to know how to work as a team, to be able to
wait for the results from employees, to put other teams in motion, turns out
to be very important for obtaining results.”
Motivation “It is what moves us to act. Motivation is the engine that makes us act, that is,
prepare for action.”
“Also, because motivation and dedication are transversal, I believe that if a
person is motivated to learn new things, is dedicated to their work, and
enjoys what they do, goal orientation will occur more quickly.”

5 Conclusions, Limitations and Suggestions for Future Research

This study confirms the importance given to soft skills and highlights three, considered
critical by organizations, already diagnosed by other investigations: communication,
teamwork ability, and motivation seem to be the most valued, without prejudice to
the balance with nuclear ones (hard), at the level of technical skills. Knowing how to
communicate, work as a team and maintain motivation seems to integrate the list of
requirements for professional success.
On the competencies not found in the literature, the respondents in our study high-
lighted resilience more significantly, along with adaptability, building rapport, emotional
intelligence, and proactiveness. These competencies will also be placed on the radar that
we intend to build.
The small sample, the multiplicity of existing sectors of activity and the different
organizational dimensions (who may have a different view on the skills needed) are the
main limitations of this research.
Expanding the sample, trying to study more organisations of different sizes and
sectors of activity and investigating the link between the skills most desired and the
different functions performed, will be future research targets.
The emerging appreciation of different skills tends to increase in the current organi-
zational context, and this conclusion is essential not only for current students planning
to enter the workforce, but also for those who will recruit them.
206 P. M. Gaspar et al.

The analysis concludes that education systems should pay more attention to the
development of soft skills but that this attention should be diversified according to the
requirements of employers due to the wide disparities in the value of soft skills in the
economic sectors.

References
1. Homer, M.: Skills and competency management. Ind. Commer. Train. 33(2), 59–62 (2001).
https://doi.org/10.1108/00197850110385624
2. Stevens, G.W.: A critical review of the science and practice of competency modeling. Hum.
Resour. Dev. Rev. 12(1), 86–107 (2013). https://doi.org/10.1177/1534484312456690
3. Elkin, G.: Competency-based human resource development. Ind. Commer. Train. 22(4), 20–
25 (1990). https://doi.org/10.1108/00197859010137009
4. Sandberg, J.: Understanding human competence at work: an interpretative approach. Acad.
Manag. J. 43(1), 9–25 (2000). https://doi.org/10.5465/1556383
5. Mirabile, R.J.: Everything you wanted to know about competency modelling. Training Dev.
51(8), 73–78 (1997)
6. Boyatzis, R.E.: The Competent Manager: A Model for Effective Performance. John Wiley &
Sons, Ltd., New York (1991)
7. Bartram, D.: Assessment in organisations. Appl. Psychol. 53(2), 237–259 (2004). https://doi.
org/10.1111/j.1464-0597.2004.00170.x
8. Prusak, R.: The impact of employee competencies management as part of the human capital
on the intellectual capital implementing process. Management 20(1), 27–39 (2016). https://
doi.org/10.1515/manment-2015-0022
9. Pickett, L.: Competencies and managerial effectiveness: Putting competencies to work. Publ.
Pers. Manage. 27(1), 103–115 (1998). https://doi.org/10.1177/009102609802700110
10. Abrahamsson, B.: Why organizations? How and Why People Organize. SAGE Publications,
Incorporated, Newbury Park and London (1993)
11. Page, C., Wilson, M., Kolb, D.: Managerial Competencies and New Zealand Managers: On
the Inside, Looking in Auckland. University of Auckland, New Zealand (1993)
12. Rainsbury, E., Hodges, D., Burchell, N., Layet, M.: Ranking workplace competencies: student
and graduate perceptions. Asia-Pac. J. Coop. Educ. 3(2), 8–18 (2002)
13. Azim, S., et al.: The importance of soft skills in complex projects. Int. J. Manag. Proj. Bus.
3(3), 387–401 (2010). https://doi.org/10.1108/17538371011056048
14. Poisson-de Haro, S., Turgut, G.: Expanded strategy simulations: developing better managers.
J. Manage. Dev. 31, 209–220 (2012). https://doi.org/10.1108/02621711211208844
15. Balcar, J.: Is it better to invest in hard or soft skills? Econ. Labour Relat. Rev. 27(4), 453–470
(2016). https://doi.org/10.1177/1035304616674613
16. Almeida, F., Devedzic, V.: The relevance of soft skills for entrepreneurs. J. East Eur. Manage.
Stud. 27(1), 157–172 (2022). https://doi.org/10.5771/0949-6181-2022-1-157
17. Hendarman, A.F., Cantner, U.: Soft skills, hard skills, and individual innovativeness. Eurasian
Bus. Rev. 8(2), 39–169 (2018). https://doi.org/10.1007/s40821-017-0076-6
18. Marandi, R.J., Smith, B.K., Burch, R.F., Vick, S.C.: Engineering soft skills vs engineering
entrepreneurial skills. Int. J. Eng. Educ. 35(4), 988–998 (2019)
19. Dwyer, S.: Moral competence. In: Philosophy and Linguistics, pp. 169–190. Westview Press
(2019).https://doi.org/10.4324/9780429301612-6
20. Rozewski, P., Malachowski, B.: Competence management in knowledge-based organisa-
tion: case study based on higher education organisation. In: Karagiannis, D., Jin, Z. (eds.)
Knowledge Science, Engineering and Management. LNCS (LNAI), vol. 5914, pp. 358–369.
Springer, Heidelberg (2009). https://doi.org/10.1007/978-3-642-10488-6_35
 Organizational Competency Management: Undiscovered Competencies 207

21. Lee, J.G., Park, Y., Yang, G.H.: Driving performance improvements by integrating compe-
tencies with human resource practices. Perform. Improv. Q. 23(1), 71–90 (2010). https://doi.
org/10.1002/PIQ.20076
22. Parry, S.B.: Just what is a competency? (And why should you care?). Training 35(6), 58
(1996)
23. Campion, M.A., Fink, A., Ruggeberg, B., Carr, L., Phuillips, G., Odman, R.: Doing compe-
tencies well: best practices in competency modelling. Pers. Psychol. 64(1), 225–262 (2011).
https://doi.org/10.1111/j.1744-6570.2010.01207.x
24. Brophy, M., Kiely, T.: Competencies: a new sector. J. Eur. Indus. Training 26(2/3/4), 165–176
(2002). https://doi.org/10.1108/03090590210422049
25. Hamel, G., Prahalad, C.K.: Competing for the Future. Harvard Business School Press, Boston
(1994)
26. Prahalad, C., Hamel, G.: The core competence of the corporation. Harv. Bus. Rev. 68(3), 79
(1990). https://doi.org/10.1007/3-540-30763-X_14
27. Andrews, J., Higson, H.: Higher education in Europe graduate employability, “soft skills”
versus “hard” business knowledge: a European study. Higher Educ. Europe. 33(4), 411–422
(2010). https://doi.org/10.1080/03797720802522627
28. Babi, V., Slavkovi, M.: Soft and hard skills development : a current situation in Serbian
companies. In: Management, Knowledge and Learning, International Conference 2011 (2011)
29. Montandon, J.E., Politowski, C., Silva, L., Valente, M., Petrillo, F., Guéhéneuc, Y.: What
skills do IT companies look for in new developers? A study with stack overflow jobs. Inf.
Softw. Technol. 129, 106429 (2021). https://doi.org/10.1016/j.infsof.2020.106429
30. Sousa, M.J.: Human resources management skills needed by organizations. In: Benlamri,
R., Sparer, M. (eds.) Leadership, Innovation and Entrepreneurship as Driving Forces of the
Global Economy. SPBE, pp. 395–402. Springer, Cham (2017). https://doi.org/10.1007/978-
3-319-43434-6_33
31. Weerarathna, R., Pintoe, A.: A study of essential competencies and skills of HR managers in
Sri Lanka. Manage. Admin. Sci. Rev. 5(6), 337–352 (2016)
32. Robles, M.M.: Executive perceptions of the top 10 soft skills needed in today’s workplace.
Bus. Commun. Q. 75(4), 453–465 (2012). https://doi.org/10.1177/1080569912460400
33. Tesone, B.D.V., Ricci, P.: Hotel and Restaurant Entry-Level Job Competencies: Comparisons
of Management and Worker Perceptions. Hosp. Rev. 27(1), 77–90 (2009). https://digitalco
mmons.fiu.edu/hospitalityreview/vol27/iss1/5
 Regression Model with the Groups of Clusters
Apply to Economical Data

Fausto Vizcaino Naranjo1 , Edmundo Jalón Arias1 , C. Dionicio Ponce Ruiz1,2 ,

and Susana A. Arias2(B)
1 Docente de la carrera de Software de la Universidad Regional Autónoma de los Andes
(UNIANDES), Ambato, Ecuador
{ua.faustovizcaino,uq.edmundojalon,
uq.dionisioponce}@uniandes.edu.ec
2 Facultad de Ciencias de la Salud, Universidad Tecnica de Ambato, Ambato, Ecuador

[email protected]

Abstract. Working with economic models is essential for the development of

countries. In this work we propose to use the simple regression model with the
groups of clusters, which allows us to adequately identify economic groups by dif-
ferentiation of years and investment. The results show that it is possible to identify
minimum investments and identification with years. This is a first approximation
to a possible modeling that gives hope of a possible economic interpretation of
the equator.

Keywords: Lineal Regression · Cluster · Economy

1 Introduction
The development of a sustainable agricultural system necessitates a thorough analysis of
the political, social, and economic environments. There aren’t many serious comparisons
of the factors that determine and the trade-offs between sustainable dimensions in the
existing research, which has mostly concentrated on a single sector. Due to the structure
of the economy in Ecuador, which started off as a dollarized one in 2000, the State
actively intervened in the economy as a stabilizer through public spending and taxes.
This study’s goal was to use a multiple linear regression model to examine economic
growth in relation to the Non-Financial Public Sector’s operations from 2012 to 2020.
Similarly, the collection of information and statistical data, as well as the interpretation
of results, used a descriptive and documentary research approach as well as the deductive
method. In summary, it was discovered that while the real and fiscal sector variables are
unrelated to one another, they both contribute to our understanding of the Ecuadorian
economy’s overall picture. In statistics, the coefficient of determination, called R2, is a
statistic used in the context of a statistical model whose main purpose is to predict future
outcomes or test a hypothesis. Figure 1 shows the behavior of the economy variables
per year for Ecuador. The purpose of this work is to verify if a linear regression model
would allow us to observe a future behavior of the Ecuadorian economy.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 208–213, 2024.
https://doi.org/10.1007/978-3-031-44131-8_21
 Regression Model with the Groups of Clusters Apply 209

Fig. 1. https://data.worldbank.org/indicator/NY.GDP.MKTP.KD.ZG?locations=EC

Figure 2 shows a base regression model, the line on which the data should fall, and
above all, the proper functioning of the model.

Fig. 2. Year and Economy related

Figure 3 shows a correlational degree, between the variables awaiting model

Execution, which is regression or grouping.
In this work we intend to use statistics through linear regression, to find a determining
element that allows verifying how is the work of investments in Ecuador by per capita
index, and then try with Kmeans to find an adequate model that determines if there
are groups economic investment by years or that allow to identify the best years by
the combination of regression and group model. This is a first experimental approach,
therefore, we propose a base study of the state of the art, to then describe the methodology
and the initial simple experiment based on it. We obtain the first conclusions of the
anticipated model that we intend to locate in this work.
210 F. V. Naranjo et al.

Fig. 3. Year and Economy relation

2 Art State

Investigation takes a cross-sectoral an evaluation and comparison of fruit and vegetable

sustainability performance Ecuador has vegetable farming (López & Arboleya, 2022).
Because it ensures that people have constant access to food for a better quality of life,
food security is crucial for a nation’s economic prosperity. Given this situation, to estab-
lish the significance of income and education in ensuring food security indicates there is a
strong correlation between the factors total family income and the number of wage earn-
ers and food safety using Linear Regression (Ayaviri-Nina, Quispe-Fernández, Vanegas,
Ortega-Mejía, & Cordero-Ahiman, 2022). Study is to outline progressive tax laws for
businesses in Ecuador using Linear Regression. The survival of it the incidence of collec-
tion is used to gauge the performance of businesses. Two models covering the causes of
the income tax caused [and the causes of the income tax caused [were created to analyze
the theoretical viewpoints with the empirical data (Enríquez & Espinozab). Investiga-
tion examines the link between profitability and working capital elements in the lodging
(hotels) and food and beverage sectors of the Ecuadorian tourism industry from 2014 to
2019. (restaurants). To determine if the elements of working capital had an impact on
the return on assets, both sectors were examined individually (ROA). The components
had no impact on hotels, but they had an adverse effect on ROA in restaurants due to the
average inventory period and average payment period. These factors have a detrimental
effect on ROA when all companies are assessed without considering their varying levels
of activity (Herrera & Gómez, 2022). Due to its nature, Ecuador’s economy began to be
dollarized in 2000. As a stabilizer, the government engaged in public expenditure and
taxes. Investigation objective was to use a multiple linear regression model to examine
economic growth in relation to Public Sector No Financial operations from 2012 to
2020. Similar results would be obtained if a documentary, descriptive inquiry, and the
deductive technique were utilized for information gathering, statistical data collection,
and result interpretation (Guzmánfue, Belduma, & Serrano, 2022). The purpose is to
demonstrate how socioeconomic factors influence the patterns of the epidemic in var-
ious nations. Two stages of analysis were conducted, reflecting the initial six months
of the pandemic and the subsequent six months are two earlier periods. The outcomes
offer valuable lessons learnt enable regional and international authorities to develop bet-
ter strategies in the event of future pandemics analysis is completed as using Kmeans
algorithm (Margaretha, Himawan, Ferdinand, & Dikson, 2022). By using nonparametric
K-means cluster analysis, we were able to identify four unique clusters of 151 nations
 Regression Model with the Groups of Clusters Apply 211

based on the COVID-19 prevalence rate from 1 February 2020 to 29 May 2021. (KmL).
Using a nonlinear 3-parameter logistic (3PL) model, we predicted how the clusters
would evolve in the future and discovered that Cluster IV’s peak points of development
occurred earlier than Cluster I’s. Based on partial least squares structural equation mod-
eling (PLS-SEM) for the first twenty weeks following 1 February 2020, discovered that
key components of human systems have had a substantial impact on the prevalence rate
of COVID-19. Lower levels of the COVID-19 prevalence rate (PR) are correlated with
improved health infrastructure, increased mobility restrictions, increased urban popula-
tion density, and less urban environmental deterioration (Fan, Chen, & Sarker, 2022).
The pursuit of accessible, clean energy is the primary focus of this essay (SDG7). This
necessitates the creation of an assessment mechanism to gauge nations’ advancements
toward SGD7. It is difficult and time-consuming to conduct an efficient assessment of
the energy markets in both developed and developing nations. This difficulty is further
exacerbated by the absence of a common yardstick for evaluating the state of the energy
markets using Kmeans (Matenga, 2022). One of the sectors that has an impact on carbon
dioxide emissions is the logistics sector. CO2 emissions are caused by the countries’
logistical activity. Because of For this reason, there is a strong correlation between each
country’s logistical performance and the emissions of CO2. A cluster analysis will be
conducted using taking into account the countries’ CO2 emission per capita efficiency
and their logistics performance (Polat, Kara, & Yalcin, 2022). Although alternative data
are increasingly often employed in economic analysis globally, studies on Brazil’s eco-
nomic system where show a demonstration how alternate Google Trends data can be
useful and Google Mobility make a unique economic analysis possible. First, it reveals
that the look for the average household wealth in Brazilian states is connected (R =
0.62) with the future of the internet using Kmeans algorithm (Libório, Ekel, & da Silva
Martins, 2022).

3 Methodology

We work with a linear regression model since what we are looking for is a predictive
model. This model responds to:

y = 115.07 − 0.056x

Following steps consists of finding economic clusters, elements that allow grouping
possible behavioral models of the Ecuadorian economy, for which Kmeans was applied
and the assignment of clusters by 2 groups was observed, before and after dollarization.

4 Experimentation
That doesn’t seem like a very nice way to sum up the relationship, does it? It is obvious
that a better line would not be flat but rather slope upward:
212 F. V. Naranjo et al.

The coefficient of determination (that is, the squared proximity coefficient) measures
the goodness of fit of the line to the data. From the output above, we see that its value in
this case is Multiple R-squared: 0.08.

Fig. 4. Cluster

Figure 4 show differentiation can be made between the years of Ecuadorian economic
production towards 2 clusters.
 Regression Model with the Groups of Clusters Apply 213

5 Conclusions

Goal of this work is to verify if there is a relationship between the year and economy for
Ecuador. The regression model shows a coefficient that is not suitable for a predictive
model, therefore under this aspect it is not possible to have an adequate and clear pre-
diction of the Ecuadorian economy with a linear regression model. It can be interpreted
as the predicted sales unit for zero economy inversions (year). Or inversion advertising
budget, we can expect an increase of 0.08 (percapita). If clusters are used, it is clearly
possible to differentiate between years by stages and thereby try to verify a possible
projection towards the following stages. If Fig. 4 is interpreted, a clear change towards
a dollarized economy is established, which is still maintained in the predictive model
towards 2021. In future works, it is about finding minimum clusters in relation to the
regression model of small investments, as was the exercise of this investigation, because
what it is about is trying to emulate for Ecuador the model that behaves in the best way
per year towards the establishment of adequate economic investment groups.

References
Ayaviri-Nina, V.D., Quispe-Fernández, G.M., Vanegas, J.L., Ortega-Mejía, V., Cordero-Ahiman,
O.V.: Importance of purchasing power and education in the food security of families in rural
areas—case study: Chambo Ecuador. Sustainability 14(10), 6068 (2022)
Enríquez, M.V., Espinozab, G.S.: Progressive tax policies for companies in Ecuador: evidence in
survival and collection (2022)
Fan, P., Chen, J., Sarker, T.: Roles of economic development level and other human system factors
in COVID-19 spread in the early stage of the pandemic. Sustainability 14(4), 2342 (2022)
Guzmánfue, M.J.G., Belduma, J.N.V., Serrano, L.L.: Ecuador: análisis del crecimiento económico
y el sector público no financiero período 2012–2020. Espíritu Emprendedor TES 6(1), 51–69
(2022)
Herrera, R.A., Gómez, A.H.: Impact of working capital on the profitability of companies in the
tourism sector in Ecuador. In: Carvalho, J.V.D., Liberato, P., Peña, A. (eds.) Advances in
Tourism, Technology and Systems, vol. 284, pp. 1–9. Springer, Singapore (2022). https://doi.
org/10.1007/978-981-16-9701-2_1
Libório, M.P., Ekel, P.I., da Silva Martins, C.A.P.: Economic analysis through alternative data and
big data techniques: what do they tell about Brazil? (2022)
López, G., Arboleya, P.: Short-term wind speed forecasting over complex terrain using linear
regression models and multivariable LSTM and NARX networks in the Andes Mountains,
Ecuador. Renew. Energy 183, 351–368 (2022)
Margaretha, H., Himawan, J.C., Ferdinand, F.V., Dikson, D.: Country classifications through
a COVID-19 pandemic model with dynamic parameters and socioeconomics indicators.
GCISTEM Proc. 1, 200–208 (2022)
Matenga, Z.: Assessment of energy market’s progress towards achieving sustainable development
goal 7: a clustering approach. Sustain. Energy Technol. Assess. 52, 102224 (2022)
Polat, M., Kara, K., Yalcin, G.C.: Clustering countries on logistics performance and carbon dioxide
(CO2) emission efficiency: an empirical analysis. Bus. Econ. Res. J. 13(2), 221–238 (2022)
 A Study of the Factors Influencing the Turnover
of Slovakian Small and Medium-Sized
Enterprises

Peter Karacsony1(B) , David Szabo2 , and Imrich Antalík1

1 Faculty of Economics and Informatics, Department of Economics, J. Selye University,
Komárno, Slovakia
{karacsonyp,antaliki}@ujs.sk
2 Faculty of Economics and Informatics, Department of Management, J. Selye University,
Komárno, Slovakia
[email protected]

Abstract. In developed economies, more and more attention is being paid to psy-
chosocial factors affecting employees in the workplace, such as stress from the
workplace, the composition of the work group and the quality of the relation-
ship between employees and managers. In recent times, the proper management
of human resources within the organization has become a strategic issue since
the individual is one of the most important key factors in the competitiveness
and success of businesses. In market competition, competitive advantages can be
gained by companies that properly combine physical and intellectual resources,
thereby creating unique values. It is human knowledge that includes the possibility
of innovation, which is essential for gaining competitive advantage, success and
continuous development. The main objective of our research was to explore the
factors of employee turnover in small and medium-sized enterprises in Slovakia.
In order to achieve our objective, we conducted primary research in the form of a
questionnaire survey that was carried out in November and December 2022 and
involved a total of 370 respondents. The two independent variables analyzed in the
course of our own investigations, workplace stress and work environment, signif-
icantly contributed to turnover in the case of the examined sample. The variable
workplace stress had the greatest effect on turnover, so it is definitely recom-
mended that managers of small and medium-sized enterprises pay more attention
to stress management.

Keywords: turnover · employee · workplace stress · work environment ·

Slovakia

1 Introduction

In 2021, Slovakia had a population of 5,434,712 people. 51.2% of the total population
were women. Total employment in 2021 was 2,560,600 people. The unemployment rate
reached 6.8% in 2021. The number of unemployed increased the most among those

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 214–223, 2024.
https://doi.org/10.1007/978-3-031-44131-8_22
 A Study of the Factors Influencing the Turnover of Slovakian 215

working in commerce and construction. The unemployment rate was highest (11.4%) in
the Prešov Region and lowest (2.6%) in the Bratislava Region (Eures, 2023). Depending
on the type of skilled position, employers primarily require professional knowledge,
language skills, experience and digital literacy from future employees. Among the soft
skills, responsibility, communication skills, flexibility, autonomy, the ability to learn new
things and teamwork are most often required. The average employee turnover in Slovakia
ranges between 14 and 16%, which is much higher than the healthy turnover rate, which
would be between 5 and 7% (Spectator, 2023). Reducing turnover and employee retention
has become one of the most important strategies of Slovak organizations.
The purpose of the present study was to explore and examine the most important
factors affecting employee turnover in Slovakian small and medium-sized enterprises.
The topic is relevant because, in a crisis situation, small and medium-sized enterprises
are more vulnerable than multinational corporations. Slovakian businesses had not even
recovered from the shock caused by the coronavirus pandemic yet, and another crisis, the
one caused by the Russia-Ukraine conflict taking place next door, has already arrived.
The novelty of the research is that, to the best of our knowledge, no comprehensive
country-wide study specifically focusing on analyzing the factors affecting the turnover
of employees in small and medium-sized enterprises has been conducted in Slovakia
yet. Among similar research published on our topic, without claiming to be exhaustive,
a 2019 study by Rozsa et al. focusing primarily on employee retention, a 2012 study
by Gurková et al. examining the job satisfaction and turnover intention of Slovak and
Czech nurses and a 2020 study by Vetráková et al. analyzing the causes of employee
turnover in Slovak hotels should be highlighted.

2 Literature Review

Employee turnover research goes back a little more than 100 years, the first mention of
turnover in organizations can be found in the Journal of Applied Psychology in 1917. In
recent times, employee turnover research is one of the central topics of corporate manage-
ment research. In the 1990s, Fitzenz highlighted that employee retention is determined
by not one, but multiple factors. In connection to retention, the management of an orga-
nization must address at a systemic level such factors as compensation and incentives,
job security, training and development, supportive leadership culture and appropriate
working conditions (Bibi et al., 2016).
Employee turnover is undoubtedly present and causes a big problem for modern
organizations. Staff turnover means the constant or frequent job changes of employ-
ees/workers. Turnover is the ratio of employees hired to replace employees who leave
the organization for some reason in relation to the organization’s average number of the
employees (Hosen, 2022). Knowing the level of turnover is fundamentally important
to organizations, as it affects organizational performance, and steps taken to manage
it can lead to long-term difficulties and huge costs (Gutpta et al., 2021). At the same
time, it should also be pointed out that turnover can in some cases also have positive
consequences. One of its benefits is that it enables the exchange of employees from a
quality perspective. This is mainly necessary in higher (leadership) positions, where it is
important to always have a leader competent and suitable at the given leadership level.
216 P. Karacsony et al.

In order to promote organizational changes and the emergence of new approaches, it

can be useful to have changes in leadership at certain intervals. In the literature, how-
ever, authors mostly highlight the negative effects of turnover. According to Prastyo and
Andriani (2022), employee turnover in a company can be caused by several variables,
including work environment, workload and workplace stress. Replacing an employee
lost due to turnover involves costs; these costs are made up of the recruitment, hiring
and training of the new employee as well as the time lost from production. In addition
to resulting in higher costs, another significant negative effect of turnover is that with
the departure of an experienced and knowledgeable employee, we also lose part of our
organizational knowledge. In addition, the departing employee can be a reinforcement
for a competitor, which can lead to a deterioration in the competitive position of the orga-
nization left behind. Another negative effect is that high turnover rates are often cited
as one of the main characteristics of bad organizations, which gives rise to a negative
perception of the organization by both new employees and customers, which indirectly
weakens its employer brand.
As we presented above, there are many possible reasons for turnover, of which we
highlight and present in detail only the ones related to our research hypotheses. Work
environment, one of the prime root causes, not only affects the individual’s performance,
but also plays a major role in staff turnover. According to Jain and Kaur (2014), work envi-
ronment includes all the physical, psychological and social aspects that affect the body
and mind of employees. According to Soelton and Atnani (2018), work environment
encompasses the physical characteristics, psychosocial and organizational environment
of the work, but does not focus on individual job characteristics. It is the employer’s
responsibility to create a work environment that is positive, beneficial and not harmful
to employees. One of the most frequently occurring negative phenomena in the work
environment are conflicts in the workplace in the course of which the affected party
is regularly exposed to physical or psychological abuse (Shakoor, 2020). Psychoterror
in the workplace (or mobbing) is a conflict process in the course of which employees
are “exposed to insults, harassment and molestation” by their colleagues and superiors
over a longer period of time (Wachs, 2009). A bad work environment affects not only
the victim, but also other employees of the company, thereby impacting the company’s
overall efficiency as well. Quality of the work environment is a central issue for employ-
ees and employers, often linked to productivity and employee well-being (Boxall et al,
2003). Quality of the work environment also includes employee needs and interactions
within the organization, which affect the psychological well-being of employees (Hvid
and Hasle, 2003). Psychosocial elements of the work environment include conflicts,
threats or workplace violence (Sell and Cleal, 2011). In order to succeed, an organiza-
tion must design its work environment in such a way as to improve the level of employee
engagement and motivation, leading to positive organizational outcomes (Sharma, M.
2022). A bad work atmosphere should not be taken lightly because it causes burnout
and high levels of frustration among employees and also reduces the productivity of the
organization. As a result, it increases employee turnover and has a long-term negative
impact on the functioning of the organization.
 A Study of the Factors Influencing the Turnover of Slovakian 217

Based on the above, we formulated our first research hypothesis, which is the
following:
H1. A significant relationship can be shown between work environment and employee
turnover.
Stress is part of our daily existence, there is no person who is not affected by any
stress factor. There are many definitions of stress in the literature. The common feature
of all these theories is that stress is explained as an active and powerful process that man-
ifests itself in the individual’s response to the environment. Based on estimates from the
American Psychological Association cited in an article by Seppälä and Cameron (2015),
workplace stress costs the United States economy more than $500 billion per year, and
550 million workdays are lost each year. In the United Kingdom 15.4 million working
days were lost due to stress, depression and anxiety in the workplace in 2017 and 2018.
More than half of job changes could be prevented if stress could be managed properly
at the company level. Organizational commitment and workplace stress are inversely
proportional, the higher the level of stress affecting the employee, the more certain that
they will leave the given workplace within a short period of time. Persistent workplace
stress has many negative consequences at the level of the individual, that of the work-
place and of society. Factors causing workplace stress can basically be divided into two
types, a) stressors arising from the nature of the work (e.g. monotonous activities, too
many or too few tasks, time pressure, exclusion from decision-making etc.); b) stressors
arising from conditions in the workplace (e.g. uncertain job prospects, unfair wages,
being undertrained or overtrained, isolation, disruption of work-life balance etc.). Work-
place stress is the result of the employee facing requirements, demands, pressures and
negative reactions in their work that do not match their level of knowledge, and this
poses challenges and threats to employee performance (Sinambela, 2020). Workplace
stress is the employee’s anxiety or nervousness related to work, which affects both the
emotional and work behavior of employees. Workplace stress can be characterized by
the individual’s negative psychological state, which is a reaction to characteristics of
the work environment that seem emotionally and physically threatening (Karacsony,
2019). The consequences of excessive workplace stress can be burnout syndrome, too
many absences from work and employee turnover. A number of international stud-
ies (Ramlawati et al., 2021, Kim, 2020, Kurniawaty et al., 2019) found a connection
between workplace stress and employee turnover, in organizations where the level of
stress employees experience is high, the percentage of turnover will be higher too.
After studying the literature, our second research hypothesis is the following:
H2. A significant relationship can be shown between workplace stress and employee
turnover.
After reviewing the literature and presenting the hypotheses, in the following sections
we would like to elaborate on the results of our own investigations and the conclusions
of our research.
218 P. Karacsony et al.

3 Literature Review

The main purpose of our study was to draw the attention of those interested in the topic
to employee turnover as a business problem. In order to achieve our goal, we conducted
primary research in Slovakian small and medium-sized enterprises. The research was
carried out using an online questionnaire survey, a quantitative method, with snowball
sampling. This method can be characterized by the quantifiability of the data and their
suitability for statistical analyses. The questionnaire was made available in an anony-
mous, self-administered form. In this research, we used a five point Likert scale, where
the degree of intensity was indicated by completely disagree, disagree, am indifferent,
agree, completely agree. The questionnaire contained both closed-ended and open-ended
questions, so respondents could choose from alternative answers or indicate their obser-
vations on a five-point scale. The survey took place in November and December 2022.
At the end of the survey, we had received a total of 370 evaluable questionnaires.
In the course of the research, we employed quantitative methods to establish the
correlations and significant factors between employee turnover as a dependent vari-
able and quality of work environment as well as workplace stress as independent vari-
ables. According to our research hypotheses, there is a positive relationship between
the independent variables and the dependent variable. The results of our present study
provide conclusions about the respondents concerned, however, due to sample size, no
conclusions can be drawn for the population as a whole.
We performed a reliability analysis on the questionnaire used in the research. The
reliability analysis was performed by calculating Cronbach’s alpha. The analysis gave
us the following Cronbach’s alpha values: turnover (α = 0.812), work environment (α
= 0.784), and workplace stress (α = 0.887). The result of the reliability analysis was
high, indicating that the items in the questionnaire were reliable for the purposes of
conducting the research.
There were more female (55.9%) among the respondents than male (44.1%). In
terms of age, there were more respondents from young age groups, 27.3% were from
the 26–35 age group, 31.1% from the 36–45 age group and 24.6% from the 46–55 age
group. The proportion of those with a university/college degree was 66.8%, while the
proportion of those with a secondary education was 33.2%. In terms of work experience,
most respondents had 5–10 years of work experience (their proportion was 38.9%),
while those indicating less than one year of work experience were the fewest (their total
proportion within the sample was only 3.5%) (Table 1).
 A Study of the Factors Influencing the Turnover of Slovakian 219

Table 1. Descriptive information from respondents

Variables Frequency Percent

Gender Male 163 44.1
Female 207 55.9
Age 18–25 17 4.6
26–35 101 27.3
36–45 115 31.1
46–55 91 24.6
56 or more 46 12.4
Education Secondary education 123 33.2
University/College degree 247 66.8
Work experience 1–12 months 13 3.5
1–5 years 118 31.9
5–10 years 144 38.9
More than 10 years 95 25.7

4 Results
78% of the surveyed respondents indicated that they had changed jobs in the past because
of workplace characteristics, the rest (22%) indicated other reasons (e.g. family reasons,
moving house) as the main factors that caused them to change jobs. These opinions
also show that a more detailed examination of the causes of turnover is worthwhile to
organizations.
During the research, correlation analysis was used to determine the relationship
between two independent variables and turnover. To determine whether the data follow
a normal distribution or not, a normality test was performed. Due to the small sample
size, the Shapiro-Wilk test was used as a test of normality.
Based on the normality test, the p-value for all variables was less than or equal to
the significance level, so we concluded that the data do not follow a normal distribution.
The obtained results for turnover (SW = 0.751, p-value = 0.011 < 0.05), for work
environment (SW = 0.867, p-value = 0.000 < 0.05) and in the case of workplace
stress (SW = 0.790, p-value = 0.000 < 0.05), none of the variables have a normal
distribution. Based on the result of the Shapiro-Wilk test, we employed a non-parametric
test (Spearman’s rank order correlation) for our research to determine the correlation
between variables.
Table 2 shows a Spearman’s rank order correlation, according to which there is a
significant positive linear relationship between workplace stress (ρ = 0.602, p-value =
0.000 < 0.05), work environment (ρ = 0.440, p-value = 0.000 < 0.05) and turnover. Our
hypotheses have therefore been proven, in other words, work environment and workplace
stress can be shown to have a significant relationship with turnover.
220 P. Karacsony et al.

Table 2. Spearman’s rank correlation coefficient

Turnover Workplace stress Work environment

Turnover Correlation 1.000 .602** .440**
Coefficient
Sig. (2-tailed) .000 .000
Workplace stress Correlation .602** 1.000 .387**
Coefficient
Sig. (2-tailed) .000 .000
Work environment Correlation .440** .387** 1.000
Coefficient
Sig. (2-tailed) .000 .000
** . Correlation is significant at the 0.01 level (2-tailed).

Based on the ANOVA table in Table 3, the independent variables in the model [F
= 174.448, p-value = 0.000 < 0.05] explain about 48.70% of turnover. This could be
interpreted to mean that every second worker had left their job earlier due to one of two
factors.

Table 3. Model Summaryb

Adjusted R Std. Error of Durbin-

Model R R Square Square the Estimate Watson
1 .698a .487 .485 .666 2.201
a. Predictors: (Constant), Work environment, Workplace stress
b. Dependent Variable: Turnover

ANOVAa

Sum of
Model Squares df Mean Square F Sig.
1 Regres- 154.770 2 77.385 174.448 .000b
sion
Residual 162.801 367 .444
Total 317.570 369
a. Dependent Variable: Turnover
b. Predictors: (Constant), Work environment, Workplace stress
 A Study of the Factors Influencing the Turnover of Slovakian 221

Collinearity statistics showed that all tolerance values were greater than 0.10, and
the fact that Variance Inflation Factor (VIF) values are less than 10 indicates that there
is no multicollinearity problem in our sample (Table 4).

Table 4. Regression Coefficient

Model Unstandardized Standardized t Sig. Collinearity

Coefficients Coefficients Statistics
B Std. Error Beta Tolerance VIF
(Constant) .864 .185 4.665 .000
Workplace .617 .043 .572 14.236 .000 .866 1.154
stress
Work .211 .035 .243 6.053 .000 .866 1.154
environment
a. Dependent Variable: Turnover.

In the case of the two independent variables examined in the model, workplace stress
(t = 14.236, p-value = 0.000 < 0.05) and work environment (t = 6.053, p-value = 0.000
< 0.05), it was proven by statistical means also that they contributed significantly to
turnover in the examined sample. The highest standardized coefficient (Beta = 0.572)
was shown by the workplace stress variable; therefore, this variable had the greatest
impact on turnover.

5 Discussion and Conclusion

Our present research can provide information to practitioners about the most impor-
tant factors that affect the turnover of employees employed in small and medium-sized
enterprises in Slovakia. It can also be a source of secondary data to researchers working
in this field who study the effect of stress on employee turnover intention. Based on
Spearman’s rank order correlation, we showed significant positive linear relationships
between the investigated variables. The two investigated factors, workplace stress and
work environment, contribute greatly to employee turnover. Staff turnover is a serious
problem that almost every organization faces. Turnover is not only costly due to the
recruitment and training of new employees (Snell, 2007), but it is also costly in terms
of reduced profits due to a decline in the organization’s performance and service level
(Fheili, 2007, Babatunde and Laoye, 2011, Yao and Zeng, 2019). Mitigation of turnover
is an important issue for all business organizations, and for this it is important to know
which factors have the greatest effect on employee turnover intention. Our results are
also supported by several pieces of international literature. Workplace stress is a situation
that can cause bad feelings in an individual, which can later affect their psychological or
physical health. Previous studies (Caillier, 2020) also confirmed that workplace stress
has an effect on employee turnover, because in organizations with high levels of work-
place stress employees are replaced frequently. The work environment is the other factor
222 P. Karacsony et al.

that can play a significant role in employee turnover (Gawas, 2022). Work environment
includes relationships with colleagues, the relationship between manager and subordi-
nate, all of which can have an impact on how the individual worker feels about their job.
The more psychoterror a worker is exposed to in their workplace, the more certain it is
that they will not stay in the given job in the long run.
Managers of small and medium-sized enterprises would do well to pay attention
to the factors affecting turnover revealed in the course of our research, as doing so
could reduce the constant turnover of employees. In this way, business organizations
could achieve not only more satisfied employees, but also much more effective and
efficient operations. With a little attention, regular conversations with employees and
finding immediate solutions to the problems that arise, the bad employee morale often
experienced in small and medium-sized enterprises could in many cases be improved,
and thus a high level of turnover could be avoided, which is in the interest of both
employees and employers.
As with all research, this research also had its limitations, the first such limitation
was the small sample size, and the second one was that the research is based on inter-
viewing a specific segment, employees in small and medium-sized enterprises. As a
future research direction, we would recommend increasing the sample size in order to
achieve more accurate results. A large sample size can better represent the population,
limiting the impact of outliers. Furthermore, the research could be extended to other
European countries, and the results thus obtained could be examined in an international
comparison.

References
Babatunde, M.A., Laoye, O.M.: Assessing the effects of employee turnover on the performance
of small and medium-scale enterprises in Nigeria. J. Afr. Bus. 12(2), 268–286 (2011)
Bibi, P., Pangil, F.B., Johari, J.B.: HRM practices and employees’ rentention: the perspective of
job embeddedness theory. Asian J. Mult. Stud. 4(5), 41–47 (2016)
Boxall, P., Macky, K., Rasmussen, E.: Labour turnover and retention in New Zealand: the causes
and consequences of leaving and staying with employers. Asia Pac. J. Hum. Resour. 41(2),
196–214 (2003)
Caillier, J.G.: The impact of workplace aggression on employee satisfaction with job stress,
meaningfulness of work, and turnover intentions. Publ. Pers. Manag. 50(2), 159–182 (2020)
Fheili, M.: Employee turnover: an HR risk with firm-specific context. J. Oper. Risk 2(3), 69–84
(2007)
Gawas, N.M.: Workplace bullying and employee turnover intention: a mediating role of
organizational justice. Int. J. Health Sci., 4486–4493 (2022)
Gurková, E., Soósová, M.S., Haroková, S., Žiaková, K., Šerfelová, R., Zamboriová, M.: Job
satisfaction and leaving intentions of Slovak and Czech nurses. Int. Nurs. Rev. 60(1) (2012)
Gutpta, N., Singhal, M., Chauhan, S.: Impact of organisational politics on employee turnover and
employee performance. Int. J. Bus. Manag. Res. 9(3), 244–249 (2021)
Hosen, M.: Factors affecting employee turnover in multinational companies in Malaysia. Malays.
Manag. J. 26, 31–54 (2022)
EURES Homepage. https://eures.ec.europa.eu/living-and-working/labour-market-information/
labour-market-information-slovakia_en. Accessed 11 Feb 2023
SPECTATOR Homepage. https://spectator.sme.sk/c/20849456/survey-employee-turnover-exc
eeds-the-healthy-rate-in-slovakia.html. Accessed 27 Jan 2023
 A Study of the Factors Influencing the Turnover of Slovakian 223

Hvid, H., Hasle, P.: Human Development and Working Life. Ashgate Publishing Limited,
Aldershot (2003)
Jain, R., Kaur, S.: Impact of work environment on job satisfaction. Int. J. Sci. Res. Publ. 4, 1–8
(2014)
Karacsony, P.: Examining the relationship between workplace stress and organizational commit-
ment. In.: Proceedings of the 2019 International Conference on Management Science and
Industrial Engineering. MSIE, Phuket, Thailand, 24–26 May 2019
Kim, D.A.: Study on relationship between job insecurity of travel agent’s employee, job stress
and turnover intention: mediating job stress. J. Tourism Manag. Res. 24(4), 39–55 (2020)
Kurniawaty, K., Ramly, M., Ramlawati, R.: The effect of work environment, stress, and job
satisfaction on employee turnover intention. Manag. Sci. Lett., 877–886 (2019)
Prastyo, M.I.B., Andriani, D.: The effect of workload and work stress on turnover intention with
job satisfaction as an intervening variable for employees. Academia Open 7 (2022)
Ramlawati, R., Trisnawati, E., Yasin, N.A., Kurniawaty, K.: External alternatives, job stress on
job satisfaction and employee turnover intention. Manag. Sci. Lett., 511–518 (2021)
Rozsa, Z., Formánek, I., Maňák, R.: Determining the factors of the employees’ intention to stay
or leave in the Slovak’s SMEs. Int. J. Entrepreneurial Knowl. 7(2), 63–72 (2019)
Sell, L., Cleal, B.: Job satisfaction, work environment, and rewards: motivational theory revisited.
Labour 25(1), 1–23 (2011)
Seppälä, E., Cameron, K.: Proof that positive work cultures are more productive. Harvard Bus.
Rev. (2015)
Shakoor, R.: Workplace conflicts and its effect on employee productivity: a mediating role of
workplace politics. Int. J. Psychosoc. Rehabil. 24(3), 2774–2783 (2020)
Sharma, M.: Linking employee engagement, job stress and perceived organizational support to
organizational commitment. Int. J. Indian Cult. Bus. Manag. 27(2), 251 (2022)
Sinambela, S.: The effect of workload on job stress, work motivation, and employee performance.
Int. J. Psychosoc. Rehabil. 24(04), 1373–1390 (2020)
Snell, A.: Measuring the financial impact of HR: defining and controlling the areas where HR
adds cost and value. Strateg. HR Rev. 6(2), 28–31 (2007)
Soelton, M., Atnani, M.: How work environment, work satisfaction, work stress on the turnover
intention affect university management. Jurnal Manajemen Dan Bisnis Indonesia 5(3), 439–448
(2018)
Vetráková, M., Kubaľa, J., Cole, D.A., Pompurová, K.: Causes of employee fluctuation and the
need for stabilization in Slovak hotels. Entrepreneurship Sustain. Issues 8(1), 332–346 (2020)
Wachs, J.: Workplace incivility, bullying, and mobbing. AAOHN. J. 57(2), 88 (2009)
Yao, Y., Zeng, H.: Employee turnover intention of SMEs: a case study in China. Int. J. Small
Medium Enterprises 2(2), 41–48 (2019)
 Detecting General Individual Competences
for Independent Digital Entrepreneur Behavior,
in a Sample of Portuguese Students

Pedro Miguel Gaspar1(B) , José A. M. Victor2 , and Carmen Leal3

1 University of Tras-os-Montes and Alto Douro, Vila Real, Portugal
[email protected]
2 N2i, Polytechnic Institute of Maia, Avioso, Portugal
3 CETRAD, University of Tras-Os-Montes and Alto Douro, Vila Real, Portugal

[email protected]

Abstract. Recent studies on digital entrepreneurship (DE) have highlighted the

importance of explaining a profile that identifies with the concept. However, few
studies are found that lead to a consistent and informed scientific understanding
of the competences to digital entrepreneurs. This article was developed within
the student community and its main objective was to create a process for identi-
fying and detecting general individual competences that lead to independent DE
behaviors.
37 students from different Universities in northern Portugal were assessed,
using an instrument for self-identification of entrepreneurial competences, devel-
oped from theoretical approaches by Cooley [1], Spencer and Spencer [2],
Dornelas [3] and integrated by Lenzi et al., [4].
The results point the possibility of establishing a pattern of general com-
petences more associated with independent DE behaviors in the community of
higher education students, which, in view of the insufficient sample and merely
descriptive analysis, will have to be deepened and reconfirmed.

Keywords: Independent entrepreneurship · Digital behavior · Individual

competences

1 Entrepreneurship - Background
The origin of the word entrepreneur is French and means that takes the risks and starts
something new. The first definition of the term entrepreneurship appears with Marco
Polo: the entrepreneur was the one who sought to establish trade routes with the far east,
in the form of contracts [3]. The term entrepreneur was later popularized by Schumpeter
[5, 32], as the figure of the person in economic development next to credit and the new
combination of means of production.
The role of the entrepreneur is to improve or revolutionize the standard of produc-
tion or, more generally, an untried technological process, to produce a new utility or an
existing product or service, through a new way [6]. Entrepreneurship is also defined as a

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 224–232, 2024.
https://doi.org/10.1007/978-3-031-44131-8_23
 Detecting General Individual Competences for Independent 225

cultural phenomenon, the result of habits, practices and personal values [7]. Drucker [8]
does not see entrepreneurs causing change, but rather exploring the opportunities that
change creates. This defines entrepreneur and entrepreneurship, because the entrepreneur
wants change, exploiting it as an opportunity. Entrepreneurs act on what they believe to
be an opportunity [6]. Independent entrepreneurship is essential for the process of eco-
nomic development. In its models, society’s value systems are being applied, in which,
individual behaviors are fundamental. According to Dornelas [9] and Baggio & Baggio
[10], entrepreneurs are visionaries, know how to make decisions, are individuals who
make a difference, know how to make the most of the opportunities, are determined
and dynamic, are dedicated, optimistic and passionate about what they do, are indepen-
dent and build their own destiny, get rich, are leaders and team trainers, organized, have
knowledge, assume all calculated risks and create value for society.
Schumpeter [5, 32] highlighted as innovative and changing functions of the
entrepreneur who, by combining resources in a new and original form, as promoters of
development and economic growth. Shapero [11] described the entrepreneur as someone
with initiative, who gathers resources in a new way or reorganizes them to generate a
relatively independent structure, whose success is uncertain. Bruce [12] proposes that
the term entrepreneur also applies to individuals involved in existing organizations,
as they take control, risks, make decisions and often change the fate of the company
through innovative concepts, products, strategies or processes, paving the way to dimen-
sion of corporate entrepreneurship that will not be the object of this work. Independent
entrepreneurship is our specific target. Previous research classified entrepreneurship into
different terms such as technology, and process of entrepreneurship, and some practical
guidelines were also provided, but entrepreneurial skills is a major point [13].

2 Digital Entrepreneurship

DE is the process of creating a digital startup [14] by means of the intersection of digital
technologies and entrepreneurship [15]. Includes ventures and transformation of existing
businesses by creating novel digital technologies and/or novel usage of such technolo-
gies. Technology entrepreneurship demands the effort of many agents with distinct skills
and access to information [16], who face a large degree of technological [17] and market
[18] uncertainties. The rapid proliferation of digital technologies with new functional-
ities has profoundly changed competitive environments, reshaping traditional business
strategies and processes [19]. Moreover, it constitutes a multidisciplinary field, deeply
influenced by the entrepreneurship, technology, and management disciplines [20]. DE
is a subset of technology entrepreneurship and entrepreneurship fields [21, 22], which
shares the characteristics described above and aims to create digital startups [14, 23].
A digital startup is understood as a human institution designed to recognize, create,
and explore DE opportunities in an environment of extreme uncertainty [18, 24]. At the
microlevel, digital technologies also reshaped the mentality of entrepreneurs [25]. Cur-
rently, many countries consider DE as a critical pillar for digital economic development.
It is imperative to develop a fine-grained understanding of DE. DE has the potential not
only for the wealth of entrepreneurs and organizations, but also for society, through its
proximity to sustainable development goals [26].
226 P. M. Gaspar et al.

A key component of DE is how digital technologies and the digital process trans-
forms the way entrepreneurs can create new sources of value. However, digital can be
transformed by transforming what it means to be an entrepreneur and the skills and
competencies required.

3 The Post-pandemic World and Digital Entrepreneurship

The Covid-19 pandemic led the organizations to change the operationalization of the
business and the relationship with its customers, with emphasis on the migration of
almost all products and services from the physical format to the digital format, also
transforming segments and offices into digital [27]. The awakening of new entrepreneurs
during the pandemic, whether out of necessity, opportunity or solidarity, arises as a
possibility of overcoming and solving problems that are present and are likely to drag
on into the future. In this sequence, creative and entrepreneurial solutions are suggested
to ensure the future of the population and the entrepreneurial activities seem to be part
of a new reality, pointed out by several scholars in the post-pandemic world [28].

4 Individual Competences and Independent Entrepreneurship

The origin of the concept of competence goes back to McCleland’s studies for whom
the definition of competence emerges as a set of qualifications that the person has to
perform a job with a higher level of performance [29]. It defines competence as an
underlying characteristic of a person who is casually related to superior performance in
performing a task or in a given situation. The studies initiated by McClelland supported
a basis on which the set of knowledge held, skills and attitudes define an individual’s
level of competence. In the evolution of the concept, Cooley [1] shows that competence
is manifested through actions in which there is the delivery capacity and not only the
detention of knowledge, skills and attitudes. Le Boterf [30] presents later a structure
of competences, where three fundamental components are: knowing how to act, want-
ing to act and being able to act. It is important to distinguish between organisational
competences (collective competences associated with activities relating to the means
and purposes to be achieved by an organisation) and individual competences (related to
the act responsible and recognized of the individual, which involves mobilizing, inte-
grating, transferring knowledge, resources, skills, that add economic and social value to
it) [30]. Spencer & Spencer [2] and Cooley [1] identified a set of competences associ-
ated with entrepreneurship. After, Lenzi et al., [4] systematized the incidence of studies
conducted with similar competences, showing the relationship of these entrepreneurial
competences of Spencer & Spencer [2] and Cooley [1], also stated by other Authors.
This relationship is illustrated in Table 1.
It will also be important to clear the concepts of corporate entrepreneurship (the
entrepreneur who acts in a manner dependent on his organization) and independent
entrepreneurship that is the one in which our study tries to focus. Dornelas [3] points
out a set of differences and similarities between the two, highlighting in independent
entrepreneurship the essential focus in value creation, with greater use of venture cap-
ital, with their own strategies, fewer rules and bureaucracy established, and with faster
 Detecting General Individual Competences for Independent 227

Table 1. Relationship between entrepreneurial competences pointed out by Cooley [1] and
Spencer & Spencer [2], and also referred by other Authors [4]

General Individual Competences

Search for opportunities and initiative (C1)
Taking calculated risks (C2)
Quality and efficiency requirement (C3)
Persistence (C4)
Commitment (C5)
Information search (C6)
Establishment of goals (C7)
Constant planning and monitoring (C8)
Persuasion and account network of contacts (C9)
Independence and Self Confidence (C10)
Adapted from Lenzi et al. [4]

steps and short-term goals. In this study we also try not to include the dimension of
social entrepreneurship, in many cases related to more philanthropic objectives. Dor-
nelas [3] also points to similarities between corporate and independent entrepreneurship,
highlighting: both involve the recognition, evaluation and exploitation of an opportu-
nity; both require a unique, differentiating concept that leads to the creation of new
products, services, processes and/or new business; both depend on an entrepreneurial
individual who forms a team that will help you implement this concept; both require the
entrepreneur to be able to balance vision with management skills, passion with pragma-
tism and proactivity with patience; in both, the entrepreneur will encounter resistance
and obstacles, need to be persevering and have the ability to find innovative solutions to
the problems; both involve risks that require risk management strategies; both require
the entrepreneur’s creative strategies to identify and find resources and both require the
entrepreneur to define strategies on how and when the business will return the invest-
ments made. To drive these elements that are more differentiating and more common
to independent DE, we must adapt and put them in confluence with the intersection of
technology and entrepreneurship.

5 Method

Based on the list adapted by Lenzi et al., [4] specifying the relationship of entrepreneurial
competences of Cooley [1] and Spencer & Spencer [2] with other Authors, a digital
questionnaire has been prepared with a first part of the collection of socio-demographic
data identification of the student’s area of knowledge. In a second part, the student was
asked to score on an increasing scale of 1 to 10, according to the ordered position where
it considers placing each of the 10 general competencies on the list provided, related to
independent, successful DE. The competencies least scored on the scale of 1 to 10 are
considered the most important for respondents. In the questionnaire, a text explaining
the meaning of all competences of the list, was recorded. At the time of scoring, the
228 P. M. Gaspar et al.

students were thus able to observe the meaning of the competencies with uniformity
of interpretation. Thirty-seven Portuguese students from 3 Universities and different
courses participated and answered the questionnaire. No personally identifiable data was
collected. All data have been encoded, and ethical, procedural and data protection aspects
have been adopted in accordance with the established conventions. It was intended
to observe the most valued general individual competencies for independent digital
entrepreneurial behavior.

6 Results

In the total sample of people aged between 19 and 35 years, the mean was 20.84 years
(SD 3.40). Of the 37 students accessed, 62.2% (N = 23) were women and 37.8% (N =
14), men. Table 2 show the sociodemografic profile of the sample.

Table 2. Sociodemográfic Profile

Total Sample N = 37 (100%)

FFrequencies Mean SD Min Max
Student Gender
Men N = 14/37 (37.8%)
Woman N = 23/37 (62.2%)
Age 20,84 3.40 19 35
Higher Management courses Total N = 16/37 (43.2%)
Women N = 11/16 (68.8%)
Men N = 5/16 (31.2%)
Other higher courses Total N = 21/37 (56.8%)
Women N = 12/21 (57.1%)
Men N = 9/21 (42.9%)
Note. Sociodemographic characteristics of students (N = 37). Frequencies, mean, standard
deviation and percentages

Regarding the student knowledge area, 11 higher education courses were identified
(9 degree courses and 2 master’s degrees). Three degrees in Management area (Business
Management; Human Resources Management and Marketing Management) represent-
ing 43.2% (N = 16) of the sample. Regarding the most valued competencies that were
identified by a lower average score in the students responses, stands out Persistence
(C4) with the lowest average score: 2.03 (SD 1.01) and Commitment (C5) with 2.81
(SD 1.45). In the least valued competences, with higher average scores was registered
Establishment of goals (C7), 7.41 (SD 1.54) and Persuasion and account network of
contacts (C9), 6.92 (SD 3.54). C4 was more valued by male students who gave him an
average score of 1.93 (SD 1.00) compared to 2.09 (SD 1.04) attributed by female stu-
dents. In C5 there was an almost similar valuation: average score attributed by men 2.79
 Detecting General Individual Competences for Independent 229

(SD 1.48) compared to 2.83 (SD 1.47) attributed by women. In the least valued com-
petences with higher average scores, women attributed a worse appreciation to the C7,
7.65 (SD 1.61) compared to Men, 7.00 (SD 1.36) and worse appreciation of C9 by male
students, 7.36 (SD 3.41) compared to female students, 6.65 (SD 3.66). For the different
areas of knowledge, it was found that C4 (globally identified as the most important in
total sample) was slightly more valued by courses from different areas, who assigned
him an average score of 1.95 (SD 1.02) compared with Managment courses, 2.13 (SD
1.03). C5 (globally identified as the second most important in total sample) was more
valued by the different courses, 2.57 (SD 1.08) compared to the group of courses in the
Management area, 3.13 (SD 1.82). Regarding the globally least valued competencies
in the total sample, C7 appears less valued by Management courses, 7.75 (SD 1.77)
compared to other courses 7.14 (SD 1.32). C9 was less valued by the different courses,
7.57 (SD 3.47) compared to the group of management courses, 6.06 (SD 3.55). Table 3
shows the results recorded for the appreciation of all competencies observed.

Table 3. General individual competencies for independent DE valuation, and comparison using
different socio-demographic characteristics (mean values; standard desviation between brackets)

General individual competencies for independent DE valuation

Competences Total Sample Woman Men Students of higher Students of other
Management higher courses
courses
C1 6.24 (2.27) 6.26 (2.44) 6.21 (2.05) 6.75 (2.41) 5.86 (2.13)
C2 5.49 (1.43) 5.48 (1.34) 5.50 (1.61) 5.63 (1.59) 5.38 (1.32)
C3 6.54 (2.50) 6.43 (2.57) 6.71 (2.46) 6.00 (2.68) 6.95 (2.33)
C4 2.03 (1.01) 2.09 (1.04) 1.93 (1.00) 2.13 (1.03) 1.95 (1.02)
C5 2.81 (1.45) 2.83 (1.47) 2.79 (1.48) 3.13 (1.82) 2.57 (1.08)
C6 5.68 (2.55) 6.13 (2.42) 4.93 (2.67) 5.31 (2.70) 5.95 (2.46)
C7 7.41 (1.54) 7.65 (1.61) 7.00 (1.36) 7.75 (1.77) 7.14 (1.32)
C8 6.73 (2.22) 6.78 (2.15) 6.64 (2.41) 6.25 (2.15) 7.10 (2.27)
C9 6.92 (3.54) 6.65 (3.66) 7.36 (3.41) 6.06 (3.55) 7.57 (3.47)
C10 5.16 (3.35) 4.70 (3.04) 5.93 (3.81) 6.00 (3.12) 4.52 (3.46)
Note. Competencies evaluated: (C1):Search for opportunities and initiative; (C2):Taking cal-
culated risks; (C3):Quality and efficiency requirement; (C4):Persistence; (C5):Commitment;
(C6):Information search; (C7):Establishment of goals; (C8):Constant planning and monitoring;
(C9): Persuasion and account network of contacts; (C10): Independence and Self Confidence

7 Discussion
Globally C4 and C5 appear as the most valued general individual competencies for
independent DE, and C7 and C9 as the least valued. C4 and C5 have always been the
most valued by all observed groups. The same consistency of results no longer happened
230 P. M. Gaspar et al.

in relation to the least valued competences: (Total sample: C7 and C9; Woman: C7 and
C8; Men: C9 and C7; Management courses: C7 and C1; Other courses: C9 and C7).
C7 always appears with one of the two least valued competencies in all groups. Female
students valued more C3, C9, and C10, compared to men. Men valued more C4, C6,
C7, and C8 compared to women. C1, C2 and C5 were valued equally or with a slight
difference between female and male students. Management courses valued more C3,
C6, C8, and C9, compared to other courses. Two of these competences, C3 and C9, are
more valued by female students and simultaneously in the Management courses, which
can be explained by the fact that the group of management courses be mostly composed
of female students representing 68.8% in this group (N = 11), with a weight of 29.7%
in the total sample.

8 Conclusions, Limitations and Future

This work focused on the attempt to orderly value of general individual competences for
independent DE. The pandemic has created many restrictions on access to traditional
employment. The post-pandemic world has given a boost to digital business. One of the
groups with difficulties in accessing employment in Portugal, has been that of young
students. Independent DE can be a privileged form of access to the beginning of profes-
sional practice and promote the creation of global value of the Countries. Studying the
competences that may be associated with it, seems to be important. In addition to general
individual competences, it will be important to study and link more specific individual
competences for independent DE. This study presents limitations on the sample size,
that will have to be expanded in order to create a more consistent statistical model that
allows for more significant results.

References
1. Cooley, L.: Entrepreneurship training and the strengthening of entrepreneurial performance.
Final report. Contract No. DAN-5314-C-00-3074-00. Washington, USAID (1990)
2. Spencer, L.M., Spencer, S.M.: Competence at Work: Models for Superior Performance. Wiley,
New York (1993)
3. Dornelas, J.C.A.: Empreendedorismo corporativo: como ser empreendedor, inovar e se
diferenciar na sua empresa. Elsevier, Rio de Janeiro (2003)
4. Lenzi, F., Santos, S., Casado, T., Kuniyoshi, M.: Corporate entrepreneurs: a study on the
association between psychological types and entrepreneurial skills in large companies in Santa
Catarina - Brazil. Revista de Administração da UNIMEP 13(2), 117–141 (2015). https://doi.
org/10.15600/1679-5350/rau.v13n2p117-141
5. Schumpeter, J.A.: The Theory of Economic Development: An Inquiry into Profits, Capi-
tal, Credit, Interest, and the Business Cycle. University of Illinois at Urbana-Champaign’s
Academy for Entrepreneurial Leadership Historical Research Reference in Entrepreneurship
(1934). SSRN: https://ssrn.com/abstract=1496199
6. Hisrich, R.D., Peters, M.P.: Empreendedorismo, 5 edn. Bookman, Porto Alegre (2004)
7. Hashimoto, M.: My Chevrolet: a case study of Brazilian innovation and entrepreneurship.
Bus. Horiz. 56(2), 231–240 (2013). https://doi.org/10.1016/j.bushor.2012.11.008
8. Drucker, P.: The discipline of innovation. Lead. Lead. 80, 13–15 (1998). https://doi.org/10.
1002/ltl.40619980906
 Detecting General Individual Competences for Independent 231

9. Dornelas, J.C.A.: Empreendedorismo. Elsevier, Rio de Janeiro (2008)

10. Baggio, A., Baggio, D.K.: Entrepreneurship concepts and definitions. Revista de Empreende-
dorismo, Inovação e Tecnologia 1(1), 25–38 (2014). https://doi.org/10.18256/2359-3539/reit-
imed.v1n1p25-38
11. Shapero, A.: The role of entrepreneurship in economic development at the less than-national-
level. Office of Economic Research, Economic Development Administration, U.S. (1977)
12. Bruce, R.: The Entrepreneurs: Strategies, Motivation, Successes and Failures. Liberation
Books, Bedford (1976)
13. Diandra, D., Azmy, A.: Understanding definition of entrepreneurship. Int. J. Manag. Account.
Econ. 5(7), 235–241 (2020)
14. Zaheer, H., Breyer, Y., Dumay, J.: Digital entrepreneurship: an interdisciplinary structured
literature review and research agenda. Technol. Forecast. Soc. Chang. 148, 119735 (2019).
https://doi.org/10.1016/j.techfore.2019.119735
15. Nambisan, S.: Digital entrepreneurship: toward a digital technology perspective of
entrepreneurship. Entrep. Theory Pract. 41(6), 1029–1055 (2017). https://doi.org/10.1111/
etap.12254
16. Garud, R., Karnøe, P.: Bricolage versus breakthrough: distributed and embedded agency in
technology entrepreneurship. Res. Policy 32(2), 277–300 (2003)
17. Harms, R., Walsh, T.: An introduction to the field of technology entrepreneurship: editorial to
the special issue. Creativity Innov. Manag. 24(4), 552–557 (2015). https://doi.org/10.1111/
caim.12159
18. Ries, E.: The lean startup: how today’s entrepreneurs use continuous innovation to create
radically successful businesses. J. Product Innov. Manag. 29(3). https://doi.org/10.1111/j.
1540-5885.2012.00920_2.x
19. Bharadwaj, A., Sawy, O., Pavlou, P., Venkatraman, N.: Digital business strategy: toward a
next generation of insights. Manag. Inf. Syst. Q. 37, 471–482 (2013). https://doi.org/10.25300/
MISQ/2013/37:2.3
20. Yanez, M., Khalil, T., Walsh, S.: IAMOT and education: defining a technology and innova-
tion management (TIM) body-of-knowledge (BoK) for graduate education (TIM BoK). J.
Technovation 30(7–8), 389–400 (2010). https://doi.org/10.1016/J.TECHNOVATION.2010.
03.007
21. Giones, F., Brem, A.: Digital technology entrepreneurship: a definition and research agenda.
Technol. Innov. Manag. Rev. 7(5), 44–51 (2017). http://timreview.ca/article/1076
22. Kraus, S., Palmer, C., Kailer, N., Kallinger, F., Spitzer, J.: Digital entrepreneurship: a research
agenda on new business models for the twenty-first century. Int. J. Entrepreneurial Behav.
Res. 25(2) (2018). https://doi.org/10.1108/IJEBR-06-2018-0425
23. Shen, K., Lindsay, V., Xu, Y.: Digital entrepreneurship. Inf. Syst. J. 28(6), 1125–1128 (2018).
https://doi.org/10.1111/isj.12219
24. Souza, M., Filho, L., Bagno, B., Souza, W., Cheng, L.: A process model integrated to inno-
vation management tools to support technology entrepreneurship. In: Portland International
Conference on Management of Engineering and Technology (PICMET), pp. 1–12 (2018).
https://doi.org/10.23919/PICMET.2018.8481921
25. Domenico, M., Daniel, E., Nunan, D.: ‘Mental Mobility’ in the digital age: entrepreneurs
and the online home-based business. Labor Hum. Capital eJournal 29(3), 266–281 (2014).
https://doi.org/10.1111/ntwe.12034
26. Soltanifar, M., Hughes, M., Göcke, L.: Digital Entrepreneurship Impact on Business and
Society. Springer, Cham (2021). https://doi.org/10.1007/978-3-030-53914-6
27. Pinto, A., Santos, T., Martens, C.: Impactos da pandemia de COVID-19 sobre o empreende-
dorismo digital nas instituições bancárias brasileiras: uma análise à luz das forças isomórficas.
Estudios Gerenciales J. Manag. Econ. Iberoamerica 37(158), 113–125 (2021). https://doi.org/
10.18046/j.estger.2021.158.4446
232 P. M. Gaspar et al.

28. Guimarães, C., Oliveira, Q., Dimas, M., Corrêa, T.: O Empreendedorismo no contexto
da Covid-19: Necessidade, Oportunidade e Solidariedade. VI Seminário Científico do
UNIFACIG (2020)
29. McClelland, D.C.: Testing for competence rather than for intelligence. Am. Psychol. 28, 1–14
(1973). https://doi.org/10.1037/h0034092
30. Le Boterf, G.: Desenvolvendo competências profissionais. Artmed, Porto Alegre (2003)
31. Mills, J., Platts, K.W., Bourne, M., Richards, H.: Strategy and Performance: The Strategy and
Performance CD. Cambridge University Press (2002). https://doi.org/10.1017/CBO978051
1754692.013
32. Schumpeter, J.: Capitalism, socialism and democracy. Am. Polit. Sci. Rev. 37(3), 523–524
(1942). https://doi.org/10.2307/1948935
 Analysis of Musculoskeletal Disorders
in University Administrative Staff: A Necessary
Ergonomic Assessment

Rodrigo Cruz-Salazar and Jorge Buele(B)

SISAu Research Group, Facultad de Ingeniería, Industria y Producción,

Universidad Indoamérica, Ambato 180103, Ecuador
[email protected], [email protected]

Abstract. Musculoskeletal disorders in work environments with repetitive tasks

and long-period forced postures are common. A university’s administrative staff
presented a high incidence of musculoskeletal disorders in the neck, lower back,
shoulder, and wrist. Preventive measures should be taken to improve ergonomic
conditions and minimize the risk of chronic injuries. The evaluation using the
RULA method, and the Nordic Questionnaire revealed a medium to a high inci-
dence of musculoskeletal discomfort in administrative staff. The position adopted
by users strongly influences this situation, and it is recommended to follow
ergonomic recommendations to minimize ergonomic risks. Forced postures in
specific body areas, such as the neck, shoulder, and wrist, should be corrected
with changes in the task and study, even redesigning them. The Nordic Ques-
tionnaire found that 100% of the participants feel neck, lower back, and elbow
discomfort and 87.5% in the shoulder and hand/wrist. The discomfort lasts over
three months, forcing 87.5% of people to change jobs. The intensity of the dis-
comfort is moderate, and its origin has been mainly forced postures in the neck
and lower back and repetitive movements in the hand/wrist. This shows the need
to take preventive measures to improve ergonomic conditions and reduce the risk
of injuries and chronic discomfort in employees.

Keywords: Ergonomic Evaluation · Musculoskeletal Disorders · Nordic

Questionnaire · RULA

1 Introduction
In higher education institutions (HEIs), technology has become a fundamental tool to
support administrative, teaching, research, and liaison activities. Although advancing
towards an educational vanguard includes providing users with high-tech tools, it is
equally important to have work areas designed under ergonomic criteria [1]. This allows
personnel to perform their activities without affecting their health and, therefore, their
work performance. In the past, Ecuador’s most common occupational ailments were
exposure to chemicals, respiratory diseases, and hearing disorders caused by noise [2].
However, the intensive use of new technology in companies has changed this reality.
According to data from 2021, the most frequently reported occupational diseases are of
the musculoskeletal system and are related to stress [3].

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 233–242, 2024.
https://doi.org/10.1007/978-3-031-44131-8_24
234 R. Cruz-Salazar and J. Buele

These diseases are related to workplace design and poor posture. Companies’ oper-
ational and administrative areas, especially those that involve working in front of a
computer, are at risk of developing diseases such as chronic low back pain, herniated
disc, carpal tunnel syndrome, lumbago, and painful shoulder. These diseases accounted
for 69% of the total illnesses reported in 2012. Poorly designed or inadequate tools
and workplaces are another cause of these injuries. This includes lighting, design of
tools, seating, tables, and failure to take breaks or eliminate shift work, among other
elements. Repetitive Strain Syndrome” is a clinical condition closely linked to VDT
handling, which includes headaches, back pain, cervical discomfort, low back pain, and
muscle stiffness. Hand, wrist, elbow, and shoulder strains can lead to tendonitis and
tenosynovitis due to rapid, forced, repeated movements.
There is a great deal of research on this subject in the world. The bibliometric review
described in [4] shows that the RULA method is one of the most widely used and can
be applied to workers in different fields. It is generally combined with other methods,
while technological advancement benefits its application. It was determined that the
most significant number of publications were in the fields of industry, with the USA
standing out for the high number of studies. In 2016, ample research was conducted,
and most used the Nordic Standardized Questionnaire. This questionnaire appears as
a self-reported data collection instrument that contributes to detecting musculoskeletal
disorders. In [5], it is applied to the dental staff of a Saudi Arabian hospital, proving a
high incidence due to sedentary postures.
In [6], the RULA method is used to assess the risk of musculoskeletal disorders in the
chemical industry. The risk of occupational diseases is usually avoided for office workers
since the muscle is repeatedly subjected to static load for a long time. As indicated in the
study by [7], administrative personnel can present significant back, neck, shoulder, and,
to a lesser extent, hand, elbow, and wrist disorders. These problems could even trigger
diseases such as Burnout Syndrome, which causes employees to be less committed to the
company. While in [1] universities, there is a high incidence of musculoskeletal health
problems. The Nordic Questionnaire showed that ergonomic issues are reduced when
the staff performs a constant physical activity.
It is estimated that some professionals perform between 12,000 and 35,000 head and
eye movements, 4,000 to 17,000 pupil reactions, and about 30,000 keystrokes per day
in front of the computer. Unsurprisingly, those who work with computers experience
many discomforts, which motivates this research evaluating musculoskeletal disorders
in university administrative staff.
The paper consists of four sections, including the introduction in Sect. 1. The method-
ology is presented in Sect. 2, and the results in Sect. 3. The conclusions are described
in Sect. 4.

2 Methodology

This research used written sources, such as regulations, method proposals, quotations,
and publications compiled on the Internet, which makes it bibliographic research. In
addition, it was carried out in the administrative workplaces of a university in the city of
Ambato, Ecuador, so it is also considered a field study. However, the most relevant aspect
 Analysis of Musculoskeletal Disorders in University Administrative Staff 235

of this study is that it is a study with social intervention since it proposes an alternative
to solve the problem of bone-muscular discomfort in users of the administrative area
who work in front of data visualization screens (DVS).
The research aims to describe concepts or phenomena and find the causes of the
events, occurrences, and physical phenomena that give rise to the problem posed. To
achieve this, quantitative approaches must be applied to measuring and analyzing objec-
tive data to obtain accurate and reliable results. This way, patterns, and trends can be
identified to help explain the ergonomic risks inherent in administrative personnel. Effec-
tive strategies can be developed to address the identified problems based on the observed
phenomena.

2.1 Participants
The participants in this research are administrative personnel who work more than four
consecutive hours a day in front of the DVS. In total, 16 workstations were identified
as meeting these criteria and forming part of the study sample. To ensure the accuracy
of the results, specific exclusion criteria were established, such as non-administrative
personnel, those working less than four hours in front of the DVS, those with contracts of
three months or less, and those with chronic or degenerative musculoskeletal disorders.
It is important to note that participants were carefully selected to ensure that a homo-
geneous group of people exposed to the same occupational hazards was studied. This
way, a clear and accurate picture of workers working with DVS and their relationship
with musculoskeletal complaints can be obtained. In summary, selecting participants is
essential to get reliable and valuable results in any investigation.

2.2 Data Collection Instruments

The RULA methodology is an observation-based assessment method that uses diagrams
of body postures to assign a score that reflects exposure to the risk factors assessed. The
assessment is based on various authors’ studies, health guidelines, and standards. This
method’s focus is analyzing tasks involving the upper limbs. However, the most recent
version of this method includes some basic assessment items of the support and weight
distribution on the worker’s legs while performing the task.
The Nordic questionnaire, an assessment tool used to measure physical and mental
workload, was also used. A group of occupational health experts from Nordic countries in
the 1980s created it. The questionnaire is divided into two parts: the first assesses physical
workload, which includes repetitive movements, postures, and lifting or carrying loads.
The second part measures mental workload, including work time and cognitive and
emotional demands. Occupational health professionals use the Nordic questionnaire
researchers and employers to assess occupational risks associated with work tasks and
to identify areas that need improvement to ensure the health and well-being of workers.

2.3 Data Processing

The collection of information is done in person on-site, ensuring the reliability and
accuracy of the data. First, any faulty, contradictory, incomplete, or irrelevant information
236 R. Cruz-Salazar and J. Buele

will be eliminated through rigorous cleaning. Sometimes, individual information will be

re-collected to correct possible response errors. Subsequently, tabulation of the data will
be carried out, which involves the creation of tables representing the relevant variables
for each hypothesis. This may include tables with a single variable or tables with a
combination of variables. Adequate data management will also be carried out, which
involves adjusting tables with empty cells or quantitatively reduced data that do not
significantly affect the analyses.
Finally, a statistical study of the data will be carried out to present the results clearly
and concisely. It is important to emphasize that the entire information processing process
will be carried out rigorously and objectively to ensure the validity and reliability of the
results obtained. The information processing plan is essential in any research and requires
careful attention to get valuable and reliable results.

2.4 Procedure
To analyze musculoskeletal disorders in administrative staff, an on-site observation of
workers was carried out. This evaluation allowed the identification of the areas of the
body that were under greater stress and the postures that could generate muscular and/or
joint tensions. To conduct this evaluation, the RULA method was used, which allowed
for an individualized evaluation of each worker performing repetitive tasks. Additionally,
the Nordic questionnaire was applied. This assessment tool enabled the determination
of the prevalence and severity of musculoskeletal symptoms in the workers’ bodies. The
questionnaire was completed voluntarily by the workers, who evaluated the presence
of pains and discomfort in different areas of the body, as well as their intensity and
frequency.

3 Results
3.1 Interview
The interpretation of the interview conducted with the university’s occupational safety
coordinator allows us to analyze the dependent variable of this research work: identify-
ing musculoskeletal discomfort in users due to their institutional responsibilities. From
the answers obtained, it can be concluded that the most affected areas are the neck,
right shoulder, and right wrist, considering that all those evaluated are right-handed. In
addition, a slight concern is mentioned about the lumbar area and the elbow and fore-
arm, although these symptoms are considered mild or unimportant. Table 1 describes
the results of the following question: At the end of your working day, do you experience
bone-muscular discomfort?

3.2 Forced Postures and Repetitive Movements

After observing the workstations of the users evaluated, it is concluded that they are
considered adequate in general terms. However, the lack of an ergonomic culture in the
different administrative areas of the university was identified. This causes the move-
ments performed to carry out the work to be decided by the workers or adapted to their
 Analysis of Musculoskeletal Disorders in University Administrative Staff 237

Table 1. Summary of the parts of the body with the greatest discomfort.

Body part Yes (n) Percentage (%) No (n) Percentage (%)

Wrist 15 93.75 1 6.25
Elbow 1 6.25 15 93.75
Shoulder 2 12.50 14 87.50
Neck 14 87.50 2 12.50
Back 2 12.50 14 87.50

convenience, which can generate forced postures and repetitive movements that could
affect their health in the long term. Therefore, it is suggested that policies and measures
be implemented to promote an ergonomic culture and improve the working conditions
of employees.
Two of the 16 positions analyzed stand out as having essential characteristics to
consider. It was observed that the general secretary flexed her arm between 35°–45°
and remained in abduction with the shoulder elevated. In contrast, the forearm remained
rigid, and the wrist turned between 0°–5° with no evidence of twisting near the end range.
This activity involved repetitive movements without force, jerking, and abruptness for
the arm-forearm-wrist system. On the other hand, it was identified that the neck was
flexed more than 10°. At the same time, the trunk did not show flexion, and the position
of the legs remained balanced, indicating that this was a static muscular activity for the
neck-trunk-legs system. This can be better appreciated in Fig. 1.

Fig. 1. Positions during the work of the general secretary.

The collection coordinator performs activities that involve the arm-forearm-wrist

system, as well as the neck-trunk-legs system. Regarding the arm-forearm-wrist system,
it is indicated that the arm should be flexed between 70°–80°, in the abduction and with
the shoulder elevated. In addition, the forearm should be flexed between 10°–15° with
the wrist flexed between 0°–5°, and with a twist close to the end range. This activity
should involve repetitive movements without force, jerks, and jerkiness. Regarding the
neck-trunk-legs system, it is indicated that the neck is not flexed but has a twist of more
than 20° and that the trunk is not turned. The position of the legs is not balanced and is
considered a static muscle activity for this system. The information describes the specific
238 R. Cruz-Salazar and J. Buele

posture and movements necessary to perform an activity involving the arm-forearm-wrist

and neck-trunk-legs systems (Fig. 2).

Fig. 2. Positions during the work of the fundraising coordinator.

3.3 RULA Method

The evaluation of staff using the RULA method shows a medium to a high incidence of
musculoskeletal discomfort. The position users adopt strongly influences this situation
(Fig. 3). Therefore, it is essential to follow ergonomic recommendations regarding body
posture on the chair, desk, and data visualization screen. It is recommended to position
these elements at elbow height in a sitting posture and that they can be adjusted to
achieve a comfortable and personalized posture for each user. The application of the
method also identified risks due to forced postures in specific body areas, such as the
neck, right shoulder, and right wrist, due to prolonged exposure and activity in front of
the DVS. To correct this risk, changes in the task are suggested, and further study is
needed. It is necessary to carry out more in-depth research activities and redesign the
task to minimize ergonomic risks.

3.4 Nordic Questionnaire

After administering the Nordic Questionnaire to 16 users in the administrative area to

detect and analyze bone-muscle symptoms, the results showed that 100% of partici-
pants experienced discomfort in the neck, lower back, and elbow. In contrast, 87.5%
experienced shoulder and hand/wrist discomfort. The neck, lower back, shoulder, and
hand/wrist discomfort persisted for three months or longer. Remarkably, 87.5% of indi-
viduals had to change jobs due to neck, lower back, and hand/wrist discomfort. The
discomfort in the elbow (100%) and shoulder (87.5%) lasted less than one hour, while
discomfort in the lower back lasted an average of one week (87.5%) or more than one
month in the case of the hand/wrist (87.5%). Most participants received treatment for
their neck, lower back, and hand/wrist discomfort. In terms of intensity, the discomfort
was moderate in all body parts analyzed. Concerning the origin of discomfort, most neck
and lower back discomfort were caused by forced postures, while repetitive movements
caused hand/wrist discomfort.
 Analysis of Musculoskeletal Disorders in University Administrative Staff 239

Fig. 3. Risk Interpretation according to RULA Method.

3.5 Relationship Between the RULA Method and the Nordic Questionnaire

The results indicate that the Tukey multiple comparison tests showed a significant rela-
tionship between the independent (repetitive movements) and dependent (musculoskele-
tal complaints) variables at a 95% confidence level. In addition, the results obtained
through the Nordic Questionnaire and the RULA method were compared. The results
show that the Nordic Questionnaire yielded higher mean values than the RULA method
(Fig. 4). The Nordic Questionnaire may be more sensitive in detecting musculoskeletal
complaints than the RULA method. Regarding the actions performed in the different
workstations of the administrative staff in front of the DVS, it was found that the activ-
ities are encompassed within the neck, shoulder, and wrist discomfort. It is mentioned
that these tasks do not require a physical or pronounced effort, but an adjustment is
needed to reduce the risk of suffering disorders.
Therefore, conducting a detailed study of the differences between the prescribed task
and the actual task and the feasibility of the specified task about the tasks visualized in the
workstations or the photographs taken is suggested. In addition, an order of priorities was
established concerning the actions to be taken based on assessing the different actions
performed, the maximum period in which the action should be solved, and the person
or persons responsible for acting described. The status of the action was also reported
whether it has already been solved or, on the contrary, still must be studied or is in the
process of being solved and verified.
240 R. Cruz-Salazar and J. Buele

Fig. 4. Results of the Tukey comparison between the RULA Method and Nordic Questionnaire.

4 Conclusions
The high incidence of musculoskeletal disorders in administrative staff at higher edu-
cation institutions is a concerning issue that requires deeper discussion. The research
results show that both the RULA method and the Nordic Questionnaire indicate the
presence of discomfort in various areas of the body, including the neck, lumbar region,
shoulders, and hand/wrist. The RULA method identified forced postures that risk staff
health, especially in the areas described. This is due to prolonged exposure and activ-
ity in front of the VDS. It is important to note that these risks can be minimized by
implementing appropriate ergonomic measures, such as adjusting the chair, desk, and
VDS height. As mentioned by [8], one occupational health and safety requirement is to
provide a comfortable, safe, and healthy workplace for workers.
In addition, the Nordic Questionnaire reveals that most people have experienced
discomfort for a prolonged period, affecting their ability to perform their job efficiently.
It is alarming that 87.5% of people had to change jobs due to neck, lumbar area, and
hand/wrist discomfort. The origin of discomfort lies in forced postures in the neck and
lumbar area and repetitive movements that cause discomfort in the hand/wrist. These
findings suggest the need to implement measures to reduce tension in these areas of the
body and provide a more ergonomic work environment. The research results reveal the
presence of a high incidence of musculoskeletal disorders in administrative staff at the
university. Specific areas of the body at risk have been identified, as well as the possible
causes of discomfort. The results suggest the need to implement appropriate ergonomic
and task design measures to reduce the incidence of musculoskeletal disorders [9].
As for the solution to the problem, various human talent management measures
can be implemented to improve the situation, such as generating awareness among
personnel [10]. The organization must be committed to the prevention of musculoskeletal
disorders. This involves developing policies and programs that promote ergonomics in
the work environment, promotion of physical activity, and employee wellnesss [11].
It is also important to offer training in ergonomics and the correct use of tools and
 Analysis of Musculoskeletal Disorders in University Administrative Staff 241

equipment so that employees have greater knowledge and awareness of the risks and
how to prevent them [12]. In addition, measures can be implemented to encourage task
rotation and variability in work activity, to reduce prolonged exposure to the same posture
or repetitive motion. This helps prevent musculoskeletal disorders and positively impacts
staff motivation and commitment [3].
Research has provided valuable information that is the basis for taking measures to
reduce ergonomic risks and improve working conditions to prevent the occurrence of
these disorders in the future. However, it is essential to note that there are limitations
to the research, such as the sample size and the selection of participants from a single
institution of higher education. Therefore, it is recommended that further research be
conducted on this topic to obtain a complete understanding of musculoskeletal disorders
in university administrative staff.

References
1. Rodríguez-Nogueira, Ó., Leirós-Rodríguez, R., Benítez-Andrades, J.A., Álvarez-álvarez,
M.J., Marqués-Sánchez, P., Pinto-Carral, A.: Musculoskeletal pain and teleworking in times
of the COVID-19: analysis of the impact on the workers at two Spanish universities. Int. J.
Environ. Res. Public Health 18, 1–12 (2021). https://doi.org/10.3390/ijerph18010031
2. Ciaccia, M., Mejía, C., Vásquez, C., San Antonio, T.: Ergonomic evaluation of agriculture-
related activities performed by Ecuadorian indigenous women. In: Karwowski, W.,
Goonetilleke, R., Xiong, S., Goossens, R., Murata, A. (eds) Advances in Physical, Social &
Occupational Ergonomics. AHFE 2020. AISC, vol. 1215, pp. 348–353. Springer, Cham
(2020). https://doi.org/10.1007/978-3-030-51549-2_46
3. Larrea-Araujo, C., Ayala-Granja, J., Vinueza-Cabezas, A., Acosta-Vargas, P.: Ergonomic risk
factors of teleworking in Ecuador during the covid-19 pandemic: a cross-sectional study. Int.
J. Environ. Res. Public Health 18, 5063 (2021). https://doi.org/10.3390/ijerph18105063
4. Gómez-Galán, M., Callejón-Ferre, Á.J., Pérez-Alonso, J., Díaz-Pérez, M., Carrillo-Castrillo,
J.A.: Musculoskeletal risks: RULA bibliometric review. Int. J. Environ. Res. Public Health
17, 1–52 (2020). https://doi.org/10.3390/ijerph17124354
5. Alzayani, M., Salama, K., Zafar, M.: Work-related musculoskeletal disorders among dental
staff in Armed Force Hospital in Dhahran, Saudi Arabia. Int. J. Prev. Med. 12 (2021). https://
doi.org/10.4103/ijpvm.IJPVM_136_20
6. Aziz, B.A., Handoko, L., Juniani, A.I.: Risk analysis of musculoskeletal complaints with
RULA method in chemical company. IOP Conf. Ser. Mater. Sci. Eng. 462, 012041 (2019).
https://doi.org/10.1088/1757-899X/462/1/012041
7. Chang-Camacho, L., et al.: Skeletal muscle symptoms and their relationship with burnout syn-
drome in the work activities of the administrative personnel of a university in Ecuador. In: Pro-
ceedings LACCEI International Multi-Conference Engineering, Education and Technology,
July 2022. https://doi.org/10.18687/LACCEI2022.1.1.552
8. Hernadewita, H., Kristianti, R., Asih, I., Dhimas, S., Yuliani, E.N.S.: The ergonomic factor
application for improvement of performance office staff. IOP Conf. Ser. Mater. Sci. Eng. 909,
012087 (2020). https://doi.org/10.1088/1757-899X/909/1/012087
9. Werner, N.E., Ponnala, S., Doutcheva, N., Holden, R.J.: Human factors/ergonomics work
system analysis of patient work: state of the science and future directions. Int. J. Qual. Heal.
Care. 33, 60–71 (2021). https://doi.org/10.1093/intqhc/mzaa099
242 R. Cruz-Salazar and J. Buele

10. Moreno Medina, V., Bermudez, L., Lara-Calle, A.: Effects of teleworking on the body mass
index of the teachers of an educational institution. In: Stephanidis, C., Antona, M., Ntoa, S.,
Salvendy, G. (eds.) HCI International 2022 – Late Breaking Posters. HCII 2022. CCIS, vol.
1655, pp. 317–322. Springer, Cham (2022). https://doi.org/10.1007/978-3-031-19682-9_41
11. Morales, L., Silva, D., Moreno, V., Collantes, S.: Symptomatology of musculoskeletal pain
related to repetitive movements. preliminary study “post-harvest in floriculture companies.”
In: Nummenmaa, J., Pérez-González, F., Domenech-Lega, B., Vaunat, J., Oscar Fernández-
Peña, F. (eds.) Advances and Applications in Computer Science, Electronics and Industrial
Engineering, vol. 1078, pp. 329–340. Springer, Cham (2020). https://doi.org/10.1007/978-3-
030-33614-1_22
12. Maclean, K.F.E., Neyedli, H.F., Dewis, C., Frayne, R.J.: The role of at home workstation
ergonomics and gender on musculoskeletal pain. Work 71, 309–318 (2022). https://doi.org/
10.3233/WOR-210692
 Mental Health at Risk: A Study of Burnout
Syndrome in a Textile Company

Jorge Buele1 , Nicolás Leones1 , and Pedro Escudero-Villa2(B)

1 SISAu Research Group, Facultad de Ingeniería, Industria y Producción,
Universidad Indoamérica, Ambato 180103, Ecuador
{jorgebuele,nleones2}@indoamerica.edu.ec
2 Centro de Investigaciones de Ciencias Humanas y de la Educación (CICHE),
Universidad Indoamérica, Ambato 180103, Ecuador
[email protected]

Abstract. Effective management of human talent is vital for business success,

and prioritizing the health and well-being of employees is an essential compo-
nent of this management. Unfortunately, in the 21st century, psychosocial risks at
work have become increasingly prevalent, leading to severe mental health issues
in workers and negatively impacting productivity and the economy as a whole.
This study aims to assess the prevalence of psychosocial risks in a textile company
with a workforce of 50 employees. The findings reveal that 37.21% of workers
experience high levels of fatigue, 46.51% exhibit depersonalization, and 62.79%
have low personal fulfillment. Overall, 48.9% of employees were identified as
suffering from severe to extreme burnout syndrome, highlighting the urgent need
for corrective measures. The proposed solutions include training in emotional
management skills, effective communication, and creating a healthy and balanced
work environment. This study highlights the importance of companies prioritiz-
ing the health and well-being of their employees to maximize productivity and
profitability.

Keywords: Textile company · Burnout Syndrome · Human Talent

Management · Workplace Wellness · Mental Health

1 Introduction
Burnout syndrome is an increasingly common problem in the workplace, especially in
industries with a high level of stress and emotional demand [1]. It is a type of chronic
occupational stress characterized by physical, emotional, and mental exhaustion, and
it can have negative consequences for the employee’s health and the company’s per-
formance. However, there are some in which this syndrome occurs more frequently.
Some main industries where burnout syndrome appears include health, education,
manufacturing, social sectors, advertising, and marketing [2].
This is one of the most common psychosocial occupational hazards from chronic
exposure to various factors, such as chronic job stress. The most common cause that

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 243–251, 2024.
https://doi.org/10.1007/978-3-031-44131-8_25
244 J. Buele et al.

leads to personnel experiencing psychosocial risk is the presence of stress arising from
the economic situation at home, followed by the communication and relationships that a
job has with work personnel [3, 4]. The consequences of burnout syndrome are diverse,
such as suicides, separations or divorces, absenteeism, unwanted rotation, sabotage,
work accidents, deterioration of quality, abandonment, demotivation, negativism, and
passivity. Therefore, it is essential to address the presence of burnout syndrome in oper-
ational personnel, identify its impact on job satisfaction and seek recommendations to
reduce and prevent its features [5].
Textile companies stand out, where burnout syndrome can be prevalent among
employees working on the production line or in positions that require long hours of
repetitive and monotonous work [6]. In these cases, workers may experience a sense
of demotivation and extreme fatigue that affects their ability to perform their work
effectively and may also impact the final product’s quality. The participants analyzed
in [7], show high values for the syndrome, mental disorders, and absenteeism in the
labor market, affecting individuals’ quality of life and organizations’ performance and
costs. While in [1], it is observed that shift work impacts occupational health indicators.
This generates burnout, work engagement, occupational self-efficacy, and mental health
functioning (symptoms of depression and anxiety).
Assessing this syndrome is fundamental to identify if a person is experiencing it and
its severity and prevent its occurrence, treat it in time and improve job performance and
work quality. By identifying the factors that contribute to the syndrome, measures can
be taken to reduce its impact or prevent it from occurring in the first place. In summary,
burnout assessment is essential to the mental health and well-being of workers and the
success of organizations.

2 Materials y Methods

The research is quantitative since it aims to investigate the origins of the facts to be studied
and focuses on verifying hypotheses, using a fieldwork method to obtain descriptive data,
percentages, and tabulations. Then, evaluation tools and statistical analysis are used to
interpret the database and measure its level of correlation. An exploratory methodology
is used to classify the problem and its sub-themes, develop knowledge of the problem,
and clarify the researcher’s concepts. In addition, data is collected directly from the
people involved in the problem through field research.

2.1 Procedure for Data Collection and Analysis

This study used the Maslach Burnout Inventory questionnaire, one of the most widely
used instruments to assess burnout syndrome in various populations. This questionnaire
comprises 22 items that measure the three critical dimensions of burnout: emotional
exhaustion, depersonalization, and lack of personal fulfillment. The Maslach Burnout
Inventory was initially developed by Christina Maslach and Susan Jackson in the 1980s
and has been validated in multiple studies over the years. The data were analyzed using
the SPSS software in version 24.
 Mental Health at Risk: A Study of Burnout Syndrome in a Textile Company 245

2.2 Participants

The study was carried out among the workers of a textile company, with a total of
50 people. Most belonged to the production area, while the administrative area had
two people, sales had five people, and top management had four people. All ethical
aspects described in the Helsinki Declaration were followed, ensuring confidentiality,
autonomy, and respect. The only reason for excluding participants was if they did not
wish to participate. The details of the sociodemographic variables are found in Table 1.

Table 1. Sociodemographic data of the participants

Variable Category Frequency Percentage

Sex Women 37 86%
Man 6 14%
Age Between 18 to 25 years 16 37.2%
Between 26 to 35 years 21 48.8%
Between 36 to 45 years 6 14%
Studies Primary 7 16.3%
Secondary 27 62.8%
Superior 9 20.9%
Marital status Single 21 48.8%
Married 10 23.3%
Divorced 5 11.6%
Common-law marriage 7 16.3%
Children Ones 15 34.9%
Two 10 23.3%
Three 1 2.3%
More than three 1 2.3%
None 16 37.2%

According to a survey conducted with a group of 50 workers, it was found that the
majority of them are women, representing 86% of the total, while the rest are men.
Regarding age, the largest group is between 26 and 35 years old, with 48.8%, followed
by 18 to 25 years old, with 37.2%. Concerning marital status, it was found that 48.8%
are single, 23.3% are married, 16.3% are in a common-law marriage, and 11.6% are
divorced. Regarding the number of children, 34.9% have one child, while 23.3% have
two children. Finally, it is worth noting that most of the respondents have secondary
education. Therefore, repeating this information in the previous table is unnecessary.
246 J. Buele et al.

3 Results

3.1 Initial Situation of the Company

The textile company has a large production plant divided into different departments to
prevent possible risks by the staff in each area. In particular, the production sector is
isolated from the other departments due to considerations about labor noise. The prelimi-
nary data found in the production departments show the presence of various psychosocial
risks. The lack of involvement, emotional hyperactivity, direct physiological and emo-
tional damage, lack of physical energy, exhaustion, depression, stress, and reference
ideals of sadness are highlighted.
It is important to note that textile production is an industry that demands a high level
of physical and mental effort, which can lead to emotional exhaustion in workers. There-
fore, in this case study, it is necessary to consider burnout syndrome, a disorder charac-
terized by emotional exhaustion, depersonalization, and lack of personal fulfillment in
the workplace.

3.2 Emotional Exhaustion

The study carried out in the textile company shows the presence of burnout syndrome in
the workers (Table 2). The data obtained show that emotional exhaustion is one of the
main manifestations of the syndrome, with 37.21% of workers reporting a high level of
emotional exhaustion. This situation is problematic since emotional exhaustion can lead
to decreased motivation and commitment to the company and increased absenteeism.

Table 2. Emotional exhaustion questionnaire results

Description Frequency Percentage

No presence 0 0%
Low 19 44.19%
Half 8 18.61%
High 16 37.21%
Total 43 100%

3.3 Depersonalization

Another manifestation of burnout syndrome is depersonalization, which refers to a distant

and cold attitude towards work and coworkers. In the case of this textile company, 46.51%
of the workers evaluated reported a high level of depersonalization, as shown in Table 3.
This situation can lead to a hostile work environment, with conflicts between workers
and a decrease in the quality of work done.
 Mental Health at Risk: A Study of Burnout Syndrome in a Textile Company 247

Table 3. Depersonalization questionnaire results.

Description Frequency Percentage

No presence 0 0%
Low 12 27.91%
Half 11 25.58%
High 20 46.51%
Total 43 100%

3.4 Personal Realization

Finally, the data also show that the level of personal fulfillment in the workers is low
in most cases, with 62.79% of the workers reporting a low level of personal fulfillment
(Table 4). This can lead to decreased job satisfaction and motivation, as well as reduced
performance and the quality of work performed. The company must take steps to address
this situation and improve the well-being of workers.

Table 4. Personal realization questionnaire results

Description Frequency Percentage

No presence 0 0%
Low 27 62,79%
Half 8 18,61%
High 8 18,61%
Total 43 100%

3.5 Overall Calculation

The study’s results on the three dimensions evaluated in the workers were presented,
showing both the frequencies and the percentages. In the first dimension, it was observed
that 44.2% of the workers gave a low level of emotional exhaustion, while 46.5% had
a high level of depersonalization. Regarding the last dimension, most workers (62.8%)
showed low personal fulfillment. Although a small percentage of the participants had
no symptoms or mild symptoms, moderate and high levels of the pathology were found
in Table 5 of the study. The results highlight the importance of addressing these mental
health problems in the workplace and implementing measures to improve employee
well-being.

3.6 Correlations
The inference analysis between sociodemographic variables and burnout syndrome’s
appearance was carried out; its results are shown in Table 6. It was found that only the
248 J. Buele et al.

Table 5. Distribution of workers according to burnout syndrome

Description Frequency Percentage

No syndrome 1 2,3%
Mild Burnout 2 4,7%
Moderate Burnout 19 44,2%
Severe Burnout 10 23,3%
Extreme Burnout 11 25,6%
TOTAL 43 100%

sex of the participants presented a significant correlation of 0.483* with the presence
of burnout syndrome. This indicates that the gender of the workers may be a factor
influencing the appearance of this disease.

Table 6. Inference between sociodemographic variables and burnout syndrome

Description Phi Sig.

Sex ,483* ,040
Ethnicity ,353 ,253
Age ,381 ,619
Studies ,309 ,390
Marital status ,422 ,105
Children ,285 ,480

A correlation analysis was carried out in the study conducted between the different
dimensions of the Maslach test through the participants’ responses (Table 7). The results
were relevant, finding a significant correlation of 0.496** between emotional exhaustion
and depersonalization. This suggests that the work group is experiencing a negative state
about their work environment or handling clients. This result is likely due to a lack of
resources, support, and recognition from the organization, leading to emotional overload
and a more distant and depersonalized attitude toward others. In addition, a significant
correlation of 0.351* was observed between personal fulfillment and depersonalization.
This indicates that the operators need to achieve the goals established in their work,
leading them to perform their tasks more variedly. This situation may be due to several
factors, such as lack of clarity in work expectations, lack of adequate resources, and lack
of opportunities for growth and development. All this can lead to demotivation and a
lack of organizational commitment.
 Mental Health at Risk: A Study of Burnout Syndrome in a Textile Company 249

Table 7. Correlation between the dimensions of burnout syndrome.

Component Emotional fatigue Depersonalization Personal realization

Emotional fatigue 1,000 ,496** ,101
- ,001 ,520
Depersonalization ,496** 1,000 ,351*
,001 - ,021
Personal realization ,101 ,351* 1,000
,520 ,021 -

3.7 Reduction of Psychosocial Risks

The company analyzed presented a series of problems related to workload and psychoso-
cial risk. Concrete and practical measures must address these issues and prevent staff
from suffering from burnout syndrome. First, it is necessary to eliminate objects and
structures that do not add value to the product and reduce bureaucracy. In addition, it is
essential to evaluate the degree of knowledge each operator has about the technical data
of their work activities to mitigate the barriers in communication. Likewise, activities
should be equally matched among personnel, and short- and long-term goals should be
determined to measure the level of satisfaction in the plant.
Another important measure is to reduce active breaks and diversify tasks based on
internal resources, prioritizing the most critical tasks. Also, means of compensation
should be established by top management based on specific indicators of good staff
performance. In order to broaden horizons, it is essential to train personnel and present
the current situation of the company based on the indicators that have been improved
over time. In addition, staff should be motivated through monthly, financial, or resource
incentives to increase productivity and improve interpersonal relations in the company.
If overtime is required, senior management must give prior notice and explain the
actions necessary to reduce the workload when a more significant workload is not
required. Finally, a management system is needed to evaluate the adequate follow-up on
the psychosocial condition of the worker in the plant. A range of corrective measures
should be implemented to address and mitigate psychosocial risk factors in the work-
place, including tailored exercise programs and therapy, where necessary, regular active
breaks. A job satisfaction plan that recognizes and rewards high-performing employees
promotes requirements to reduce work-related stress, grants employees autonomy, and
improves staff relationships.

4 Discussion and Conclusions

Our research team’s study focused on analyzing burnout syndrome’s presence in a com-
pany’s workers. The results obtained were classified into three dimensions to delimit the
levels of psycho-social risk. The study population included 43 workers performing vari-
ous activities in the production plant. The surveys determined three study dimensions: a
250 J. Buele et al.

high level of fatigue was found in 37.21% of the workers, a high level of depersonaliza-
tion in 46.5%, and 62.79% presented low personal fulfillment. Regarding the presence
of the syndrome, it was found that 44.2% showed a moderate condition, 23.3% a severe
condition, and 25.6% a severe condition. It is important to note that burnout syndrome
can have adverse effects on the mental and physical health of workers, as well as on pro-
ductivity and quality of work [8]. Therefore, companies must adopt preventive and early
intervention measures to mitigate the effects of burnout syndrome on their employees.
The implementation of measures to reduce burnout syndrome in a company can have
a positive impact on the productivity and well-being of employees. The proposed mea-
sures, such as eliminating unnecessary burdens, task diversification, promoting active
breaks, and implementing exercise and therapy programs, have been supported by previ-
ous studies [6]. Measures to reduce burnout syndrome benefit workers and the company
regarding productivity, profitability, and customer satisfaction [9]. In addition, a healthy
work environment can improve employee retention and reduce the costs associated with
employee turnover.
Burnout syndrome can negatively affect employees’ physical and mental health,
productivity, and work quality. Therefore, companies need to adopt preventive and early
intervention measures to mitigate the effects of burnout syndrome on their employees
and improve their well-being. In addition, implementing measures to reduce burnout
syndrome can positively impact productivity and employee retention, reducing the costs
associated with employee turnover [10].
Human talent management plays a crucial role in preventing and treating burnout
syndrome. Companies can implement measures to reduce stress and work overload, such
as diversifying tasks and eliminating unnecessary burdens. In addition, promoting active
breaks and exercise and therapy programs can help workers better manage stress and
prevent the onset of burnout syndrome. It is important to remember that measures to
reduce burnout syndrome may have limitations in their implementation, such as a sig-
nificant investment of time and resources and the possibility that some workers may not
be willing or able to participate in exercise or therapy programs. Therefore, companies
should consider the limitations and adapt the measures to their situation.
As for future work, the effectiveness of the measures implemented and the long-
term impact on the prevention and treatment of burnout syndrome could be evaluated.
In addition, it would be helpful to explore the relationship between burnout syndrome
and other factors, such as job satisfaction and employee engagement. These studies
would provide a complete understanding of the dynamics of this syndrome and guide
the implementation of more effective measures for its prevention and treatment.

Acknowledgment. To the company ICAMODA for allowing the study to be carried out at its
facilities and to the Universidad Indoamérica for supporting this research.

References
1. Pereira, H., Fehér, G., Tibold, A., Monteiro, S., Costa, V., Esgalhado, G.: The impact of shift
work on occupational health indicators among professionally active adults: a comparative
study. Int. J. Environ. Res. Public Health 18, 11290 (2021). https://doi.org/10.3390/ijerph182
111290
 Mental Health at Risk: A Study of Burnout Syndrome in a Textile Company 251

2. Rosales-Ricardo, Y., Rizzo-Chunga, F., Mocha-Bonilla, J., Ferreira, J.P.: Prevalence of

burnout syndrome in university students: a systematic review. Salud Ment. 44, 91–102 (2021).
https://doi.org/10.17711/SM.0185-3325.2021.013
3. Dimitriu, M.C.T., et al.: Burnout syndrome in Romanian medical residents in time of the
COVID-19 pandemic. Med. Hypotheses 144, 109972 (2020). https://doi.org/10.1016/j.mehy.
2020.109972
4. Alves, L.C.D.S., Monteiro, D.Q., Bento, S.R., Hayashi, V.D., Pelegrini, L.N.D.C., Vale,
F.A.C.: Burnout syndrome in informal caregivers of older adults with dementia: a systematic
review. Dement. e Neuropsychol. 13, 415–421 (2019). https://doi.org/10.1590/1980-576420
18dn13-040008
5. Osei, M., Adom, D., Kwene, A., Tetteh, N.: Burnout syndrome during the Covid-19 pandemic
among visual art teachers in Ghana. Stud. Learn. Teach. 2, 115–129 (2021). https://doi.org/
10.46627/silet.v2i3.88
6. Ramos-Galarza, C., Acosta-Rodas, P.: Stress and productivity in workers of textile compa-
nies. J. Fash. Mark. Manag. 23, 17–29 (2019). https://doi.org/10.1108/JFMM-02-2018-0030/
FULL/XML
7. Leitão, J., Pereira, D., Gonçalves, Â.: Quality of work life and contribution to productivity:
assessing the moderator effects of burnout syndrome. Int. J. Environ. Res. Public Heal. 18,
2425 (2021). https://doi.org/10.3390/IJERPH18052425
8. Dyrbye, L.N., Shanafelt, T.D., Johnson, P.O., Johnson, L.A., Satele, D., West, C.P.: A cross-
sectional study exploring the relationship between burnout, absenteeism, and job performance
among American nurses. BMC Nurs. 18, 1–8 (2019). https://doi.org/10.1186/s12912-019-
0382-7
9. West, C.P., et al.: Resilience and burnout among physicians and the general US working
population. JAMA Netw. Open 3, e209385–e209385 (2020). https://doi.org/10.1001/jamane
tworkopen.2020.9385
10. Du Plooy, J., Roodt, G.: Work engagement, burnout and related constructs as predictors
of turnover intentions. https://journals.co.za/doi/abs/10.10520/EJC89193. Accessed 14 Mar
2023. https://doi.org/10.4102/sajip.v36i1.910
Information Systems Planning
and Management
 Implementation of a Quality Management
System According to ISO 9001:2015: The Case
of a Textile Company

Jorge Buele1(B) , Jacqueline del Pilar Villacís-Guerrero1 ,

Miryam Liliana Tierra-Arévalo2 , and José Tierra-Arévalo3
1 SISAu Research Group, Facultad de Ingeniería, Industria y Producción, Universidad
Indoamérica, Ambato 180103, Ecuador
{jorgebuele,jacquelinevillacis}@indoamerica.edu.ec
2 Ciencias de la Salud, Universidad de Ciencias Empresariales y Sociales,
1057 Buenos Aires, Argentina
3 Escuela de Ingenierías Industriales, Universidad de Málaga, 29071 Málaga, Spain

[email protected]

Abstract. This textile company is dedicated to the industrial washing, drying, and
dyeing of garments, according to the indications of its customers. The global eco-
nomic recession and many competitors have caused the top management to decide
to implement a quality management system, which allows it to better manage its
resources and thus provide a better service. Therefore, the implementation of a
system based on the requirements established by the UNE-EN ISO 9001:2015
standard is proposed. The starting point is the initial analysis of the organiza-
tion’s context, identification of stakeholders, risks, and opportunities, which allows
redefining internal processes. The development of a complete documentary struc-
ture allows a better organization of the activities performed by the processes and
their interactions. To validate the system, an internal audit is carried out, verifying
the degree of compliance with the requirements. With the active participation of
all the personnel and with the top management as a leader, there is an improvement
in the efficiency of the company, establishing a reference for other organizations
in the sector.

Keywords: Continuous Improvement · ISO 9001 · Quality Management

System · Textile Industry

1 Introduction
Man has needed to cover his body, as a measure of protection against the climatic
variations of his environment since the beginning of time. Taking from nature various
products, such as cotton, for example, he began to produce his clothing using spinning
and later weaving techniques. For greater colourfulness, a variety of colours were incor-
porated into these fibres, using fruits, bark, tree leaves, and mineral materials found
in their habitat [1]. Along with the progress of science, natural dyes of animal origin
were developed for this purpose, and when the processes were industrialized, those of
chemical origin appeared, which are still the most popular today.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 255–264, 2024.
https://doi.org/10.1007/978-3-031-44131-8_26
256 J. Buele et al.

Since then, the growth of the textile industry has not stopped, to such an extent
that, in 2017, worldwide sales increased by 1.2% compared to last year and the volume
produced by 3.1% [2]. Until 2022, more than 60% of the planned growth will be in
the BRIC countries (Brazil, Russia, India, China, and South Africa), where there is a
greater flow compared to other nations. Projections show an increase in capital generated
by sales of more than two trillion dollars in the short term, thanks to lower production
costs. In addition, about 60% of used clothing is discarded and only 1% enters a recycling
process.
To deliver the final product to the consumer, washing, dyeing, and finishing of gar-
ments are necessary processes that involve a large investment. In Bangladesh alone, there
are more than 700 industries involved in this, which demonstrates its relevance on a global
scale. In Latin America, industries are also expanding, and achieving international certi-
fications contributes to the opening of markets outside their national boundaries. Another
important factor to consider is the traces of environmental pollution that these processes
generate since they not only require a large amount of water but also generate waste that
stains lakes and rivers. This makes it difficult for populations to have access to the vital
liquid, fostering poverty and disease.
The current textile sector offers poor quality garments, which during the washing
processes are broken or deteriorated, have designs that are not innovative and their
finishes are deficient. Improving the operation quality standards of the industries, through
the implementation of a quality management system, is an efficient proposal that has
generated several investigations, which are briefly mentioned below [3].
In Europe, [4] have researched to evaluate the ISO 9001:2015 standard, 6 months
after its issuance. Several IRCA auditors were surveyed, to obtain information about
its affectation on organizations in various sectors and industries worldwide. This work
has served as a validation tool for the most current edition of this standard, which is
applied in several organizations. In turn, [5] carried out an analysis of the influence of
the implementation of a quality management system on the improvement of logistics
processes in small and medium-sized companies operating in the textile sector. This study
was conducted in 2017 in Poland and Slovakia, involving 33 companies (20 Polish and
the remaining Slovak). It was concluded that quality management systems (QMS) exert
a positive influence on the improvement of logistics subsystems and processes.
In the Latin American context, the article presented by [6] exposes the importance
and limitations that Colombian industries have when considering ISO 9001:2015 certi-
fication. In this way, the possibility of having an opening of international markets arises,
by using a methodology based on the Deming cycle and the disadvantages that several
companies that have not been accredited at the national level are identified. The work of
[7] describes the implementation of a management system based on ISO 9001:2015 in a
small company that manufactures uniforms in Peru. The results are remarkable in terms
of improving the processes of cutting, sewing, finishing, and avoiding reprocessing.
The bibliographic review shows how the application of QMS can be found in several
industries worldwide [8], emphasizing the textile field. Despite this, their implementation
in the process of washing, drying, and dyeing of garments has not been the object of
study, which motivates the present study. This document briefly describes the procedure
applied for the implementation of a quality management system. The hypothesis is that
 Implementation of a Quality Management System 257

this proposal will allow the company to identify and improve its internal processes;
generate greater motivation and commitment from stakeholders. In addition, fostering
a culture of quality will allow the organization to increase the percentage of acceptance
obtained in customer satisfaction surveys and, therefore, increase its competitiveness in
the market.
This document has five sections, including the introduction in Sect. 1. Section 2
presents the relevant works, while Sect. 2 presents the methodology used. The results
obtained and conclusions are presented in Sects. 3 and 4 respectively.

2 Materials and Methods

The implementation of this QMS is based on the Deming cycle, as shown in Fig. 1. The
phases that are part of this process are shown here.

Fig. 1. Phases of quality management system implementation.

2.1 Phase 1: Initial Diagnosis and Planning

Perform initial analysis of the situation in which the organization finds itself. In this
way, it is possible to define a precedent and appreciate which requirements are being
met concerning the UNE-EN ISO 9001:2015 standard and which are not. The reasons
why a quality management system should be implemented are pointed out and its benefits
are justified to top management, establishing their commitment. The analysis developed
includes:
• Analysing the context
• Determining the interested parties, as well as their requirements.
• Analysing risks and opportunities.
258 J. Buele et al.

The global economic recession has affected small and medium-sized regional indus-
tries [9]. As a particularity, Ecuador has had little foreign investment during the last
decade, due to taxes and trade barriers established by government entities [10]. The
company under study is in the city of Ambato, in the central region of the country, a
strategic point because of its abundant textile production and its openness to the markets
of the coastal and Amazon regions. It has 23 employees on its payroll and is classified as
a small company, which, despite its structural growth over the years, has been immersed
in this financial problem.
To evaluate those aspects that the organization is currently complying with, a check-
list is developed, where all the points of the standard and its compliance are analysed
(this information is confidential and is kept as documented information stored by senior
management). In addition, face-to-face and remote meetings (video and phone calls)
have been developed. An online survey is also applied, which seeks to briefly iden-
tify positive and negative aspects to elaborate the SWOT matrix shown in Table 1.
The sample calculated with a confidence level of 95% is 22 and the survey can be
accessed through the link: https://docs.google.com/forms/d/e/1FAIpQLSe20gm3ypPD
ZZb29cs5xE7UIBPW1pV-K9Si7ctD_-J5cHvTIg/viewform.

Table 1. Analysis of the company’s SWOT matrix.

Heading level Strengths Weaknesses

Internal analysis Geographical position Lack of order and cleanliness
Experience in the services offered Lack of marketing strategies
Compliance with legal and Shortened shelf life of chemicals
environmental regulations used
Availability of several machines for Machinery beginning to rust
higher production Lack of definition and control of
Services in high demand in the internal processes
textile sector Lack of review mechanisms
Positioned and recognized brand in
the local environment
Loyal clientele
Opportunities Threats
External analysis The bankruptcy of competing The emergence of the covid-19
companies pandemic
Region dedicated to the textile Lack of demand for garments in the
industry markets of the coastal and highland
Formation of an association with regions
textile production companies Changes in fuel subsidies
Offer of new services dedicated to The textile sector does not receive
biosafety government support for eco-nomic
New clients in the health sector reactivation
Lack of payment from customers
 Implementation of a Quality Management System 259

In parallel, a customer satisfaction survey is being developed, which can be accessed

through the following link: https://github.com/JBueleEC/iso_textile. This is applied to 16
of the 17 customers that the company has now based on the calculation of the respective
sample and its results will be contrasted with the data after the implementation of the
proposal in the results section.
In terms of stakeholders, internal stakeholders are identified as employees, partners,
and customers. External stakeholders are suppliers, competitors, and representatives of
society, including the neighbourhood and governmental control agencies. It has been
determined that employees, partners, and customers should be closely managed, as they
have a high degree of influence. Suppliers, competitors, and representatives of society
have an indirect relationship with the system, but their influence could be high under
certain conditions. With this, the risk assessment is carried out, which allows a work
plan to be drawn up, defining the activities to be carried out, who will be responsible, the
execution times, and all the necessary parameters. This planning must be carried out by
the quality manager, approved by top management, and disseminated to the company’s
personnel, to achieve total commitment.

2.2 Phase 2: Designing the Quality Management System

The company’s processes are identified, their structure, inputs, outputs, sequence of
activities, as well as their interaction and influence among them. The resources involved,
documents, control methods, and indicators were also analysed. It was established that
the institution was already working with a structure defined by processes, but there was
no correct identification of them. There is now a detailed organization chart in Fig. 2
and the process map in Fig. 3.
As part of the design, it is important to define the scope of the QMS, which: “includes
the washing, dyeing, and drying of pants, shirts, and jackets with ATP fabric and denim,
in our facilities in the city of Ambato, Ecuador. The chemical formulas used are already
defined in advance, so the colour and effects that the fabric acquires will depend on
the quality of the fabric. As for the handcrafts and finishes, they will be executed in
a personalized way according to the customer’s requirements. All points of the UNE-
EN ISO 9001:2015 standard apply to this management system.” The quality policy and
related objectives are also established, based on the analysis of risks and opportunities.
All these are duly documented and for better management of the system, the quality
manual is established (although it is not a requirement of the standard).
There is a master list of documents and personnel responsibilities related to qual-
ity, with 4 quality documents, 13 processes, 1 set of instructions, 50 formats, and 5
annexes. The main procedures defined include control of the creation, modification,
and elimination of documented information; control of nonconformities, identification,
consideration, and actions; and operational control, which defines and controls the com-
pany’s production activities. For the verification of the QMS, the following procedures
are established: internal audit and customer satisfaction control, to determine the level
of approval.
260 J. Buele et al.

Fig. 2. New organization chart of the company.

Fig. 3. Company’s process map.

A strategic point is to identify the training needs of the personnel in their respective
departments, as well as in quality. Just as the commitment of top management is neces-
sary, it is also required from all the organization’s personnel. Adequate training allows
the company’s activities to be carried out properly and to prioritize customer satisfaction.
 Implementation of a Quality Management System 261

2.3 Phase 3: Implementation of the Quality Management System

After having designed and structured the system, it is necessary to define an implemen-
tation schedule and execute it fully according to the proposed scope, to comply with the
requirements of the standard. The content of the system that is being implemented is
constantly socialized to achieve greater involvement of the entire payroll.
It is presented to those responsible for the administration of the QMS, as well as
the documentation that will now be part of the daily execution of the organization’s
activities. The documentation generated in the previous phase is complemented by the
workers, becoming records and latent evidence of the results obtained. Considering that
this system is being implemented for the first time, there are no corrective actions from
previous audits, but monthly sessions are held with those responsible for each process
so that they can express their feelings and their progress.

2.4 Phase 4: Internal Audit, Verification, and Continuous Improvement

At the end of the implementation phase, the respective planning must be presented to
execute at least one internal audit based on the UNE-EN ISO 9001 standard in its 2015
version. The results obtained serve as input for the top management, in compliance with
point 9.3 of the standard, to carry out the respective review. In this way, the organization’s
compliance with the requirements of the standard and its efficiency are evaluated.
After that, through the collection of findings, opportunities for improvement, devia-
tions, and nonconformities that are occurring in the system are identified. Based on the
findings, preventive and corrective actions are established to correct the nonconformities
and comply with the PHVA cycle and establish continuous improvement.

3 Results
It has not been possible to quantitatively define the improvement of internal processes
and service delivery, since the system has only been in place for a few months, and this
requires greater maturity of the organization. However, the top management, the quality
manager, and those responsible for the processes have evidenced favourable changes;
all this by reapplying the online survey that was initially presented. The requirements
of the standard that the company complies with were re-evaluated and the percentage of
compliance increased from less than 25% to over 90%, given that several activities were
being carried out without any type of control. It is expected that with the continuous
improvement process it will be able to get closer to 100% and thus have a better business
performance. This is shown in Fig. 4.
Initially, a satisfaction survey had been applied, which is duly documented, and
after six months, it is applied again. Initially, 17 companies acted as customers, but
currently, only 12 of them remain in operation and the ideal sample is determined to be
12 (11.63). Figure 5 shows the results obtained when comparing their answers to the 14
questions of the F-01 form, all of them have increased their average valuation, especially
question 9 regarding documentation and question 14 on the continuous improvement
of the company. The average percentage valuation of the application of the customer
satisfaction surveys shows an increase from 69.52% to 85.95% (satisfactory level as
indicated in the respective procedure), meeting the proposed quality objective.
262 J. Buele et al.

Fig. 4. Comparison of compliance with the points of ISO 9001:2015, before and after the
implementation of the QMS.

Fig. 5. Results of the satisfaction surveys applied to the company’s customers.

4 Conclusions

In any work of this nature, it is essential to identify the current business context and
the economic scenario in which the organization operates and thus establish the starting
hypotheses. This initial diagnosis made it possible to identify the company’s shortcom-
ings and to establish a starting point for the development of this proposal. The company’s
documentation was collected, and, with their participation, it was possible to identify
the stakeholders, define their needs and their classification. The evaluation of risks and
opportunities was also carried out based on the analysis of the respective SWOT matrix,
as well as the establishment of an action plan to address them. Much of the development
of this work is focused on the preparation of the quality manual and the most relevant
procedures, which represent a valuable contribution to the organization, facilitating the
management of the processes and the QMS.
Based on the hypotheses raised through the analysis of the organization’s context, it
is evident that the company has a precarious process structure and therefore substantial
modifications are made to increase efficiency in the provision of services. During this
 Implementation of a Quality Management System 263

period, according to statistics from the dispatch department, the rate of nonconforming
products (clothes with stains or incorrect shades) decreased by more than 70%, and
satisfaction surveys showed an increase of 16.43% in the results obtained before and
after the implementation of the QMS.
The greatest limitation encountered was the appearance and consolidation of the
covid-19 pandemic, which caused several economic damages to the company, as could
be seen in the SWOT matrix. The months of paralysis caused the analysis of activities
and jobs to be delayed and in some cases, adaptations had to be made based on interviews
with personnel or management. In addition to this, production was stopped for several
months, which meant that the planning had to be rescheduled and the implementation
period was longer and had greater complications. This resulted in: (i) the allocation of
resources by senior management had to be rationed; (ii) infrastructure improvements and
equipment renewal are postponed; (iii) certification through external audit has eventually
been cancelled. Although it was not the best time to implement a management system,
which involves major organizational changes and a considerable monetary investment,
senior management remains convinced that this will provide greater opportunities.
The positive aspects achieved are greater and there is now a culture of quality in the
company. This was evidenced by: (i) increased commitment on the part of senior man-
agement and all staff to the progress of the organization. (ii) better management of input
suppliers (laundry products and chemical dyes), as well as better use of inputs, preventing
them from expiring; using the exact amount, since there were no reliable measurement
methods. (iii) the documentary structure developed allows for better traceability of the
products as they go through the different processes. (iv) the company’s thinking used to
be based on attracting more customers, but now it is focused on effectively satisfying
existing customers and forming partnerships that allow for economic recovery. (v) hav-
ing a QMS has enabled the company to meet the requirements of hospitals and public
health centres and thus win new contracts for laundry services.
A QMS represents a distinctive feature that this organization has over its competitors.
But it should not only be seen as a certificate to be placed on the wall but as an opportunity
to improve and open to new markets. Although adapting to the extensive document
structure is initially uncomfortable, it will later provide greater maturity to the institution,
its processes, and employees [11, 12]. It is therefore important to emphasize that the
implementation of the system does not mean the end of the work, since it must be
maintained and updated as part of the continuous improvement cycle. There is no doubt
that the implementation of this and other management systems is the path to process
renewal and business progress.

Acknowledgment. To Engineer Luis Proaño and the company PROLAVTEX and Universidad
Indoamérica for supporting this research.

References
1. Cisneros, H.: El teñido de lana con cochinillaen Salasaca. Rev. del Inst. Otavaleño Antropol.
Cent. Reg. Investig. 19–31 (1989)
2. Mohorte: Los países que más ropa exportan al resto del planeta, ilustrados en un mapa
264 J. Buele et al.

3. Salas-Navarro, K., Meza, J.A., Obredor-Baldovino, T., Mercado-Caruso, N.: Evaluation of the
supply chain to improve competitiveness and productivity in the metalworking industry in
Barranquilla, Colombia. Inf. Tecnol. (2019). https://doi.org/10.4067/S0718-076420190002
00025
4. Fonseca, L., Domingues, J.P.: ISO 9001:2015 edition - management, quality and value. Int.
J. Qual. Res. 11, 149–158 (2017). https://doi.org/10.18421/IJQR11.01-09
5. Zimon, D., Gajewska, T., Malindzakova, M.: Implementing the requirements of ISO 9001
and improvement logistics processes in SMES which operate in the textile industry. Autex
Res. J. (2018). https://doi.org/10.1515/aut-2018-0020
6. Santoyo Caicedo, L.M.: La Norma Iso 9001 Y El Sector TextilColombiano: Un Análisis
Comparado (2016)
7. Criollo Salas, F.: Implementación del sistema de gestión de calidad ISO 9001:2015 para la
mejora de la productividaden la empresa FABRODCIS EIRL en el área de producción (2019)
8. Franklin, T.-O., Tubon-Nunez, E.E., Carrillo, S., Buele, J., Franklin, S.-L.: Quality man-
agement system based on the ISO 9001:2015: study case of a coachwork company. In:
Iberian Conference on Information Systems and Technologies, CISTI (2019). https://doi.
org/10.23919/CISTI.2019.8760816
9. Lozada-Cepeda, J.A., Lara-Calle, R., Buele, J.: Maintenance plan based on TPM for turbine
recovery machinery. J. Phys. Conf. Ser. (2021). https://doi.org/10.1088/1742-6596/1878/1/
012034
10. González, A.L., Herrero-García, N.: Corporate social responsibility in the textile sector: a
conceptual analysis of dimensions. Opcion. 35, 100–149 (2019)
11. Iván, S.O., Walter, J.S., Edwin, S.F., Raúl, V.M.: Quality in the service as a planning tool
in companies in the tertiary sector. Rev. Ciencias Soc. 25, 83–95 (2019). https://doi.org/10.
31876/RCS.V25I1.27338
12. Saeidi, P., Mardani, A., Mishra, A.R., Cajas Cajas, V.E., Carvajal, M.G.: Evaluate sustainable
human resource management in the manufacturing companies using an extended Pythagorean
fuzzy SWARA-TOPSIS method. J. Clean. Prod. 370 (2022). https://doi.org/10.1016/j.jclepro.
2022.133380
 Gamification in the Learning Process of English
Vocabulary

Vionis Patricia García Cuello1 , Breed Yeet Alfonso Corredor2(B) ,

Ricardo Luciano Chaparro Aranguren1 , Carlos Augusto Sánchez Martelo1 ,
and Jorge Alberto Briceño Vanegas1
1 Universidad Manuela Beltrán, Bogotá, Colombia
{ricardo.chaparro,carlos.sanchez,jorge.briceno}@umb.edu.co
2 Universidad Internacional de la Rioja, Logroño, Spain

[email protected]

Abstract. This research refers to the research project “Gamification in the English
vocabulary learning process”, which aims to analyze the incidences of the use of
gamification techniques in the English vocabulary learning process. The research
methodology was based on the qualitative approach through Grounded Theory
with a descriptive scope, through observation, survey and interview techniques that
allowed to know the main aspects and benefits related to the subject of study. The
analysis of the results obtained allowed us to conclude that the development and
implementation of the gamification strategy can work as an alternative to solve the
problem of difficulties in the English learning process, as well as a methodological
option that favors the increase of interest and motivation in students. In this way,
it can be affirmed that through gamification techniques, it affects the progress of
vocabulary learning in English as a foreign language. The sample consisted of a
total of 22 grade 9 students who presented fewer absences in the classroom.

Keywords: English Language Learning · Gamification · Motivational Interest ·

of English Language Vocabulary

1 Introduction
Learning English has become an important aspect in all areas for years, because it
is one of the most widely spoken languages in the world, which is why it has been
integrated into the curriculum in educational institutions as a second language. or foreign
language depending on the context. As Mei, Y. (2008) rightly states, learning a language
is considered knowledge of a communication that is different from a student’s mother
tongue, and which is generally not used daily. Therefore, the foreign language is limited
to spaces created in a learning environment, where on many occasions, the strategies
are not relevant, generating frustration and demotivation in the learner. Therefore, the
teaching-learning process of the English language seeks methodologies and strategies
that allow the acquisition of the foreign language in a significant way, promoting relevant
learning environments for learners.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 265–281, 2024.
https://doi.org/10.1007/978-3-031-44131-8_27
266 V. P. G. Cuello et al.

According to Núñez (2011), the methodologies for the acquisition of the foreign
language must be developed for the student to achieve the communicative competences
of the English language, and it is thus that in the beginning of language teaching the
methods “The grammar translation method”, “The Direct Method”, “Audio Lingual”,
among others, have had great applicability. However, advances in society over time force
all areas of knowledge to be up-to-date and keep up with new innovative methodologies,
appearing approaches such as gamification.
The gamification approach is an attractive option for the learning process, especially
in languages, because it brings game elements to the educational field, which children
and young people are very familiar with and are used during leisure spaces, such as
challenges, scores, prizes, badges, levels, avatars, etc., which attract the attention of
participants and engage them in activities. Therefore, it was decided to create a learning
environment using these techniques and mechanics of the games, which favor the pro-
cess of learning vocabulary in English. Thus, generating a question for research: What
incidences does the use of the gamification approach have in the process of learning
vocabulary in English?
To answer this concern, various investigations can be analyzed, one of them is the
one developed by Vera, E., (2020), which proposes to design a gamification proposal
as a didactic strategy to improve the learning of the English language in seventh grade
children. of Basic Education of the Fiscal Educational Unit “Ramón Bedoya Navia”
in Colombia. Said descriptive study evidenced the low level of English language pro-
ficiency of the targeted group of students. In the investigation, a gamification proposal
was presented whose objective was the acquisition of vocabulary and basic contents
corresponding to the primary level; however, it is adaptable to other contents and areas
of knowledge. It is worth mentioning that valuable findings were presented in the use
of gamification elements and techniques that lead to the conclusion that this approach
as a tool to facilitate learning, improves commitment and motivates students, there-
fore, it is relevant as a didactic strategy within the educational process. In addition, her
presentation design generates interest, improving student participation in activities.
For his part, Sánchez, M. B. (2018), concludes in the research that the combination
of pedagogical activities with playful activities, such as challenges, missions and chal-
lenges in which students took the role of players, have positively influenced students;
since they perceived the learning method as an innovative method, which facilitates
the consolidation of knowledge in the vocabulary in the English language. Within the
research, they developed gamification strategies for the acquisition of vocabulary of the
English language at the pre-intermediate level. These results concluded with the appli-
cation of the gamification strategy, a significant progress can be obtained in the students
of the experimental group, since they developed a lexical competence. It is important
to highlight a contribution of new and innovative strategies that can be applied within
pedagogical practices.
Therefore, gamification is postulated as an effective alternative to teaching prac-
tices implemented with ICT, which acquire special importance as complementary mate-
rial to school practice applying various strategies, allowing to confirm the interest and
motivation of the students, thanks to didactic strategies and cooperative work.
 Gamification in the Learning Process of English Vocabulary 267

It is relevant to consider that gamification as a learning resource in the English class

is a strategy that generates changes in the teaching-learning process, which promotes
increased motivation, as well as an increase in the academic level of students.

2 Materials and Methods

The study developed within the investigation, is part of a qualitative approach, with
a methodological design called action research, which allows studying a phenomenon
in depth in different phases of the investigation, focusing on documentation and initial
experiences, considering experiences for part of the participants. In addition, it supports
observation and analysis in a natural environment, making it easier to perceive the stu-
dent’s perspective in its context, allowing the information to be interpreted, as suggested
by Hernández, Fernández, & Baptista (2020).
According to Latorre, A., (2005), teachers must investigate their professional practice
through action research, focusing on the professional practice of teachers, to improve
the quality of education. Therefore, it is important to improve pedagogical practices and
reflection.
On the other hand, Hernández et al. (2020), expose four stages in action research
(Fig. 1).

Fig. 1. Stages of action research according to Hernández et al. (2020).

Data collection techniques include procedures and activities that allow answering the
qualitative research question. The instruments used were observation, diagnostic test,
interview, and survey (Fig. 2).
The application of the instruments was carried out during the entire process of
the implementation of the pedagogical proposal, considering the times of the activities
related to gamification techniques. Each instrument fulfilled a specific purpose for the
collection of information and data analysis; hence its application was of vital importance.
268 V. P. G. Cuello et al.

Fig. 2. Data collection instruments

The knowledge test was applied before and after the implementation of the pedagog-
ical proposal, to be able to contrast the students’ knowledge of English before and after
the implementation. It was developed using 20 questions asked in English, with a single
question format with multiple answers and an open question format. Each question had
a value between 1 for those questions that were answered correctly in English, and a
value of 0.0 for those that were wrong, not answered, or were in Spanish.
The observation was carried out in two ways, the first, in the form of taking notes
after some sessions and the second, recorded on video in week 3 of the implementation
of the pedagogical proposal.
On the other hand, the surveys were carried out in Word format, taking several
sessions for the complete execution. These surveys were carried out between weeks
three and four during the implementation of the activities. Finally, the interviews took
place at the conclusion of the pedagogical strategy to collect the impressions of the
entire process, developing individually, which is why it took several days for its final
completion.
The research was directed at the educational institution called Fundación Pies Descal-
zos, directed by the singer Shakira in the city of Cartagena, COLOMBIA. The Foundation
is located within a community in a situation of vulnerability. Initially, it began with a
population of around 900 students, all of whom lived in the surrounding neighborhoods.
Currently, its educational community is made up of 43 teachers, 20 in primary school
and 22 in secondary and middle school with a total of 1027 students, 555 in preschool
and primary school and 472 in secondary and middle school. Because it is an institution
related to the foundation, they have the possibility of having contact with people from
abroad who come as volunteers to cooperate in the educational processes and who make
valuable contributions at a social level, allowing them to get closer to other languages
and cultures.
A convenience sampling was developed, limited by the number of participants, with
a total of 22 9th grade students, belonging to the Pies Descalzos Foundation educational
institution. Of those 22 students, 14 are female and 8 are male, with ages ranging from
13 to 17 years. These students were the ones who presented fewer absences and who
took the initial English test.
 Gamification in the Learning Process of English Vocabulary 269

It is worth mentioning that the teacher who taught the subject for teaching English
language vocabulary is the first time that he has developed a gamification-based design
with students in ninth grade.

3 Results
To carry out the analysis, the data analysis called grounded theory was used, which
has as a procedure the analysis of data through the comparative method, where the
researcher codifies and analyzes the data simultaneously for the progressive development
of theoretical ideas that must be have a close correspondence with the data through four
stages: The comparison of incidents applicable to each category, the integration of the
categories and their properties, the delimitation of the theory and finally the writing of
the theory (Glaser & Strauss, 1967 cited in Restrepo & Ochoa, 2013).
In addition to the four stages, Restrepo, A. & Ochoa, D., (2013), it is necessary to
classify the process of data analysis through Grounded Theory in two moments based
on the theoretical foundations of Strauss and Corbin, (2002): A descriptive moment
and a relational moment. Each of the moments is characterized by a particular coding
process that defines the procedures and logic for thinking about the data, organizing,
synthesizing, conceptualizing, and relating them.
The descriptive moment is carried out through an open coding process, with the
assignment of labels or codes to data segments that allow the best possible description
of the content of said segments. The relational moment is developed through two coding
processes: axial coding and selective coding. The first is the basis of the process and
is used to relate the categories with the subcategories considering their properties and
dimensions (Strauss & Corbin, 2002).
The second coding, called selective, integrates all the emerging categories within a
conceptual scheme, around a central or nuclear category, which has an essential analytical
power, since it allows the categories to be brought together to form an explanatory whole
while allowing information. About the variation between categories (Strauss & Corbin,
2002).
Considering the above, for the analysis of the data, they were collected through the
observation, survey, and interview techniques, which were transcribed and incorporated
into the ATLAS.TI software with the 2022 version, as support for the segmentation and
categorization of the information. The results of this analysis are presented below.
In the first moment, which was the descriptive moment of the analysis, open coding
was carried out, in which codes were assigned to different segments of the information
in each of the data collection instruments. This open coding resulted in a total of 84
codes, assigned to the most relevant citations, which would later result in categories and
subcategories (Fig. 3).
For the second part of the analysis, the relational moment, was developed in axial
coding, in which the categories were related to the subcategories, taking into account
their characteristics and the relationship they had between them. And finally, a selective
coding in which the emerging categories were integrated, around a central category
(Figs. 4 and 5).
270 V. P. G. Cuello et al.

Group of codes Name Rooting Density

Survey codes Atention 14 2
Interviews Motivation 15 5
Observations Celebration 17 2
Game 18 8
Speak 19 3
Competition 19 6
Group work 22 13
Points 26 9
Interest 23 8
Classmates 26 4
Challenge 26 7
Vocabulary 27 6
Happiness 27 3
Help 29 5
Have fun 36 5
English 73 9
Learning and 88 14
play

Fig. 3. Coding process software ATLAS.ti.

Documents Case number Codes

Survey Case 19 Interest

Motivation

“I found it good because i had a Games

lot of fun and helped my fellow
group members in order to
fullfill the dynamics. It is a way
to entartain and motivate us to
do the activities and challenges
they give us. Otherwise,
without games, it would be a bit
boring and i think that no one or
only a few people would be
interested in doing the
activities”

Fig. 4. Segmentation software ATLAS.ti.

From this second stage, various categories and subcategories resulted, which are as
follows (Fig. 6):
– First category: Learning and play.
Positive aspects: The students affirm that they have learned from the application
of the gamified environment, and at the same time they express the desire to continue
learning through methodologies that involve games, since being entertained they are
more attentive and thus learn more.
 Gamification in the Learning Process of English Vocabulary 271

Fig. 5. Categories and subcategories in the ATLAS.ti software

This can be seen in the following statements:

– Person 2 “I want to continue learning, just as you, dear teacher, continue to teach
classes through games.”
– Person 4 “I learned some vocabulary words. Through more games and activities, it
is possible to learn.”
– Person 8 “It is evident that many people who did not know how to pronounce English
learned through the games.”
– Person 15 “Very happy, because I was learning elements of the English language that
I did not understand, and we are making progress.”
– Person 20 “I say that we learn to speak English when we play with you, since
sometimes we get bored without motivation, but with a game we do learn more.”
Regarding learning and play, UNICEF (2018) ensures that both development and
learning are complex and holistic in nature; however, through play all areas can be
encouraged with respect to motor, cognitive, social, and emotional skills. Hence the
importance of carrying out playful and fun activities in the classroom.

Fun Subcategory
For students, fun is something that motivates. According to the students’ statements, if
the activity is fun then their attention is higher because they will be interested in that
pedagogical action that is being developed.
272 V. P. G. Cuello et al.

Fig. 6. Categories and subcategories software ATLAS.ti

This can be seen in the following segments:

– Person 1 “Because learning is fun, and we like to have fun.”
– Person 12 “Because it’s a fun way, and we young people see that games need to exist…
I think that draws our attention” … “You made us participate in various games. I say
that this way we could learn English faster because we entertain ourselves.”
– Person 16 “Very fun because that’s how we learn and also have fun and have the
ability to understand more easily.”
– Person 18 “…I felt very happy because I learned a lot, and I had a lot of fun.”
 Gamification in the Learning Process of English Vocabulary 273

– Person 22 “We are having fun and we are learning. It is necessary to have the memory
of what you did when you were having fun.

Second Category: Group Work

See Fig. 7.

Fig. 7. Category in software ATLAS.ti

Positive Aspect: Some of the students affirm that group work favors learning and inter-
action with classmates because in this way they get to know them better and can help
each other since each one has something to contribute.
This is evidenced in the following segments:

– Person 1 “… Yes, because we learn better by supporting each other”

– Person 2 “…It was good… because some put pressure on others who were
demotivated.”
– Person 15 “…I really like it because it’s in a team and I feel that with the games I’ve
learned to deal more with my teammates.”

Negative Aspects: Not all the members worked equally, some did it more than others,
causing discomfort and discontent among those who did assume their tasks within the
team responsibly. Even more, when their score was in possible loss, or the group was
penalized by a negative sanction from a teammate.
274 V. P. G. Cuello et al.

Subcategory: Support
Students recognize the importance of receiving support from peers and team members
when carrying out an activity and in the learning process. In addition, they consider that
thanks to mutual support and help, the objectives of the activities can be better achieved.
This is evidenced in the following segments:

– Person 1 “…we learn better by supporting each other.”

– Person 12 “…Because I feel that this way, we can support each other, and we can
understand each other better.”
– Person 19 “…It seemed good to me since I entertain myself a lot and I help my
classmates in order to be able to comply with the dynamics”…“It depends because
if my partner does not know much about the subject, it does not contribute anything
to my learning, it is more It was a delay, instead with someone who knows about the
subject and specializes, it would help me a lot”
– Person 20 “… Well, the support of the colleagues was that we encouraged each other
to be able to do it.”
– Person 2 “Yes, because each one contributes their knowledge, and we learn from how
different each of our colleagues is.”

Third category: Interest

Fig. 8. Category software ATLAS.ti

 Gamification in the Learning Process of English Vocabulary 275

According to the students, if you are interested, you will have more desire to do the
activities and by getting involved in the activities or challenges you will learn. This can
be justified by the segments presented below (Fig. 8).
– Person 19 “What is most significant is that the interest is noticeable, why is the
interest important? because if we don’t show interest in something, in what we like…
we don’t do anything. The good thing about it is that we have fun, and it entertains
us, even if we don’t know English it entertains us to go deeper and thus be able to
learn English.”
– Person 14 “Yes, because that way one will be more aware like…no… Something in
the game catches my attention and if the activity or something like that catches your
attention, you learn faster.”… “Yes, teacher because it is like that… Like that… Like
that for me it has been more fun, it attracts my attention and it makes it easier for me
to learn English, it interests me.”
– Person 15 “…I think that through these didactics the student includes more interest,
because they have the strategies and dynamics of the games. I also think that it is the
best to have activities for me and for my colleagues.”

Subcategory: motivation
For students, motivation is important when learning, because according to the state-
ments, if they are motivated, they will carry out the activities and they will get involved
in what is proposed in class, and thus they can learn more.
Person 12 “So we can have a more open mind so we can learn more and…we feel
motivated and happy to learn.”
Person 19 “…It seemed appropriate to me, since I entertain myself a lot and I help my
groupmates in order to comply with the dynamics. It is a way of entertaining ourselves
and motivating ourselves to do the activities and challenges that they offer us, if it were
not so it would be a bit boring, and I think that nobody would be interested in doing the
activities if there were no games.”

Analysis of Initial and Final Tests of English

Below are the results obtained in the initial and final English proficiency tests applied
to the ninth-grade students selected for the study, with a total of 22 selected students.
It is worth remembering that the diagnostic test was carried out to demonstrate the
problem in the level of English in the students in terms of the learning topics of the
learning cycle established in the English area plan.
Said test consisted of 20 items, 11 of these were open questions, six were multiple
choice and the rest were complete and ordered. The values for these answers ranged
from 0 to 1 according to their degree of approximation to the correct answer, with 0
being the value for incorrect answers, totally in Spanish or without information, 1 for
correct answers in English, and intermediate values such as 0.2 onwards. For answers
with some term in English (Fig. 9).
276 V. P. G. Cuello et al.

Fig. 9. Initial English test results for ninth grade students

As can be seen, the question that all students answered in the initial or diagnostic
test was question number 1 (what’s your name?) about personal information. This open-
ended question was the only one that all students answered correctly. Similarly, in the
final test, question one was answered correctly by all the targeted students. However,
they increased the number of correct answers in items that in the first test were at zero,
as can be seen in the figure (Fig. 10).

Fig. 10. Final English test results for ninth grade students

Likewise, the changes in both tests can be observed, before and after the application
of the pedagogical strategy, in the comparative table made in Microsoft Excel presented
below, where the blue color refers to the result of the initial test and the orange color
Regarding the result of the final test, we can show that there was an increase in 16 of the
22 students, in four of the subjects the score in the final test decreased and in two the
same result remained (Fig. 11).
The following figure is presented below. The proposed learning environment lasted
six weeks. These were divided into two classes of an hour and a half and a class of forty-
five minutes, with a total of three hours and forty-five minutes per week to develop the
environment. It is worth mentioning that the theme is related to the vocabulary related
to students’ personality adjectives, pronouns, possessive adjectives, verbs and learning
the present continuous.
 Gamification in the Learning Process of English Vocabulary 277

Fig. 11. Comparative table of English tests for targeted ninth grade students.

The following is the implementation process:

During the first week, the students took a diagnostic test on the topics presented in
the gamified environment. In the same way, an introduction of the pedagogical proposal
was made to the students communicating the story, whose narrative was the way to
follow for the objectives. Likewise, he was informed about the rules of the game and all
the pertinent instructions were given. In the first week, the challenge began in the area
called one.
In the second week, the challenges of zone one continued, the rules were remembered,
the narrative continued, and then the second zone of challenges was presented, always
constructing sentences using subject and object pronouns or possessive adjectives. The
above, to build paragraphs.
During the third week, the challenges of zone two were concluded and the challenges
of zone three began. During this week, descriptive observation was carried out to detail
the situations that arose.
In the fourth week the challenges of zone three continued, which took much longer
than expected. In this week, the observation was made. The fifth and sixth week, the
challenges of zone three and four were concluded, for this, exit passes were delivered to
all the members of the teams that completed the challenges satisfactorily. The above, to
deliver to the guardian of the last area all the keys collected. It is worth mentioning that
this week, the instrument called survey was applied. To finish, in the seventh week the
feedback of the process and the diagnostic evaluation were carried out, applied at the
beginning and the interview (Fig. 12).
278 V. P. G. Cuello et al.

Fig. 12. Environment Design.

 Gamification in the Learning Process of English Vocabulary 279

4 Conclusions
Regarding the identification of the competences and components in the national standards
of the area of English that students in the ninth grade must acquire, it is consistent since
objective themes raised in the gamified environment were generated, allowing to know
the general criteria that establish the level of proficiency. Student communication in
a specific grade. This is how the Ministry of National Education in Colombia (2006)
defines it:
“The Standards of Proficiency in a Foreign Language: English, like the standards
for other areas, constitute “clear and public criteria that make it possible to establish
what are the basic levels of quality to which boys and girls from all regions are entitled.
From Colombia”. With them, we are telling the educational community and parent’s
what children should learn at the end of each group of levels and what they should be
able to do with what they have learned, so that they can function effectively. Effective
in the student and work world.”
Regarding the definition of the most appropriate gamification techniques in language
teaching for its application in English classes, it is consistent since it complies with the
investigation of the theory about gamification, finding various research papers related
to the research that gave an account of various techniques applied in English classes
and their contributions to educational practices. Therefore, it was possible to define
which would be the most convenient considering the context. According to Rodríguez &
Galeano, (2016) the simple fact of overcoming challenges, accumulating points, or solv-
ing problems, which are part of some of the techniques used by gamification, are highly
motivating, and have a positive impact on the processes. of teaching-learning.
On the other hand, related to the design of the pedagogical proposal based on the
gamification techniques defined for the teaching of English, it is fulfilled, since it was
possible to create a gamified environment considering the techniques, as well as the
pedagogical criteria for the degree. Focused school. However, some logistical aspects
were not considered, such as the mobilization of students to other spaces, and the schedule
of extracurricular activities that caused the reduction of time for activities.
Faced with the pedagogical proposal of gamification in the ninth-grade English class,
it can be ensured that it was fully fulfilled. This proposal was applied in English classes
and in others that were requested from various teachers from different areas. During
the sessions there were inconveniences and unforeseen events that affected the normal
development of the activities and sometimes caused a delay in the application sched-
ule. Among the inconveniences, the management of technological resources and the
extracurricular activities planned by the institutional projects that were already sched-
uled, but for various reasons, the dates were modified, stand out. But in the face of the
drawbacks, the designed activities will be carried out.
When analyzing the incidences of the use of gamification techniques in the process of
learning vocabulary in English in ninth grade students, compliance is generated since all
the important contributions of the participants focused on the project were considered.
Regarding the research, it is evident that learning by students becomes easier and
faster when games and activities that generate moments of fun are involved, as well as
activities that promote motivation and interest, since they foster the desire to perform.
What is proposed in the classroom. Cabrera, (2019) clearly says it when he affirms
280 V. P. G. Cuello et al.

that gamification in the classroom is important for the educational process, since it
generates interest, motivation, creation, and significant learning in the teaching of a
second language.
Likewise, it is important to highlight the results of teamwork within the conclusions,
since this develops collaboration and commitment to meet the goals proposed in the
activities. The participants recognized the relevance of collaborative work and how it
generates ties of empathy and in the same way, it created learning opportunities when
their peers supported them when carrying out tasks and challenges.
Finally, it can be concluded from the analysis of the results, that the students improved
their lexicon in the English language during the implementation of the application of the
gamified environment, as well as an increase in the participation and use of English.
As a recommendation, it is defined with a test the level of the students, so that the
participants recognize at what real level they are before applying the environment or the
methodological design. Likewise, investigating the gamification techniques to be applied
is essential for the success of the pedagogical proposal, for this reason the tastes and
interests of the students must be considered and make use of those techniques that are
really useful without exceeding the amount, because in the end they will find elements
that really did not cause much impact during the process.
When designing the environment, it is very helpful to keep in mind the time for each of
the activities and the possible unforeseen events that may occur during implementation.
Likewise, it can be beneficial to have additional activities if you plan participation tasks
by group, since sometimes the groups that must wait their turn disperse and get distracted,
causing disorder and sometimes generating delays in the activities due to the constant
call for attention to those involved.
Regarding the application of the environment, it is necessary to have all the elements
ready for the activity and the order of the groups, so that time is used optimally.
Finally, it is important to keep in mind how the students will be evaluated and
communicate the aspects to be considered during the process, which will define their
final evaluation. The foregoing can contribute to future findings in the teaching of other
non-native languages, through the design of gamification that generates new challenges
through collaboration between students, even in upper tenth and eleventh grade courses.

References
Remote Interactive Activities with live worksheets. TEACHING CENTER, 17 April 2020.
https://www3.gobiernodecanarias.org/medusa/edublog/cprofessantacruzdetenerife/2020/04/
17/actividades-interactivas-a-distancia-con-live-worksheets/#:~:text=Live%20Worksheets%
20is%20a%20web,f%C3%A1easily%20with%20any%20device%20electronic%C3%B3u
nique. Accessed 11 Apr 2022
Almonte, M., Bravo, J.: Gamification and E-Learning: Study of a University Context for the
Adequacy of Its Design. CEF, Madrid (2016)
Ballesteros, S.: Human memory: research and theory. Psychothema, 705–723 (1999)
Batista Silva, A., Galvez Espinos, M., Hinojosa Cueto, I.: Historical sketch on the main motivation
theories and their influence on the teaching-learning process. Cuban J. Comprehensive General
Med. 26(2) (2010). http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-212520100
00200017&lng=es&tlng=es. Accessed 6 Jan 2022
 Gamification in the Learning Process of English Vocabulary 281

Benjamin, C.: Find out your English level to know how to advance. Language learning with
the Preply Blog, 1 September 2022. https://preply.com/en/blog/how-you-can-find-out-english-
level/. Accessed 2 Sept 2022
Bizquerra, R., et al.: Educational Research Methodology. The Wall S.A, Madrid (2009)
Blogger: Baamboozle, create team trivia games, 28 September 2018. https://innovaciondocentet
ecsup.blogspot.com/2018/09/baamboozle-crea-juegos-de-preguntas-y.html. Accessed 13 Apr
2022
Cabrera, L.: Gamification as a didactic strategy for teaching - learning English in the transition
grade of Nuestra Señora del Carmen school in Villavicencio (Meta). Villavicencio; IBERIAN
(2019)
Christians, G.: The Origins and Future of Gamification. South Carolina. Scholar Commons (2018)
Council for Cultural Cooperation, Education Committee: Common European Framework for
Languages: Learning, Teaching, Assessment. Strasbourg; Language Policy Division (2002)
Cronquist, K., Fiszbein, A.: Learning English in Latin America. Chili; Pearson (2017)
Definition of pilot test. Economy (2014). https://economia.org/prueba-piloto.php. Accessed 10
Dec 2021
Deterding, S., Sicart, M., Nacke, L., O’Hara, K., Dixon, D.: Gamification: using game design
elements in non-gaming contexts. In: Proceedings of the 2011 Annual Conference Extended
Abstracts on Human Factors in Computing Systems, vol. 66, pp. 2425–2428 (2011). https://
doi.org/10.1145/1979742.1979575
EF (Education First): EF epi 2021 – EF English proficiency index. EF Education First - Spain
(2021). https://www.ef.com.es/epi/. Accessed 20 Nov 2021
Rodriguez, L., Galeano, J.: The Use of Gamification Techniques in the Acquisition of Vocabulary
and Mastery of Tenses in English. National Pedagogical University, Bogota (2016)
Gamification - Types of players - ThinkGo - Consulting in people: Chile. ThinkGo, 2 July 2020.
https://thinkgo.cl/2020/06/24/gamificacion-tipos-de-jugadores/. Accessed 10 Feb 2022
Gomez, A., Acosta, H.: About working in groups or teams. ACIMED 11(6) (2003). http://sci
elo.sld.cu/scielo.php?script=sci_arttext&pid=S1024-94352003000600011&lng=es&tlng=es.
Accessed 29 Aug 2022
González, D.J.: Psychology of Motivation. Havana; Medical Sciences (2008)
Guzmán, M., Herrera, C., Gaitán, J., Barbosa, E.: Basic Guide of educaplay - mep.go.cr. Educaplay,
October 2020. https://www.mep.go.cr/sites/default/files/guia-educaplay.pdf. Accessed 13 July
2022
Hernández, R., Fernández, C., Baptista, P.: Research Methodology, 5th edn. McGRAW-
HILL/INTER-AMERICAN, Mexico DF (2020). https://www.icmujeres.gob.mx/wp-content/
uploads/2020/05/Sampieri.Met.Inv.pdf
Hernandez, M., Belmonte, M., Manzanares, J.C.: How to run your own online business: a gamifi-
cation experience in ESL. Educ. Sci. 11, 697 (2021). https://doi.org/10.3390/educsci11110697.
file:///C:/Users/V%20ionis/Desktop/UMB%20Virtual/TALLER%20III/education-11-00697
.pdf
Herrera, J., Zamora, N.: Do we really know what motivation is? Med. Sci. Mail 18(1), 126–128
(2014). http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1560-43812014000100017&
lng=es&tlng=es. Accessed 13 Jan 2022
Hashim, H., Rafiq, K.R.M., Yunus, M.M.: Improving ESL learners’ grammar with gamified-
learning. Arab World Engl. J. (AWEJ) Special Issue on CALL (5), 41–50 (2019). https://doi.
org/10.24093/awej/call5.4
Jáuregui, M., Razumiejczyk, E.: Memory and Learning: A Review of Cognitive Contributions.
Buenos Aires; Virtual Magazine of the Faculty of Psychology and Psychopedagogy of the
University of Salvador (2011)
Kapp, K.: The Gamification of Learning and Instruction Fieldbook: Ideas into Practice (2013)
 An Architectural Model for Integrating Big Data
in Educational Information Systems

Abdesselam Redouane(B)

Canadian University Dubai, Dubai, UAE

[email protected]

Abstract. We live in an era of big data that has overwhelmed most of our society
and organizations. Companies would benefit from this big data, but information
systems that support companies hamper its use. In this paper, we present an archi-
tectural model for integrating big data into educational information systems. The
model is based on the urbanization paradigm that city planners use when creat-
ing new cities or renovating existing ones. The model is illustrated at two levels
of architecture, highlighting the refinement from one level to the next using the
urbanization paradigm.

Keywords: Big Data · NoSQL · City Urbanization

1 Introduction
We are living in an era where massive amounts of Big Data (BD) are being collected all
over our society; from social networks like Facebook, and Twitter to data collected in
many parts of our cities and workplaces. This data is an asset to their owners, and it has
been viewed as a new oil that every organization should explore and be able to reap the
benefits of.
The benefits of big data to education are enormous to students, professors, and
management alike. Professors will be able to know the statistics about their student’s
performance in their courses through the tools provided by the Learning Management
Systems (LMS) like Moodle and Blackboard. Social media, such as Facebook and Twit-
ter, will allow them to know in real time what attitudes, sentiments, and opinions students
have about the topics and courses.
Using the collected data from different sources, management can make informed
and timely decisions regarding short and long-term strategic decisions, curriculum
improvements, course allocations, etc.
The question, however, is how to harness the benefits of these overwhelming streams
of data. Information systems architecture, regardless of the model used, cannot handle
the sheer volume, variety, and velocity of these data.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 282–288, 2024.
https://doi.org/10.1007/978-3-031-44131-8_28
 An Architectural Model for Integrating Big Data 283

The current state of the art in capturing and processing these data has been studied by
academics and industry alike - using Hadoop and Apache Spark [1, 2] on the processing
side, and NoSQL database systems on the data storage side [3–7]. The problem, however,
is that there is no architectural model that can help integrate big data into the firm’s
existing IT architecture.
An urbanized architecture seeks to create a clean design that clearly illustrates the
different blocks of the architecture with clear interfaces between the blocks as opposed
to the spaghetti architecture found in most conventional architectures. The goal is to
create an architecture that is easy to renovate and enhance a specific block without
affecting other blocks in the design. This last principle is similar to what we witness
in the process of renovating a city. For instance, a specific building may be renovated
or demolished, and a replacement building constructed in its place. All of this happens
without damaging nearby buildings, parks, or infrastructures. It is this highly admired
goal that urbanization aims to achieve [8].
In this paper, we present an architectural model for integrating big data into
educational systems. Our model is influenced by cities as urbanization paradigms.
The paper is organized as follows. In the next section, we review the literature and
in particular attempts made to develop big data architecture for educational systems.
In Sect. 3 we present the proposed functional architecture while in Sect. 4 we refine it
further. We conclude the paper in Sect. 5 and propose future research.

2 Literature Review
To discuss information systems architecture, at the firm level, it is necessary to refer
to TOGAF [9, 10]. TOGAF is a set of procedures that an organization can follow to
enhance its existing architecture from an as-is system to a to-be system. While the
framework provides guidance for developing enterprise architecture, these guidelines
are very general and are not specific.
The architecture of big data in education did not get very much attention among
researchers, according to a recent survey [11]. The paper shows that the main topics
researched in the field of big data in education are learners’ behavior and performance,
modelling and educational data warehousing, improvement of the educational system,
and integration of big data into the curriculum. Thus, there is a lack of research into the
architecture and integration of big data into existing IT systems. This research aims to
narrow this gap.
[12] discussed scenarios for implementing BD in a university. Basic steps are outlined
to distinguish between structured and unstructured data, along with types of databases
to store the data, such as relational and NoSQL databases. It also included Hadoop and
MapReduce to increase parallel computation. It lacks proper functional and software
architectures that illustrate the main blocks of the approach and its refinements to the
next level of design.
[13] proposed an architecture of using big data in higher education. It is a straight-
forward architecture where it divides the architecture into data management systems and
data analytics systems. This is a high-level architecture with no explicit recommendations
regarding tools to be used.
284 A. Redouane

[14] used Enterprise Architecture (EA) principles to integrate BD into an existing

large administrative institution. Although the research work attempted two approaches
to integrate BD into an existing information system. Both approaches failed. The first
attempt implemented BD into separate departments within the organization. This attempt
failed because the existing architecture was inflexible in that the current infrastructure
and software could not be adapted to provide access to necessary data or allow BD to
be utilized. Lack of interoperability was another issue that stumbles this approach and
data could not easily be processed and connected with other data to facilitate analysis.
The second attempt which was the creation of a separate department for BD that
encompasses the whole BD task, has also failed. The system created was heterogenous
because it was not conformed to any of the other existing systems in standards, i.e., data
format and others, and hence it will be time consuming and may need experts to explain
the findings. The data has various qualities issues which make it sometimes hard to use.
Understanding the domain was found to be a condition for being able to interpret the
data. Hence, the second attempt failed to achieve its goal of reaping the fruits from BD.
[15] discussed BD management in healthcare systems. They provide an overall archi-
tecture for the integration of big data that includes stream and batch processing using
conventional platforms like Hadoop, Apache spark and Mongo DB. It can be used as a
basis for building the architecture of an educational system.

3 Functional Architecture

The proposed architectural model is based on the urbanization of cities. In city planning
we have zones, districts, and plots. A zone may have many districts and a district may
have many plots. District is a homogenous area that form the fabric of that place where
is plots are the building blocks of a district. Between these zones, districts and plots run
an infrastructure of utilities like water, electricity, phone cables etc…
These urbanization planning practices can be mapped to an information system. An
information system of an organization can be charted to the different zones that make up
the system. A zone in this regard can be seen as a sub system of the whole information
system. A zone is made of districts and each district corresponds to specific functions
e.g., teaching district and research district see Fig. 1. A district may have many plots.
A plot corresponds to an application program in a district, for instance the Learning
Management System (LMS) application program is a plot into the teaching district.
The proposed architectural model follows the above practices of city planning and
urbanization. In the following sub-sections, we describe the different zones of the
architecture and then we illustrate the whole architecture in Fig. 1.
 An Architectural Model for Integrating Big Data 285

Fig. 1. Functional Architecture

3.1 Zones

The functional architecture comprises the following zones:

• Exchange Zone
• Data Zone
• Business Analytics Zone
• Operation Zone
• Supporting Zone
The communication between the system and the outside world is handled by the
exchange zone. This communication involves the acquisition, validation, and transfer
of requests to the corresponding zones within the system. It is also responsible for the
transfer of the output to the requester.
286 A. Redouane

The data zone houses structured, semi-structured, and unstructured data. Examples of
these data storage include relational databases, NoSQL databases, and data warehouses.
All data analytics will be performed the data analytic zone. This includes data
preparation, model generation, and evaluation.
The organization’s operations occur in the operations zone. For an educational
institution it will include the registration district, teaching district, and the research
district.
The supporting zone includes the support functions of the organization such as the
human resources, accounting, and marketing districts.
Districts and plots of the system exchange data and information through the mes-
senger zone. It allows plots and districts to send data in their own standard formats and
ignoring any formats or protocols that the recipient plots may require to receive the data.
This zone contains the interpretation and routing district.

4 Functional Architecture Refinement

The purpose of this section is to refine the functional architecture, especially the mul-
timedia district, the message management zone, the analytics zone, and the supporting
zone.
The multimedia district is responsible for all the multimedia that should be included
in the system, including the presentation and personalization plots.
The messenger zone includes an interpretation plot and a routing plot. The inter-
pretation plot parses and interprets incoming messages, and the routing plot routes the
messages to the destination in the format recognized by the destination [16].
There are two main districts in the analytics zone: the data preparation district, and
modelling and evaluation district. Two plots are included in the data preparation district,
the data manipulation plot and the features selection plot. The data manipulation plot
is where data is cleaned, and missing values are dealt with. The features selection plot
attempts to reduce and choose the best features of the problem.
The modelling and evaluation district is responsible for generating the appropriate
model for a given task. To accomplish this, two plots are used, model training plot and
model tuning plot.
Figure 2 illustrates the refinement made of the different zones and districts of the
above functional architecture.
 An Architectural Model for Integrating Big Data 287

Fig. 2. Functional Refinement Architecture

288 A. Redouane

5 Conclusion
An architectural design for integrating Big Data into an educational information system
has been presented. It provides a clean architecture, in which each block of the architec-
ture is well defined for its responsibility within the overall architecture. This allows for
the reconstruction or renovation of existing blocks or the addition of new blocks without
modifying or tweaking the rest of the architecture. The model construction is inspired
by city urbanization which has proven to be the best practice in our modern cities.
As an immediate future extension of this research, a prototype of an educational
system integrating Big Data will be developed using the reported architecture. Specifi-
cally, this will involve designing the full software architecture, selecting the appropriate
infrastructures, and integrating the entire architecture.

References
1. Holmes, A.: Hadoop in Practice. Simon and Schuster, New York (2014)
2. Salloum, S., Dautov, R., Chen, X.: Big data analytics on Apache Spark. Int. J. Data Sci. Anal.
1, 145–164 (2016). https://doi.org/10.1007/s41060-016-0027-9
3. Chodorow, K.: MongoDB: The Definitive Guide: Powerful and Scalable Data Storage.
O’Reilly Media, Inc, Sebastopol (2013)
4. Hewitt, E.: Cassandra: The Definitive Guide. O’Reilly Media, Inc, Sebastopol (2010)
5. Anderson, J.C., Lehnardt, J.: CouchDB: The Definitive Guide: Time to Relax. O’Reilly Media,
Inc, Sebastopol (2010)
6. Brown, M.C.: Getting Started with Couchbase Server: Extreme Scalability at Your Fingertips.
O’Reilly Media, Inc., Sebastopol (2012)
7. Vukotic, A., Watt, N.: Neo4j in action. Manning, New York (2015)
8. Longépé, C.: The Enterprise Architecture IT Project: The Urbanisation Paradigm. Elsevier,
Amsterdam (2003)
9. Kotusev, S.: TOGAF version 9.2: what’s new. Br. Comput. Soc. BCS (2018)
10. Harrison, R.: Togaf (r) 9 Foundation Study Guide. Van Haren, ’s-Hertogenbosch (2018)
11. Baig, M.I., Shuib, L., Yadegaridehkordi, E.: Big data in education: a state of the art, limitations,
and future research directions. Int. J. Educ. Technol. High. Educ. 17(1), 44 (2020). https://
doi.org/10.1186/s41239-020-00223-0
12. Michalik, P., Stofa, J., Zolotova, I.: Concept definition for Big Data architecture in the educa-
tion system. In: 2014 IEEE 12th International Symposium on Applied Machine Intelligence
and Informatics (SAMI), Herl’any, Slovakia, January 2014, pp. 331–334 (2014). https://doi.
org/10.1109/SAMI.2014.6822433
13. Matsebula, F., Mnkandla, E.: A big data architecture for learning analytics in higher education.
In: 2017 IEEE AFRICON, Cape Town, September 2017, pp. 951–956 (2017). https://doi.org/
10.1109/AFRCON.2017.8095610
14. Gong, Y., Janssen, M.: Enterprise architectures for supporting the adoption of Big Data. In:
Proceedings of the 18th Annual International Conference on Digital Government Research,
Staten Island NY USA, June 2017, pp. 505–510 (2017). https://doi.org/10.1145/3085228.308
5275
15. El aboudi, N., Benhlima, L.: Big Data management for healthcare systems: architecture,
requirements, and implementation. Adv. Bioinform. 2018, 1–10 (2018). https://doi.org/10.
1155/2018/4059018
16. John, V., Liu, X.: A survey of distributed message broker queues. arXiv preprint arXiv:1704.
00411 (2017)
Information Technologies in Tourism
 Applications of Artificial Intelligence in Tourism
and Hospitality: A Systematic Literature Review

Ana Elisa Sousa(B) , Sónia Pais, and Ana Sofia Viana

Polytechnic of Leiria, CiTUR, Rua do Conhecimento 4, 2520-614 Leiria, Portugal

{ana.c.sousa,sonia.i.pais,sviana}@ipleiria.pt

Abstract. Artificial Intelligence (AI) has received special attention in the Tourism
and Hospitality sector. The researchers of this paper conducted a systematic lit-
erature review, in the timeframe from 1990 to October 2022, in three scientific
databases: Scopus, Web of Science and Science Direct. This study allows the
identification of the authors and relevant publications in the research area and to
verify the applications that Artificial Intelligence has in Tourism and Hospital-
ity. The main results reveal that the possibilities of application of AI in Tourism
and Hospitality are numerous and range from the use of robots for customer ser-
vice delivery in the hotel and restaurant industry, to Chatbots and Messaging, to
Business Intelligence tools powered by Machine Learning, to virtual reality and
augmented reality, to the possibility of analysis of large databases. As a conclu-
sion, we can say that the use of Artificial Intelligence in Tourism and Hospitality
has already taken its first steps, but still has a lot of potential to develop and to be
at the service of an industry, which is “people to people”, but that can be improved
with its help.

Keywords: Artificial Intelligence · Applications · Tourism · Hospitality ·

Systematic literature review

1 Introduction
The Tourism and Hospitality sector has faced multiple challenges in recent years (Tussya-
diah, 2020). With the advances in technology, it has become urgent to include it in this
sector as well, in order to make services faster and more efficient and to improve tourists’
experiences (Grundner and Neuhofer, 2021). Although, many technologies have been
successful in their integration in the sector, this study focuses specifically on the use of
Artificial Intelligence in Tourism and Hospitality.
Artificial intelligence is one of the digital technologies that allows businesses to
advance and grow in the digital age, influencing how businesses innovate and respond
to customers’ changing needs (Mustak et al., 2021).
John McCarthy, the father of AI, defined it as “the science and engineering of making
intelligent machines, especially intelligent computer programs”.
Artificial Intelligence has had different applications in the Tourism and Hospital-
ity industry, revolutionizing the sector, although it has not yet reached its full poten-
tial (Tussyadiah, 2020). This fact, associated with the novelty of the subject, has led

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 291–302, 2024.
https://doi.org/10.1007/978-3-031-44131-8_29
292 A. E. Sousa et al.

researchers to develop studies in the area. In this sense, it became important to carry
out a systematic review of the literature, through three scientific databases: Scopus,
Web of Science and Science Direct, on the use of Artificial Intelligence in Tourism and
Hospitality.
The objectives of this study are: 1) to identify the authors and publications that stand
out in the area; and 2) to make an inventory of the different applications of Artificial
Intelligence in Tourism and Hospitality.
After analyzing the main studies, we can conclude that the applications of AI in
Tourism and Hospitality range from customer service delivery robots in hotels and
restaurants, through the use of technology in check-in, check-out, or reception, for exam-
ple; Chatbots and Messaging (chatbots or chat blogs for direct communication with the
customer and room service directly through the mobile device); Business Intelligence
tools powered by Machine Learning (facial recognition); Virtual Reality and Augmented
Reality (describing the hotel on the website, creating a virtual tour of the hotel, virtual
travel experiences and virtual booking interface); to the possibility of analysing large
databases (being able for example to process and analyse the preference information
of tourists/guests, and provide users with satisfactory tourist information and services),
among others.
This paper intends to leverage knowledge on the subject and contribute to
systematizing the state of the art on Artificial Intelligence in Tourism and Hospitality.

2 Methodology
To carry out this study, a selection of documents was carried out in the databases of
scientific publications Scopus, Web of Science and Science Direct. The survey was
carried out in October 2022 through different phases.
In the first phase, a search was carried out in the aforementioned three bases of sci-
entific publications using the keywords “artificial intelligence and tourism”, “artificial
intelligence and hospitality”, “artificial intelligence and hospitality industry” and “arti-
ficial intelligence and travel”. This search was carried out both in the title, abstract and
keywords of the documents, without restriction as to the type of documents, in the time
frame of 1990 to October 2022, with the language in English. This research resulted in
34 documents in the following thematic fields: Business, Management and Accounting;
Environmental Science; Social Sciences; Computer Science; Economics, Econometrics
and Finance; Decision Sciences, Engineering, Mathematics, Physics and Astronomy,
Earth and Planetary Sciences, Materials Science and Psychology.
In a second phase, the documents were read, with 23 documents having been
excluded, either because they did not address the topic of artificial intelligence applied
to tourism and hospitality or because they were repeated. In the end, 11 documents were
cleared.
Of these documents, it stands out the fact that they are from the years 2020, 2021
and 2022, which demonstrates the recent nature of the research in this area. The research
revealed that in relation to the type of document: 7 are articles, 1 is a book chapter, 1 is
a review and 2 are conference papers. The studies were published in journals (8), book
(1) and conference proceedings (2) (Table 1).
 Applications of Artificial Intelligence in Tourism and Hospitality 293

Table 1. Author, theme and publication

Author Year Theme Publication

Reis, Melão, Salvadorinho, 2020 Service robots in the Document type: article
Soares & Rosete hospitality industry: The Source type: journal
case of Henn-na hotel,
Japan
Hwang, Kim, & Lee 2021 Investigating consumer Document type: article
innovativeness in the Source type: journal
context of drone food
delivery services: Its impact
on attitude and behavioral
intentions
Infante-Moro, Infante-Moro 2021 Key factors in the process Document type: Book
& Gallardo-Perez of acceptance and Chapter
implementation of artificial Source type: Book
intelligence in the hotel
sector
Yadav, Verma, Jangirala, & 2021 An IAD type framework for Document type: article
Srivastava Blockchain enabled smart Source type: journal
tourism ecosystem
Pei & Zhang 2021 A Study on the Integrated Document type: Conference
Development of Artificial Paper
Intelligence and Tourism Source type: Conference
from the Perspective of Proceedings
Smart Tourism
Lalicic & Weismayer 2021 Consumers’ reasons and Document type: article
perceived value co-creation Source type: journal
of using artificial
intelligence-enabled travel
service agents
Citak, Owoc, & Weichbroth 2021 A note on the applications Document type: Conference
of artificial intelligence in Paper
the hospitality industry: Source type: Conference
preliminary results of a Proceedings
survey
Song, Zhang & Wu 2022 Driven by technology or Document type: article
sociality? Use intention of Source type: journal
service robots in hospitality
from the human-robot
interaction perspective
(continued)
294 A. E. Sousa et al.

Table 1. (continued)

Author Year Theme Publication

Samala, Katkam, 2022 Impact of AI and robotics Document type: article
Bellamkonda, & Rodriguez in the tourism sector: a Source type: journal
critical insight
Sharma, Dhir & Ongsakul 2022 Artificial intelligence and Document type: review
hospitality industry: Source type: journal
systematic review using
TCCM and bibliometric
analysis
Knani, Echchakoui & 2022 Artificial intelligence in Document type: article
Ladhari tourism and hospitality: Source type: journal
Bibliometric analysis and
research agenda

3 Applications of AI in Tourism and Hospitality

Artificial intelligence (AI) has received special attention in the area of Tourism and Hos-
pitality (Knani et al., 2022) and its applicability in this sector has grown exponentially in
recent years. AI has provided more efficient services and optimised tourism experiences.
For example, robots have been used for different functions in the area of Tourism and
Hospitality, such as in frontline services (Reis et al., 2020). The study of these authors
highlights the use of robots in Hospitality, in the roles of receptionist, serving guests and
cleaning. Another example is a stationary robot arm that works to carry and store the
luggage and a vending machine in hotel to sell some amenities. Robots are also used to
carry the guests’ bags to their rooms. In their studies, Reis et al. (2020), Samala et al.
(2022) and Knani et al. (2022) mention that another use of robots is inside the room,
where they operate by voice command and react to the guests’ requests through AI tech-
nology, i.e. speech recognition, to control the television, lights, temperature, etc. Some
robots are even able to provide immediate answers to questions, suggest attractions worth
visiting, best restaurants in the area and learn on their own to improve performance. In
airports, robots are starting to be present and used as guides and assistants. Another
form to use AI-enabled technologies in the hospitality sector has been through the use
of virtual agents and chatbots, working through speech recognition and helping guests
to request room services, providing online information assistance, etc., 24 h a day, seven
days a week. The AI-chatbot is also used to trip planning and to offer a wide range of
services like ordering food services, cab services, reading out the messages, scheduling
the tasks and appointments, setting up alarms, room services, house-keeping services,
informing the hotel facilities, etc. (Gajdošík and Marciš, 2019). Also Infante-Moro et al.
(2021) refer that among the services where this Artificial Intelligence can be observed
and that could be carried out exclusively by this technology in the future are: check-in,
check-out, reception, meal services, accommodation procedures, valet parking, chatbots
or chat blogs for direct communication with the customer and service of rooms directly
through the mobile device, among others. Other authors refer to the use of IA to book
 Applications of Artificial Intelligence in Tourism and Hospitality 295

rooms, answering customers inquiries, solving typical problems, or even assisting with
hotel services. This type of technology helps personalise the experience of hotel guests
(Citak et al., 2021).
Hwang et al., (2021) recall that drones may also play an important role in the field of
tourism and hospitality, with ever increasing demand for a quick and productive delivery
system.
One of the most common uses of AI is virtual reality (VR) in the hospitality sector, to
create virtual travel experiences using 360° video technology. This technology is capable
to recreate a different aspects of travel, from the flight, to the arrival, and on to some of the
key sights (Citak et al., 2021), and demonstrate tourist spots and hotel locations using 3D
videos. This technology is perfect to show unseen locations beforehand. Virtual Booking
Interface allows the customers real-time, simulated experience of walking through a
plane and selecting the seat in the aircraft. Customers also select other services like cab
service & make the payment (Samala et al., 2022).
The applications of virtual reality and augmented reality portray the representation
of a real experience and increase visual and emotional engagement, which leads to
increased competitiveness of destinations and a greater likelihood of tourists visiting
them (Marasco et al., 2018).
The use of facial recognition is an important technology because recognizes the
face of the tourists, verifies it with the face in the documents and provides hassle-free
check-ins. By using this technology, tourists can comfortably pass through the airport
check-ins and all other station check-ins, without the document verifications by various
authorities such as immigration, customs, etc. (Samala et al., 2022).
The great advantage of artificial intelligence is the possibility of offering a person-
alised service to the customer (all references), for example by registering their location,
interests and preferences online (Yadav et al., 2021; Pei & Zhang, 2021; Samala et al.,
2022). Also “blockchain technology improves tourist experience, offering personalized
solutions with reduced risk of data misuse, more user control in a trusted ecosystem,
real-time international remittances, reduced exchange transaction cost, and real-time
transactions in even in remote locations where banking facility is not readily available.
Other inherent advantages of Blockchain in smart tourism can be the cheaper rebooking
of hotel rooms and the absence of double bookings, which implies solving the problem
of double spending due to the integration of all means of travel on a single platform”
(Varelas et al., 2019 apud Yadav et al., 2021). The aim of tourism and hospitality busi-
nesses using AI is to become more competitive by collecting knowledge and analysing
a large amount of data (Köseoglu et al., 2019) (Table 2).
296 A. E. Sousa et al.

Table 2. Applications of AI in Tourism and Hospitality

Applications of AI in Tourism and Hospitality Author/Year

“Use of service robots in the frontline in the hospitality Reis et al., (2020)
industry
In-room robot operates on voice command and reacts to the
guests’ requests through AI technology, i.e., speech
recognition, to control the television, lights, temperature,
etc.”. (Tussyadiah, 2020)
Robots that is capable of providing on-the-spot answers to
questions, to suggest visit-worthy attractions, and to
self-learn for improved performance
“Use of virtual agents and/or chatbots. Chatbot service
where the customer can request, for instance, assistance in
finding the best restaurants in the area and any sort of
tourist information (Michaud, 2018)”
“Drone delivery are being progressively utilized for Hwang, Kim & Lee (2021)
delivery services”. (Snead & Seibler, 2017)
Among the services where this Artificial Intelligence can Infante-Moro et al., (2021)
be observed and that could be carried out exclusively by
this technology in the future are: check-in, check-out,
reception, valet parking, chatbots or chat blogs for direct
communication with the customer and service of rooms
directly through the mobile device, among others
“These types of technologies that seek to personalize the
experience of hotel clients”
“Chatbots and conversational voice formats would enable Yadav et al., (2021)
visitors or agents to discuss preferences and options”
“AI also enables real time interventions via clients’ cell
phone options based on their location and preferences. AI
can, through social media, offer targeted and subtle ways of
providing well targeted personalized travel options that
relate to an individual’s lifestyle”
“Blockchain technology would enhance tourist experience
by offering personalization of solutions with reduced risk
of data misuse, more control to the user in a trusted
ecosystem, real-time cross-border remittances, reduced
transaction cost of currency exchange, and real-time
transactions in even in remote locations where banking
facility is not easily available”
“Other inherent advantages of Blockchain in smart tourism
can be cheaper re-booking of hotel rooms and no double
bookings that implies solving double-spend problem due to
integration of all travel mediums in a single platform”
(Varelas et al. 2019)
(continued)
 Applications of Artificial Intelligence in Tourism and Hospitality 297

Table 2. (continued)

Applications of AI in Tourism and Hospitality Author/Year

“AI can process and analyze tourists’ preference Pei & Zhang (2021)
information and provide users with satisfactory tourism
information and services”
AI-chatbot to trip planning Lalicic & Weismayer (2021)
“AI chatbots have been utilized on social media platforms, Citak et al., (2021)
allowing customers to ask questions and get almost
instantaneous responses, 24 h a day, seven days a week”
“One of the most common uses of virtual reality in the
hospitality sector so far, has been the creation of virtual
travel experiences using 360° video technology. Through
this, users can experience a virtual recreation of different
aspects of travel, from the flight to the arrival, and on to
some of the key sights”
“The most important AI solutions in the hotel services are
self-service check-in/check-out and supporting guest’s
entering or exiting the hotel”
“Service robots in hospitality can assist human front-line Song et al., (2022)
employees (FLEs), especially with repetitive tasks, such as
check-in and accommodation procedures, information
requests, and meal services.” (Cakar & Aykol, 2020;
Ivanov et al., 2020; Yang & Chew, 2020)
“AI offers travel services that are automated, customized Samala et al., (2022)
and insightful”
“AI allows travelers to learn about their behaviors, interests
to inclinations and provide a personalized experience”
AI technologies:
“Facial recognition, this technology recognizes the face of
the tourists, verifies it with the face in the documents and
provides hassle-free check-ins
Virtual reality to demonstrate tourist spots & hotel
locations by using 3D videos. This technology helps
hoteliers to describe their hotel on the website, create a
virtual hotel tour, virtual travel experiences and virtual
Booking Interface”
(continued)
298 A. E. Sousa et al.

Table 2. (continued)

Applications of AI in Tourism and Hospitality Author/Year

“Virtual Booking Interface allows the customers real-time, (continuation)
simulated experience of walking through a plane & Samala et al., (2022)
selecting the seat in the aircraft
This easy demonstration of booking the flight tickets and
other services in the form of 3D-videos allow the customers
to book by themselves, without approaching any
consultancies.”
Chatbot: “The travelers can ride the car on their own
without any guide & the travel chatbot installed in the car
keeps on describing each place. This technology is named
as an Audio tour, which is preferred by the travelers who
wish to have privacy & travel alone with their families”
(Boiano et al., 2019)
“Especially, Voice-based chatbots provide a high-profile
personalized service to its customers. It serves the
customers by offering a wide range of services like ordering
food services, cab services, reading out the messages,
scheduling the tasks and appointments, setting up alarms,
room services, house-keeping services, informing the hotel
facilities, etc.”. ( Gajdošík and Marciš , 2019)
“Chatbots can even store the previous data of the guests by
which they can suggest recommendations based on past
purchases and activities”
“Robots can do simple activities such as turning on the
bedroom lights, turning off the television, handling systems
to ensure the luggage is checked in automatically and
receiving the guests in a hotel
In airports, robots have started making their presence, and
they are being used as guides and assistants”
“Language translators can help in trip because it allows the
travelers to speak in their language, captures their voice
message, translates this voice message into the target
language (local language) and dictates the translation in the
target language, thereby conveying the travelers’ message
to the local people” (Azis et al., 2011)
“By the usage of Artificial Intelligence in combination with
the Maximum Likelihood algorithm, the service providers
can provide the optimization of the services. The
Maximum Likelihood Algorithm makes use of the past data
& suggests the likelihood values of the prices”
(Moraga-Gonzalez & Wildenbeest, 2008). “This algorithm
would suggest the timings at which the prices rise & the
timings at which the prices drop (Kumar et al., 2018; Song
& Jiang, 2019). Using this technology, the customers can
decide whether to book a hotel/flight/Cab or wait till the
price drops” (Ropero, 2011)
(continued)
 Applications of Artificial Intelligence in Tourism and Hospitality 299

Table 2. (continued)

Applications of AI in Tourism and Hospitality Author/Year

Artificial intelligence in hospitality has multiple uses in Sharma, Dhir & Ongsakul (2022)
robotics, service automation, chatbots, trend analysis,
customer preference analysis with big data and forecasting
“Another form of tourism that is emerging in the market is
augmented and virtual reality tourism which allows the
consumer to experience a tourism destination in real-time
and enhance their experience” (Liang & Elliot, 2021)
“Hospitality firms are also using artificial intelligence for
competitive intelligence by collecting knowledge and
analysing a large amount of data to increase their
competitiveness” (Köseoglu et al., 2019)
“Robotics finds its main use in the hospitality industry at (continuation)
the front desk as concierge, waiters in the restaurants, at Sharma et al., (2022)
check-in, etc. Besides robotics, big data analytics for
forecasting, whether it is hotel room occupancy, hotel room
rate forecasting, reservation-based forecasting method, or
tourist arrival analysis, is an upcoming field” (Al Shehhi &
Karathanasopoulos, 2020; Fiori & Foroni, 2020; Law,
1998)
“Artificial intelligence is being used in hospitality services,
especially at restaurants and hotels, followed by airports
focusing on human-robot interaction” (Ivanov et al., 2019)
(continued)
300 A. E. Sousa et al.

Table 2. (continued)

Applications of AI in Tourism and Hospitality Author/Year

“AI is used to search/booking engines, tourism-demand Knani, et al., (2022)
forecasting, virtual agents/chatbots, robots and autonomous
vehicles, service automation, kiosks/self-service screens,
augmented reality, and virtual reality (VR) devices”.
(Doborjeh et al., 2021; Hwang et al., 2021)
Customer experience with service robots (e.g., service
encounters, customer–robot interactions)
Robotics (e.g., use of customer-service bots, Facebook
chatbots, or frontline robots)
“AR has been used for national parks, art exhibitions, and
city tours, whereas VR has been used to develop virtual
booking interfaces, virtual tours, and hotel tours”
(Doborjeh et al., 2021)
“AR/VR applications portray optimal representation of the
real experience and enhance visual and emotional
involvement, all of which leads to increased
competitiveness for destinations and a greater likelihood of
tourists visiting them” (Marasco et al., 2018)
“Tourism and Hospitality companies have redesigned their
products and services by adopting technological
innovations and automation to create new value for users.
For instance, biometrics, facial recognition, and voice
assistants will enhance capacities for collecting automated
data, providing personalized services, making adjustments,
and initiating corrective actions”
“Future trends for smart tourism will be characterized by
the use of smart technology, such as smart location-based
apps, smart tourism cloud infrastructure, smart tourism
social media, smart tourism analytics (e.g., big data
analytics), smart VR/AR tours (e.g., virtual tours from
tourists’ smartphones and LED animation), sensors (e.g.,
checking entries and exits at beaches and museums), smart
wearable technology (e.g., wearable watches), and smart
mapping (e.g., providing access points to people with
mobility needs; street preview)” (Vuong & Tran, 2021)

4 Conclusions
AI has been described by several approaches in relation to human intelligence or
intelligence in general, and there is no standard of what it effectively involves.
Some of these definitions go in the direction of characterising AI as a science that
involves the use of machines, software, and/or algorithms capable of developing tasks
autonomously and working with a large volume of data in order to promote the best
decisions and the most efficient results. In addition to understanding the use of different
 Applications of Artificial Intelligence in Tourism and Hospitality 301

technologies and tools, such as the Internet of Things, virtual and augmented reality, big
data, robots, etc.
After analysing the main studies on this AI theme, selected from the scientific pub-
lication databases Scopus, Web of Science and Science Direct, we can conclude that the
possibilities of AI application in Tourism and Hospitality are numerous. These applica-
tions range from customer service delivery robots in hotels and restaurants, through the
use of technology in check-in, check-out, or reception, for example; Chatbots and Mes-
saging (chatbots or chat blogs for direct communication with the customer and room
service directly through the mobile device); Business Intelligence tools powered by
Machine Learning (facial recognition); Virtual Reality and Augmented Reality (describ-
ing the hotel on the website, creating a virtual tour of the hotel, virtual travel experiences
and virtual booking interface); to the possibility of analysing large databases (being able
for example to process and analyse the preference information of tourists/guests, and
provide users with satisfactory tourist information and services), among others.
However, there are still few studies that allow a global understanding of the appli-
cations of Artificial Intelligence in Tourism and Hospitality. Studies on the individual
use of a technology that makes use of AI (VR, AR, IoT…) for a specific use within the
Tourism and Hospitality industry still predominate.
This paper allows a synthesis of the different applications of Artificial Intelligence
in Tourism and Hospitality, which contributes to the knowledge about the path that this
industry is taking in relation to the adoption of Artificial Intelligence. Although there is
an increasing number of scientific documents on the subject, it is necessary to carry out
more studies on the subject, which contribute to the knowledge about the application of
AI in Tourism and Hospitality.

References
Citak, J., Owoc, M., Weichbroth, P.: A note on the applications of artificial intelligence in the
hospitality industry: preliminary results of a survey. Procedia Comput. Sci. 192, 4552–4559
(2021)
Gajdošík, T., Marciš, M.: Artificial intelligence tools for smart tourism development. In: Silhavy,
R. (ed.) CSOC 2019. AISC, vol. 985, pp. 392–402. Springer, Cham (2019). https://doi.org/10.
1007/978-3-030-19810-7_39
Grundner, L., Neuhofer, B.: The bright and dark sides of artificial intelligence: a futures perspective
on tourist destination experiences. J. Destin. Mark. Manag. 19, 100511 (2021)
Hwang, J., Kim, J.J., Lee, K.-W.: Investigating consumer innovativeness in the context of drone
food delivery services: its impact on attitude and behavioral intentions. Technol. Forecast. Soc.
Chang. 163, 120433 (2021). https://doi.org/10.1016/j.techfore.2020.120433
Infante-Moro, A., Infante-Moro, J.C., Gallardo-Perez, J.: Key factors in the process of acceptance
and implementation of artificial intelligence in the hotel sector. Appl. Data Sci. Artif. Intell.
Bus. Ind. 304–322 (2021). https://doi.org/10.4018/978-1-7998-6985-6.ch014
Knani, M., Echchakoui, S., Ladhari, R.: Artificial intelligence in tourism and hospitality: biblio-
metric analysis and research agenda. Int. J. Hosp. Man. 107, 103317 (2022). https://doi.org/
10.1016/j.ijhm.2022.103317
302 A. E. Sousa et al.

Köseoglu, M.A., Morvillo, A., Altin, M., De Martino, M., Okumus, F.: Competitive intelligence
in hospitality and tourism: a perspective article. Tour. Rev. 75(1), 239–242 (2019). Lalicic,
L., Weismayer, C.: Consumers’ reasons and perceived value co-creation of using artificial
intelligence-enabled travel service agents. J. Bus. Res. 129, 891–901 (2021). https://doi.org/
10.1016/j.jbusres.2020.11.005
Marasco, A., Buonincontri, P., van Niekerk, M., Orlowski, M., Okumus, F.: Exploring the role
of next-generation virtual technologies in destination marketing. J. Destin. Mark. Manag. 9,
138–148 (2018)
Mustak, M., Salminen, J., Plé, L., Wirtz, J.: Artificial intelligence in marketing: topic modeling,
scientometric analysis, and research agenda. J. Bus. Res. 124, 389–404 (2021)
Pei, Y., Zhang, Y.: A study on the integrated development of artificial intelligence and tourism
from the perspective of smart tourism. J. Phys: Conf. Ser. 1852, 032016 (2021). https://doi.
org/10.1088/1742-6596/1852/3/032016
Reis, J., Melão, N., Salvadorinho, J., Soares, B., Rosete, A.: Service robots in the hospitality
industry: the case of Henn-na hotel, Japan. Technol. Soc. 63, 101423 (2020). https://doi.org/
10.1016/j.techsoc.2020.101423
Samala, N., Katkam, B.S., Bellamkonda, R.S., Rodriguez, R.V.: Impact of AI and robotics in the
tourism sector: a critical insight. J. Tour. Futures 8(1), 73–87 (2022). https://doi.org/10.1108/
JTF-07-2019-0065
Sharma, K., Dhir, S., Ongsakul, V.: Artificial intelligence and hospitality industry: systematic
review using TCCM and bibliometric analysis’. J. Int. Bus. Entr. D. 14(1), 48–71 (2022)
Song, H., Jiang, Y.: Dynamic pricing decisions by potential tourists under uncertainty: the effects
of tourism advertising. Tour. Econ. 25(2), 213–234 (2019)
Tussyadiah, I.: A review of research into automation in tourism: launching the annals of tourism
research curated collection on artificial intelligence and robotics in tourism. Ann. Tour. Res.
81,102883 (2020). https://doi.org/10.1016/j.annals.2020.102883
Yadav, J.K., Verma, D.C., Jangirala, S., Srivastava, S.K.: An IAD type framework for blockchain
enabled smart tourism ecosystem. J. High Technol. Manag. Res. 32, 100404 (2021). https://
doi.org/10.1016/j.hitech.2021.100404
 “MIKUNA” Mobile Application for Tourism
Promotion of Local Cuisine of the Ecuadorian
Highlands

Andrés Haro-Velasteguí2 , Mario Romo-Rojas1 , Jaime Ruiz1 ,

and Javier Sánchez-Guerrero1(B)
1 Universidad Técnica de Ambato, Ambato, Ecuador
{mg.romo,jbruiz,jsanchez}@uta.edu.ec
2 Escuela Superior Politécnica del Chimborazo ESPOCH, Riobamba, Ecuador

[email protected]

Abstract. Currently, tourism is one of the major sources of income in different

countries of the world, providing a livelihood for many families who live around
the activity of internal and external tourists. The objective of this research is
to create a mobile application using the geolocation module to help tourists to
know places that offer local gastronomy, that is, the typical food of different
areas, especially in the Ecuadorian highlands, where options of these places are
presented and through geolocation on a map a route is traced to reach the site.
The name of the mobile application is MIKUNA. Mikuna comes from the word
in Quichua, an ancestral Ecuadorian language, which means food. It differs from
other applications, since initially an inventory was made of the places to visit and
that do not have more references for the tourist to reach. To achieve the research
objective, a mobile application was developed using a tool for non-developers
called GoodBarber, supported by the ADDIE methodology. Once the app was
developed, it was presented to the students of Tourism who provided feedback to
the development, through the TAM model, to measure the acceptance of the app.
The results obtained showed a high level of acceptance in terms of its design,
navigability and intuitiveness.

Keywords: Mobile application · local cuisine · tourism

1 Introduction
[1] The exponential advancement of technology generates evolution in all aspects in
which the human being is involved, perhaps the most important is education, since the
pandemic and dramatically the most common processes have been disrupted in the way
they were performed, the use of technology and information in the teaching and learning
process, has provided tools that allow a better construction of knowledge in students,
thus generating greater concentration and participation of them in the classroom. Using
technology in the classroom changes our way of educating from a traditional way to an
innovative way, allowing the development of their capabilities.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 303–312, 2024.
https://doi.org/10.1007/978-3-031-44131-8_30
304 A. Haro-Velasteguí et al.

Currently, the technologies applied in the tourism sector have a significant impact on
the way in which people plan, book and enjoy their vacations. It should not be forgotten
that tourism has become one of the most important industries in the world, and several
countries make it their main source of income. According to a study conducted by the
World Tourism Organization (OMT), the use of technology in tourism is growing rapidly
and is expected to continue to increase in the coming years. Mobile technology, artificial
intelligence, virtual and augmented reality are just some of the tools being adopted
by the tourism industry to improve the customer experience and increase efficiency in
business management. In this sense, it can be said that technologies applied to tourism
are changing the way people travel and experience new cultures [2].
This confirms that tourism is one of the most important industries worldwide and that
it contributes significantly to economic growth and employment. However, the lack of
adequate use of technology in the tourism sector has been identified as a major problem
hindering its rapid growth and development.
In this regard, the lack of use of technology in tourism limits the ability of tourism
service providers to reach a wider and more diverse audience. Companies that do not use
technology to promote their tourism services and products run the risk of failing to reach
those customers who seek information online before making an effective purchasing
decision. This can result in the loss of a large number of business opportunities [3].
Thus, if technology is not used, it can also affect the quality of tourism services
offered, since today’s tourists expect personalized and convenient experiences and tech-
nology can help achieve this. An everyday activity can be the implementation of online
reservation systems can facilitate the process of booking lodging and tourist activities,
which in turn improves customer satisfaction.
According to [4], agrees that tourism today is one of the main sources of income for
different countries in the world, giving a livelihood to thousands of families who subsist
thanks to domestic and foreign tourists. In this research work, a mobile application
was developed using augmented reality for use on the different monuments of the city
of Ambato, where a virtual presenter is responsible for publicizing the characteristics
of the sector and the places to visit and obviously the reason for the presence of the
monument.
The main objective of this research was to develop a mobile application based on
geolocation that allows the tourist to reach in a reliable way the different tourist sites
that promote local cuisine and especially offer typical gastronomy of the central zone of
the country, that is, the highlands.

2 State of the Art

Currently, several changes have taken place in the world and the tourism industry is
part of these, opting for new processes when performing their daily activities, leaving
behind the traditional way of executing it, taking into account that it is surrounded by
new technologies, which can be used for the benefit of the sector, thus improving the
performance of the work.
 “MIKUNA” Mobile Application for Tourism Promotion 305

In the project called “Prototype of a mobile application based on the use of free
software and service-oriented architecture to promote the economic growth of the gas-
tronomic sector in the northern area of the city of Guayaquil”, developed by the authors
indicate that most restaurants are managed in a traditional way because they do not have
the resources to invest in publicity since they fear that the expense that this investment
represents will end up being a loss. In addition to proposing a free mobile application to
advertise your business and the food prepared there, so that those seeking a gastronomic
service can find the ideal place, through this geolocation system and users can search
for gastronomic establishments using any smart mobile device [5].
For the author [6] in his research “E-Tourism applying geolocation technologies”
indicates that it is essential for a company or entity to be present in the media because
this way they can promote their services and attract customers, and geolocation becomes
an essential element because it allows businesses to be found on the map and provides
directions on how to get there. Because, if a business is not on the map, it is interpreted
as if it simply does not exist.
In the work called “Graphic design of a mobile application that contributes to the
tourist development of the Azogues canton” [7] determines that this canton has a wide
range of tourist activities including: gastronomy, culture and handicrafts, which despite
being accessible and provide a different experience, are little known and even forgot-
ten by visitors and local people. Taking into account people’s fondness for technology
and the potential of the canton, the need arises to create a tool to inform and dissem-
inate information about the tourist attractions of the canton and thus contribute to the
development and progress of the place.
In the research “Impact of ICTs in the tourism sector” it is concluded that the tourism
sector must be updated with recent tools and technological innovations, these are a
fundamental part of several areas and for the tourism industry ICTs are a strategic
component in its management [8].
In the work entitled “Mobile application to promote the traditional gastronomy of
the city of Riobamba”, the authors of the paper [9] indicate that this technological
instrument represents a promotional opportunity for the city’s gastronomic sector, since
it is a modern promotional option with lower costs compared to regular advertising, thus
activating the gastronomic sector’s economy.
For [10], Augmented Reality and Geolocation in tourism apps are considered two of
the new technologies present in mobile devices that are widely used by users. However,
creating applications that integrate these technologies is not an easy task. An application
of this type has many disadvantages, such as the specification of the hardware of the
devices with the libraries of the development software and the possibility of integration
between the different tools that provide Augmented Reality and Geolocation, among
others.
Smartphones and their applications have transformed not only the way we com-
municate, but also how we travel. Therefore, their current role in the tourism sector of
Tena, Ecuador, was analysed. In this research, first, an exploratory research was con-
ducted in the Google Play digital store to collect existing tourism applications. Then,
visitors were surveyed about their preference for using the apps in their travels. Finally,
140 tourism service providers were interviewed about the use of apps. A total of 150
306 A. Haro-Velasteguí et al.

applications were detected, the majority (36) are from Pichincha and only 4 applica-
tions are from Tena. Visitors prefer to get information through websites (67%), and use
social networks regularly (73%). Thirty-nine percent have used applications during their
visit, with Google Maps being the most used. Service providers use social networks for
promotion (57%), mainly Face-book, but 69% are unaware of or do not use tourism
applications. It is concluded that tourists visiting the canton of Tena prefer the use of
social networks during their trips, followed by Communication Apps and News and
Entertainment Apps. The most used media by tourists to get information about the place
they want to visit are websites. A similar situation occurs with service providers, who
prefer social networks to promote and market their establishments, with Facebook being
the most used social network. These results are similar to those identified in previous
research, and a challenge for service providers is to generate more dynamic and playful
content that generates or encourages new tourism experiences. To this end, it is important
that the various managers of the tourism sector, both public and private, strengthen the
use of social networks through training [11]. At the moment, in a post-pandemic process,
Ecuador becomes an emerging destination, also, it is affected by the total paralysis of
the tourism and entertainment sector, before this crisis it is key to rethink what kind of
tourist city is considered. It is evident the great change in communication, people have
been deprived of behaviors and public activities for a long time due to the fear of being
infected by the coronavirus and the importance of moments of leisure and entertainment
is understood, in addition, the close integration of tourism and technology manages to
promote sustainable tourism and open new market niches in response to the seasonal
impacts suffered by the industry [12].
Local cuisine allows us to learn about the cultural activities of the place, a clear idea
of what a population does, how food is produced, prepared, cooked and consumed. The
typical or local food symbolizes the identity of the place, hence the interest and attraction
of tourists [13].
The background evidence shows that a mobile gastronomy application is currently
essential for tourism businesses, since there is an attachment to technology and new
tourism trends have led tourists to rely on new technologies to locate the various tourist
services, since each place has various activities, offers and services, this form of pro-
motion and dissemination is a more effective alternative that saves costs on traditional
advertising, which is often useless and represents a loss of investment for businesses.

3 Methodology

The present work considered as the study population all the students of the Tourism
career of the Technical University of Ambato, 125 people, who are linked to the tourism
process as part of their professional training, Table 1; who have at some point in their
training the direct contact and the responsibility to respond to the needs of local and
foreign tourists who visit the city of Ambato and who require information about the
different sites to visit within the region and what better way to do it than through the use
of technology.
 “MIKUNA” Mobile Application for Tourism Promotion 307

Table 1. Students Tourism Career

Students Tourism Career Quantity Percentage

First semester 25 20%
Second semester 20 16%
Third semester 20 16%
Fourth semester 18 14,4%
Fifth semester 15 12%
Sixth semester 15 12%
Seventh semester 12 9,6%
Total 125 100%

The proposal is descriptive, because it makes use of two variables that will mediate
the problem in the correct use of the dependent and independent variable, which were
extensively reviewed in its literature review, in addition, the corresponding analysis
was carried out since it allows describing the existence of situations, events, groups or
communities that are raised and that aspire to be analysed. It has a quantitative and
qualitative approach, quantitative because it worked with the needs of the students of
the tourism career, applying a structured survey that allowed obtaining relevant data
through a series of questions, where numerical values will be obtained that will be
carefully examined by means of statistical software to interpret the results. In addition,
qualitative because it allows to raise the level of motivation and curiosity of the users
to whom the application was directed, especially for the tourism sector that requires
to know the main tourist areas that promote the local cuisine of the region and based
on these responses of the survey conducted, it helped in the development of a mobile
application to promote the tourism sector.
The development of the App was based on the ADDIE methodology, which provides
a method of development in feedback and allow to create a cyclical environment of
development and learning [14].
ADDIE responds the acronym formed by each of the parts of the methodology, ie:
Analysis: In this phase we determine the various requirements that the mobile applica-
tion needs to run properly: Android Mobile System, iOS, Processor greater than 1 GHz,
memory space of 255 MB.
The information that was collected about restaurants and typical dishes that are
offered in each one, was obtained from Google Maps, this platform has multiple infor-
mative data such as the name of the place, coordinates, opening hours, menu, website,
customer reviews, rating, etc. These data were used to select the appropriate and best
rated establishment by customers to be taken into account in the application.
Design: In this phase, a navigation diagram was developed to guide the user to access
the different screens. Multimedia resources (buttons, text, logos, audios, videos) were
elaborated according to the diagrams shown in Fig. 1.
308 A. Haro-Velasteguí et al.

Fig. 1. Design APP

Depending on the user’s selection, the App will map the route to the chosen Local
Food destination and guide the user: Fig. 2.

Fig. 2. Trace on the map

Development: Once the mobile application has been sketched and designed and the
necessary hardware and software requirements have been determined, we proceed to
 “MIKUNA” Mobile Application for Tourism Promotion 309

its development. For which free tools have been used to create user-friendly interfaces
that meet the basic notions of navigability and intuitiveness; in this sense, the online
application GoodBarber was used, which is a tool for non-developers. Figures 3, 4 and
5 show part of the development of the app.

Fig. 3. Home screen

Fig. 4. Opcions

Implementation: Once the application was developed, it was packaged so that it could
be distributed in the physical devices through a file with apk extension.
Evaluation: Evaluating the application means obtaining the degree of acceptance by the
end user, in this case the potential tourist. The TAM (Technology Acceptance Model)
evaluates aspects such as: Perceived Usefulness, Perceived Ease, Attitude and Inten-
tion to Use, to assess the degree of acceptance of society to the introduction of new
technologies developed by Davis in 1964.
This TAM (Technology Acceptance Model) suggests that a person’s acceptance of
any technology is determined by the opinions he or she has about the consequences of its
use. The model proposes that the attitude towards the use of an information technology
system is based on two prior variables: perceived usefulness and perceived ease of use
[15] using a questionnaire to evaluate the esthetic design, divided into 4 categories. Using
310 A. Haro-Velasteguí et al.

Fig. 5. Route tracing

a Likert scale of 7 levels, 7 being highly satisfactory and 1 being highly unsatisfactory.
This allows to improve the developed application to have a better acceptance in a wider
target public.

4 Results

Based on the study variables, geolocation and local cuisine tourism, a hypothesis could
be formulated. The verification of the hypothesis is a fundamental step in any scientific
research. A hypothesis is a tentative assumption that is formulated before carrying out
a study or experiment, and that is tested to determine its validity. Hypothesis testing is
important because it makes it possible to evaluate whether the assumption is correct or
not, and whether the results obtained are consistent with what was expected.
Hypothesis testing is essential to establish a relationship between variables and to
validate the results obtained. If the hypothesis is verified, it can be accepted as valid
and can be used to make future predictions. If the hypothesis is not verified, it should
be discarded or reformulated to make it more precise and more in line with the data
obtained [16].
In this sense, the hypothesis: “The geolocation app influences the local cuisine of
the highlands region”. Through a survey of 125 students of the Tourism Career of the
Technical University of Ambato, data was obtained and used to verify the hypothesis
using the Chi-square statistic, from which the following results were obtained:

(Fo − Fe)2
X =
2
Fe
where X2 is the Chi-square statistic; Fo observed frequency; Fe expected frequency.
A confidence level of 95% equivalent to 0,95 and a risk level of 5%, ∝= 0,05, are
used.
It is necessary to establish a degree of freedom in lase to the following formula:

gl = (c − 1)(f − 1)
 “MIKUNA” Mobile Application for Tourism Promotion 311

where f corresponds to the number of questions (10) and c to the number of response
options for the questions posed (3).
In the present investigation the degrees of freedom correspond to 18. Once the data
were taken and the chi-square calculation was obtained, it yielded a value of 390.74,
which we compared with the chi-square of the table taking into account a confidence of
95% and the 18 degrees of freedom, which resulted in 9.3904.
Finally, the decision was reached to accept the alternative hypothesis that says: “The
geolocation app influences local cuisine in the highlands region”.

5 Conclusions y Future Works

According to the responses, it is concluded that the application was liked by the majority
of users, because it is easy to use and anyone can manipulate it without any problem
when using it from their phone or smart device, complying with the characteristics of
navigability and being intuitive.
By virtue of the results obtained from the surveys on ease of use, more than fifty
percent of the respondents agree with the logo, name, colors, interface, usability and
accessibility of the developed application “MIKUNA”.
From a more general perspective, we can determine that the Ecuadorian highlands
have a variety of forty-five typical or local dishes located throughout the ten provinces,
each one geographically located in a gastronomic establishment that offers typical food.
The use of mobile applications, through geolocation tools, provides significant
advantages to tourists, who increasingly demand to take advantage of the time to enjoy
the different destinations and, of course, their local food.
The creation of a mobile application that, in addition to the local cuisine, allows
locating all the resources for tourism in the region, is proposed as a future work.

Acknowledgement. The authors would like to thank the Technical University of Ambato (UTA)
and the Directorate of Research and Development (DIDE) for their support for this work through
the PROMOTION OF QUALITY OF LIFE research group RESOLUCIÓN: CONIN-P-169–
2020. We would also like to thank the research project: GASTRONOMIC AND INNOVATION
TOURISM BASED ON THE USE OF METAVERSES AND VIRTUAL REALITY FOR THE
CENTRAL ZONE OF ECUADOR, approved by Resolution No. UTA-CONIN-2023–0050-R.
In the same way, the recognition to Mr. Cajas Gutiérrez Juan Fernando, student of the career
of Tourism of the Technical University of Ambato, who participated in the development of his
graduation thesis, main input for this publication.

References
1. Acosta-Portilla, G., Sánchez-Guerrero, J.: Use of learning and knowledge technologies (LKT)
to dynamize the learning of analytic geometry in high school students. In: de Developments
and Advances in Defense and Security, Barranquilla, pp. 129–140. Springer, Heidelberg
(2023). https://doi.org/10.1007/978-981-19-7689-6_12
2. OMT. Organización Mundial del Turismo (2021). [En línea]. https://www.unwto.org/es/news/
herramientas-digitales-para-la-revitalizar-el-turismo. Último acceso: 1 Marzo 2023
312 A. Haro-Velasteguí et al.

3. Lastra-Bravo, X., Cabanilla, E.: Impacto del Turismo en el Desarrollo Del Ecuador
Reflexiones desde la academia - IV CONGRETUR. Estudios y perspectivas en turismo (2020)
4. Ortega, G., Sánchez-Guerrero, J., Sánchez-Guerrero, D., Haro-Velasteguí, A.: Augmented
reality in technology education for tourism promotion. In: Rocha, Á., Ferrás, C., Porras,
A.M., Delgado, E.J. (eds.) ICITS 2022. LNNS, vol. 414, pp. 553–561. Springer, Cham (2022).
https://doi.org/10.1007/978-3-030-96293-7_46
5. Pozo, D., Mora, L.: Prototipo de aplicación móvil basada en el uso de software libre y arqui-
tectura orientada a servicios para fomentar el crecimiento económico del sector gastronómico
de la zona norte de la ciudad de guayaquil, Guayaquil (2019)
6. Rodríguez, C.I.: E-Turismo aplicando Tecnologías de Geolocalización, Visitas Virtuales y
Realidad Aumentada para Dispositivos Móviles. Revista Tecnológica 8, 19–25 (2016)
7. Serrano Cordero, J.C., Palomeque Esquivel, P. D.: Experiencia de usuario; turismo; multime-
dia; interfaz; interactividad; intuitivo, Cuenca (2019)
8. De Gregorio Pachón, M.: Impacto de las tics en el sector turístico, Valladolid (2014)
9. Parra, D., Salazar, L.: Aplicación móvil para promover la gastronomía tradicional de la ciudad
de riobamba, Riobamba (2018)
10. Montaño Torrico, C., Saldaño, V.,x Martin, V.: Integrando Herramientas en una Aplicación
Turística para el Aprendizaje de Realidad Aumentada y Geolocalización. Informe Científico
Técnico UNPA 14(3), 142–169 (2022)
11. Urvina Alejandro, M.A., Lastra Bravo, X.B., Jaramillo-Moreno, C.: Turismo y aplicaciones
móviles. Preferencias de turistas y prestadores de servicios en el cantón Tena, Napo, Ecuador.
Pasos: Revista de Turismo y Patrimonio Cultural 20(1), 83–99 (2022)
12. Herdoíza Carrillo, F.S.: Aplicación Móvil De Gestión De Actividades Turísticas Y Recreativas
Basadas En Geolocalización, Ambato (2022)
13. Fusté-Forné, F.: Los paisajes de la cultura: la gastronomía y el patrimonio culinario. In: Dixit,
pp. 4–16 (2016)
14. Mayfield, M.: Creating training and development programs: using the ADDIE method. Dev.
Learn. Organ. Int. J. 25(3), 19–22 (2011)
15. Cabero-Almenara, J., Pérez Díezdelos Ríos, J.L.: Validación del modelo TAM de adopción
de la Realidad Aumentada mediante ecuaciones estructurales. Estudios Sobre Educación 34,
129–153 (2018)
16. Espinoza Freire, E.E.: La hipótesis en la investigación. Mendive. Revista de Educación 16(1),
122–139 (2018)
 Proposal for an Information System
for the Portuguese Historical and Military
Heritage Based on a Sustainable, Innovative
and Inclusive Management Model

Lígia Mateus(B) , Célio Gonçalo Marques , João Pinto Coelho ,

and Hélder Pestana

TECHN&ART – Centre of Technology, Restoration and Art Enhancement, Polytechnic Institute

of Tomar, Estrada da Serra, Quinta do Contador, 2300-313 Tomar, Portugal
{ligia.mateus,celiomarques,helder.pestana}@ipt.pt,
[email protected]

Abstract. To address the absence of indicators on the diversity, quantity and

location of the national cultural heritage, both historical and military, the creation
of an information and management system for material, immaterial and natural
resources, aims not only to preserve and promote this heritage for future mem-
ory, but also to contribute to study and research in the field of military issues.
The information system (IS) under study, as an open access tool, will make it
possible to structure the existing offer in the national territory, contributing to the
safeguarding, conservation and enhancement of the heritage and consequently to
the qualification of the territories and economic and social development. An agile
development methodology was used, based on an inventory matrix. The research
arises from a partnership between the Portuguese Military Tourism Association
and the Centre for Technology, Restoration and Enhancement of the Arts in the
context of the preservation of the national historical-military heritage and to the
development of military tourism in Portugal.

Keywords: Inventory · Dissemination · Information Management

1 Introduction

The protection and enhancement of cultural heritage has proved to be, in recent years,
an important tool for the qualification of the territories, from the point of view of tourist
attractiveness and strengthening of the cultural identity of communities.
At the present time, the relationship between cultural heritage and tourism assumes,
more and more, a preponderant role in societies and in heritage education. This almost
dependent link between the two areas can be seen as an opportunity not only to preserve
and safeguard cultural heritage, but also to promote and disseminate it [1].

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 313–322, 2024.
https://doi.org/10.1007/978-3-031-44131-8_31
314 L. Mateus et al.

When we think of Portugal as the holder of a vast and diverse cultural heritage, we
naturally include the historical and military heritage, which can be directly or indirectly
associated with events related to national military history which, in turn, and inevitably,
is bound up with the history of this nation [2].
The Portuguese historical and military heritage includes all material, immaterial or
natural resources, whether they are movable, built, archaeological or integrated heritage,
tourist-cultural equipment and services, activities and events, personalities and historical
events, places with a direct connection to military history and also gastronomy and wines.
However, it is certain that the existing resources are widespread throughout the coun-
try and the lack of a structured offer persists, as well as the lack of a tourism product
related to the theme. Assuming that the Portuguese military history has conditions to
create relevant touristic and cultural experiences, adopting the construction of narra-
tives as a “vehicle” to aggregate new audiences, the possibilities to create products and
experiences are unlimited.
Observing the general Portuguese panorama, considering all the activities, events and
projects carried out in recent years and the existence of numerous resources scattered
around the country, the need to make an inventory of them is manifested, to structure
the offer and make it accessible to all.
Although there are some inventory platforms of cultural heritage, worked mainly at
the level of architectural and religious heritage, none focuses on or specialises in the
issue of historical-military heritage, the diversity of existing resources or the different
themes that can be worked on.
To overcome the lack of indicators on the diversity, quantity and location of the
historical-military heritage, this project aims to create an information system (IS) based
on an information management model, which is intended to be sustainable, innovative,
and inclusive.
The main objectives of this project are to preserve and promote national historical-
military heritage, to develop communities’ sense of belonging to their local, regional,
and national history, and to contribute to the study and research of this heritage.
The IS will be based on an inventory matrix that gathers all national heritage resources
of historical and military nature, geo-referencing the useful information available in the
national territory, allowing structuring the existing offer.
This work is developed in partnership with various national public and private insti-
tutions that work with military heritage and tourism, so that all efforts can be pooled
into a common goal.
The IS should be seen as a tool, freely accessible, which contributes to the safeguard-
ing and conservation of heritage, to heritage education, to new heritage research, but also
to the creation and development of differentiating tourism products, which contribute to
the reinforcement of the brand image of the territories.

2 Theoretical Background

The existence of IS for cultural heritage is not a new concept. In the last few years,
there has been a growing concern with collecting documentation and registering cultural
heritage assets, including heritage of historical and military nature.
 Proposal for an Information System 315

In Europe, several IS have emerged as a source for documentation, inventorying,

safeguarding and conservation of cultural heritage, aimed at different users. Studies on
heritage IS indicate that the diversity and complexity of the existing heritage presents
difficulties in terms of information management. First it is fundamental to understand
how, why and who uses these systems [3].
As an example, we highlight the Cultural Heritage IS - CHIS, designed for the
Campania region in Italy, which aims to investigate the possibility of developing a
technological infrastructure that can support cultural heritage activities and its various
stakeholders, and has a set of features that make it dynamic, flexible, and sustainable.
This system allows the integration of data by the various project actors, uses an approach
oriented to the context and experience of each location, enables the reuse of existing
digital heritage through the digital content already available and uses new generation
systems for data collection. CHIS also enables the replicability of the infrastructure in
other regions, the tracking of tourist flows through data analysis and the interoperability
and scalability of the platform, making it possible to reuse the data collected on other
platforms [4].
In Portugal, there are several IS focused on cultural heritage, mostly under the
management of the Directorate-General for Cultural Heritage (DGPC). These sys-
tems provide access to reliable and authentic information on tangible, intangible and
natural resources of the Portuguese cultural heritage. However, the way heritage is
communicated still reaches a very restricted public.
With specific reference to Portuguese historical-military heritage, in 2019, the Gen-
eral Directorate of National Defence Resources (DGRDN), launched a military tourism
website, which allows searching about historical-military heritage in the national ter-
ritory. However, when the system is consulted, the lack of information is observed
considering the vast military heritage existing in Portugal, both in its typologies and in
its themes and, since then, there has been no update.
In this context and considering the increased need to record and document the
historical-military heritage resources available in the national territory, which are part
of our historical and heritage legacy, the Portuguese Military Tourism Association
(ATMPT) has been working in recent years to fill this gap and structure the existing
offer in terms of military tourism and consequently of Portuguese historical-military
heritage [5]. As part of this work, in 2020, a study was started on an IS applied to Tem-
plar historical-military heritage and general military tourism [6]. In this sense, the project
presented here is based on this IS, but this time aimed at historical-military heritage in
general, to include all resources, typologies, and themes.

3 Methodology

This exploratory study has a multidisciplinary team of researchers linked to conservation

and restoration, tourism and information and communication technologies and began in
2020 with the validation of an inventory matrix by experts in the field with a view
to ensuring the correct inventorying of resources and simultaneously promoting the
interoperability of the platform, making it easy to communicate with other platforms.
316 L. Mateus et al.

The matrix includes 27 fields, 7 mandatory and 20 optional, and has also served as
the basis for other projects, namely the study on the Templar historical-military heritage.
For the development of the IS, the Rapid Application Development (RAD) methodology
was used, which focuses on short, incremental development cycles that enable rapid
prototyping.
After setting the methodology, the requirements engineering was followed, i.e., a set
of techniques was used to ensure that all the IS requirements answer the needs to which
it is intended. This phase involved the survey of requirements, their analysis and negoti-
ation, their documentation and validation. The functional requirements were considered,
i.e. those that express the functionalities or services expected from the IS, and the non-
functional requirements that express the system characteristics, such as performance,
security, ease of use, effectiveness and efficiency. The business characteristics were one
of the aspects considered in terms of non-functional requirements. For the requirements
survey, interviews and prototyping were used.
The IS will be managed by ATMPT with the support of Techn&Art and will be
“fed” by the various stakeholders (national, public, and private institutions, such as
municipalities and private companies). The participation of these entities (partners) will
be under a logic of “reciprocity” (the more content they produce, the more publicity
and prominence they will have). To resolve issues that may arise in the collection of
information and validation of content, this model will have a user certification system,
through the training of various national entities, thus promoting sustainable, innovative,
and inclusive information management [Fig. 1].

Fig. 1. IS Model

Based on the requirements engineering, the Entity-Relationship diagram was built

to structure the database. Ten entities were identified:
– Resources (asset resource information based on the matrix);
– Multimedia (information of the file associated to the heritage resource);
– Typologies (heritage resource typologies);
 Proposal for an Information System 317

– Subtypes (subtypes of a heritage resource typology);

– Villages (village in which the heritage resource is located);
– Municipalities (municipality where the heritage resource is located);
– District (district where the heritage resource is located);
– Country (country where the heritage resource is located);
– User (information about the user).
– Resource-User (link between the resources and the user).
Figure 2 shows the Entity-Relationship diagram with the attributes of each entity
and the relationships between them [Fig. 2].

Fig. 2. IS Entity-Relationship Diagram

Also based on requirements engineering, a set of characteristics was defined to

ensure the security, performance, usability, effectiveness, efficiency, interoperability, and
scalability of the platform, which were translated into the use of various technologies
and the provision of various features, including a set of services capable of developing
military products and activities, such as educational content and road maps.
The IS will allow public access via Web without registration (free access), being
optimised for all types of devices. In addition to information about military heritage
resources, it will provide indicators on their diversity, quantity, and location.

4 Results and Discussion

In October 2020, the first prototype was developed based on requirements engineering
and following the inventory matrix validated by military cultural heritage and metadata
experts.
318 L. Mateus et al.

The IS Web architecture necessarily involved server-side and user-side technologies.

On the user side, the standard language was preferred: HyperText Markup Language
(HTML) with Cascade Style Sheets (CSS) and Javascript (JS). On the server side, an
open-source solution was adopted. The LAMP solution (Linux, Apache, Mysql and
PHP) was used, both for its popularity and usability.
The first prototype already allows the registration of users, the addition of resources,
as well as the consultation and search of resources. In Fig. 3 we have the resource query
section. In the list appears only the name, the type, and the location. To consult the
remaining information, the user must press the “+ info” button [Fig. 3].

Fig. 3. Query resources

The IS provides a search tool to make it easier for users to find the resources they
are looking for. In this first version, the search is only done by name, however, in the
future it will contemplate other options such as typology and location [Fig. 4].
The prototype allows the registration of partners [Fig. 5], although in this first ver-
sion, the validation of the partners is done by ATMPT. The IS will comply with a user
certification system, through the training of several national entities.
Each partner will have a space within the platform [Fig. 6]. The higher the partner’s
contribution, the higher its visibility within the platform will be.
Each certified partner can add new resources by filling in the existing form. This
form is composed of 4 sections and has the fields defined by the experts [Fig. 7].
The system uses JSON (JavaScript Object Notation) format allowing easy data update
based on other systems owned by partners, as well as through apps for mobile devices.
 Proposal for an Information System 319

Fig. 4. Resource Search

Fig. 5. Partner registration

The information system is in an initial testing phase. This phase is crucial for system
validation and includes several test levels (unit, integration, system and acceptance) and
several types of tests (functional, structural, usability, performance, security, load and
regression). The test results will imply new interactions in the development cycle that
are vital to improve and refine the IS before it is made available to users.
320 L. Mateus et al.

Fig. 6. Partner Profile Editing

Fig. 7. Adding a Resource

As a result of this first assessment, corrections and changes were proposed for the
main page and the search functionality. It was also highlighted the need for a feature
that allows records to be saved without having to be published.
 Proposal for an Information System 321

5 Conclusions and Future Research

This proposal is a relevant and urgent contribution to the current and future challenges that
raise a sustainable articulation between heritage and tourism, responding to the guide-
lines of the Tourism Strategy 2027, among others equally relevant, namely regarding the
establishment of a Military Tourism Route for the national territory.
Thus, as shown in this proposal and other examples in operation, it is urgent to struc-
ture and operationalize an open access IS directed to the field of heritage management,
transversally to other areas (e.g. tourism and culture). In this context, given the nature and
potential of the transversality of the object of study and operation - national historical-
military heritage, both tangible and intangible, the proposed system testifies and raises
the current focus on the processes of documentation, safeguarding, dissemination and
promotion of this set of assets.
Based on the theoretical and empirical analysis of the phenomenon of evolution of
digital platforms at the service of different users, namely regarding information systems
directed to cultural heritage and tourism agents, tourists and visitors, researchers, teach-
ers and students, we conclude the need to build a sustainable management model for the
operation of an IS adequate to the present technological and societal challenges.
Sustainability, interoperability, content, and participation characterize the IS being
developed. The integration of different entities in the management of information gives
a new dynamic of sustainability to the project. In this strategic purpose and to certify
the published and shared information, the focus is on content validation to be carried
out through a model of cooperation between different entities (governmental, academic,
business, associations) associated with a process of capacity building. The proposed
system is prepared to be operationalized in different media. The logic of “retribution”
used to call for the registration and updating of information by the entities that control
the resources themselves is part of the innovation and uniqueness of this IS.
The IS development process is ongoing and the first evaluation of the prototype
allowed to make some corrections and to prepare it for the challenges that the context
of the Covid-19 pandemic presents to the heritage, tourism, and culture sectors.
This proposal is present in a more comprehensive action plan, associated and man-
aged by the institutions of the authors of the study, which aims to be extended and directed
to the Portuguese historical and military heritage present in the Lusitanian space and in
the diaspora.

Acknowledgements. Work funded by national funds through the Portuguese National Fund-
ing Agency for Science, Research and Technology (FCT) under the project UID/05488/2020 -
TECHN&ART.
322 L. Mateus et al.

References
1. Chen, J. Prebensen, N., Uysal, M.: Dynamic drivers of tourist experiences. In: Prebensen, N.,
Chen, J., Uysal, M. (eds): Creating Experience Value in Tourism, pp. 11–21. CABI, Oxford
(2014)
2. Mateus, L., Marques, C. G.: Military tourism. In: Buhalis, D., Encyclopedia of Tourism
Management and Marketing, pp. 213–216. Edward Elgar Publishing Limited (2022)
3. Ioannides, M., et al.: Digital heritage. Progress in cultural heritage: documentation, preser-
vation, and protection. In: 6th International Conference, EuroMed 2016. Springer, Nicosia
(2016). https://doi.org/10.1007/978-3-319-48496-9
4. Colace, F., Santo, M.D., Greco, L., Chianese, A., Moscato, V., Picarielo, A.: CHIS: cultural
heritage information system. Int. J. Knowl. Soc. Res. 4(4), 18–26 (2013)
5. Marques, C.G., et al.: Technological acceptance of a Military tourism platform and the chal-
lenges of Route Implementation. In: Carvalho, J.V., Abreu, A., Liberato, P., Peña, A. (eds.)
Advances in Tourism, Technology and Systems - Selected Papers from ICOOTS 2022, vol. 1.
Springer, Singapore (2022). https://doi.org/10.1007/978-981-99-0337-5_30
6. Marques, C.M., et al.: Activating templar heritage: tourism, narrative strategies and information
technologies. In: Carvalho, J.V., Rocha, Á., Liberato, P., Peña, A. (eds.) Advances in Tourism,
Technology and Systems: Selected Papers from ICOTTS20, vol. 1, pp. 98–107. Springer,
Singapore (2021)
 Identity and Access Management in Tourism
and Hospitality

Rashed Isam Ashqar2,4(B) , Huthaifa I. Ashqar3 , and Célia M. Q. Ramos1,2

1 ESGHT, University of Algarve, Faro, Portugal
[email protected]
2 CinTurs, Faro, Portugal
[email protected]
3 Arab American University, Jenin, Palestine
[email protected]
4 Al Zaytona University of Science & Technology (ZUST), Salfit, Palestine

Abstract. Identity and Access Management (IAM) systems are essential for man-
aging access to digital resources in the tourism and hospitality industry. This paper
intends to present a holistic review of Identity and Access Management in gen-
eral and explore the recent techniques used in Tourism and Hospitality. Also, we
inferred the challenges of using IAM techniques used in Tourism and Hospitality.
Moreover, we showed that recent techniques of IAM, such as multi-factor authen-
tication (MFA), identity federation, (IF), Role-based access control (RBAC), artifi-
cial intelligence (AI), and machine learning (ML), have been increasingly adopted
in the tourism and hospitality industry to improve security, manage employee
access, and protect guest information. The use of these IAM techniques has shown
promising results in reducing the risk of data breaches, enhancing user expe-
rience, and improving overall security in the hospitality industry. Multi-factor
authentication, attribute-based access control, homomorphic encryption, cloud-
based identity management systems, and user behavior analytics are also some
recent techniques that have gained popularity in the industry.

Keywords: Identity and Access Management · Cloud Computing · Tourism ·

Hospitality · Data Security · Digital Identity · User Behavior Analytics

1 Introduction

Nowadays, people use the Internet to maintain communication, contact with family,
friends, and people around the world, access and exchange information, and enjoy
multimedia communication. Therefore, user Data security is critical to the IT system
and its user lifecycle control system through Identity management systems and Access
Management Systems (IAM).

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 323–332, 2024.
https://doi.org/10.1007/978-3-031-44131-8_32
324 R. I. Ashqar et al.

As the cloud has revolutionized the way businesses work and with the increasing use
of cloud computing, web resources reside in the cloud where each service has its own
authentication. Many companies are moving towards the cloud but as an organization
grows, it cannot give access to everyone as sometimes people change departments or
change jobs. Therefore, IAM is a solution to manage resource access, including verifying
the user and authorization based on the protected resources and the user’s role [41].
Hence, with the emergence of cloud computing and Web 2.0, both users and orga-
nizations have benefitted. However, security still remains a major concern. IAM offers
a solution to manage user credentials and authenticate and authorize users.
This paper aims to present a holistic review of Identity and Access Management
in general and explore the recent techniques used in Tourism and Hospitality. Also,
we inferred the challenges of using IAM techniques used in Tourism and Hospitality.
This paper is structured as follows. Section 2 presents the Cloud Computing Structure.
Section 3 defines the concept and services of IAM. Section 4 shows the recent techniques
of IAM used in Tourism and Hospitality. Section 5 presents the challenges of using IAM
techniques used in Tourism and Hospitality and section 6 concludes the paper.

2 Cloud Computing Structure

This section explained the three main types of cloud systems: Software as a Service,
Platform as a Service, and Infrastructure as a Service.

1) Software as a Service (SaaS)

Instead of users prescribing software, and it is licensed to install it on their hard disk to
use it after, the cloud users do not require to purchase the software and the payment will
be based on a pay-per-use model. It supports multi-tenant, meaning that the physical
backend infrastructure is shared among several users but is logically unique for each
user [39].

2) Platform as a Service (PaaS)

In PaaS, the development environment is provided as a service. The developers will use
the vendor’s block of code to create their own applications. The platform will be hosted
in the cloud and accessed using the browser [37].

3) Infrastructue as a Service (IaaS)

In IaaS, vendors provide the infrastructure as a service where it is delivered in form
of technology, data centers, and IT services to the customer which is equivalent to the
traditional “outsourcing” in the business world but with much fewer expenses and effort
[40]. Table 1 presents cloud computing services and several providers for these services.
 Identity and Access Management in Tourism and Hospitality 325

Table 1. Cloud Computing Services and Providers

Services Providers
SaaS Support running multiple instances of it Google Docs
Develop software that is capable to run in the cloud Mobile Me
Zoho
PaaS The platform allows a developer to create programs that can be Microsoft
run in the cloud Azure
Includes several application services which allow easy Force.com
deployment Google App Engine
IaaS Highly scaled and shared computing infrastructure accessible Amazon S3
using an internet browser Sun’s Cloud Service
Consists of Database, servers, and storage
Adapted from [37].

3 Identity and Access Management (IAM)

This section defines IAM and provides the services related to IAM.
IAM is a method that provides an adequate level of protection for organization
resources and data through rules and policies which are enforced on users via various
techniques such as enforcing login passwords, assigning privileges to the users, and
provisioning user accounts [37].
Also, IAM has two components, Identity Management, and Access Management.
Identity management systems help to provide a super-set of user provisioning systems
that provide easy management of user credentials and their identity information to users
and others who need that information. Likewise, Access Management Systems provide
strong authentication and authorization solution using single sign-on (SSO), WebSEAL,
and policy-based approaches to identify who can access the resource at what level [42].
Based on [38], Identity and access management offer several services such as:
1. Authentication services: The main purpose of authentication is the verification of
the credentials of the user to allow access to protected resources. The traditional method
is to use the username and password. However, IAM requires multi-factor-based authen-
tication (like hardware token). Strong authentication can use two or more factors like a
fingerprint, One-time password (OTP), etc. In risk-based authentication, the level of risk
is calculated at the end of each transaction to evaluate the risk of trusting the requesting
agent by assessing the geographic location, history, behavior, and other factors. The
transaction may be approved or declined based on the calculated risk level (low or high).
2. Authorization Management services: The main objective is to know what can be
accessed by the user, which should be only those services and resources to which he is
entitled based on the role of the user designated by the organization. Therefore, proper
policies should be enforced, and access should be approved or disapproved based on
these policies.
3. Identity Management: It means the creation of a digital ID or account to allow users
access to resources. Whenever an employee joins (leaves) a company he is assigned
326 R. I. Ashqar et al.

a digital identity by the company to allow (prohibit) him access to its repository to
accomplish tasks assigned to him. It can be used by Lightweight Directory Access
Protocol (LDAP) and active directory services.
4. Federated Identity: It establishes trust between multiple applications or organi-
zations through a third-party provider. The federation server at the identity provider
stores user information and credentials and allows SSO without passwords. Whenever
a user tries to log into a service, instead of providing credentials to the service provider,
the identity provider presents the service provider with a token using standard identity
protocols such as Security Assertion Markup Language (SAML), Open Authorization
(OAuth), OpenId, etc. The service provider accepts this token as it trusts the identity
provider and authenticated user. Hence, SSO eliminates the need to remember multiple
IDs/Passwords for multiple applications.
5. Compliance management: It requires proper monitoring and reporting for audits. It
is the process of reviewing and examining the authorization and authentication records
to check whether compliances with predefined security standards and policies. As shown
in Fig. 1 that offers the identity life cycle management phases.

Fig. 1. Identity life cycle Adapted from [39].

4 Recent Techniques of IAM Used in Tourism and Hospitality

Identity and access management (IAM) is a critical aspect of any organization, including
the tourism and hospitality sector. IAM helps to manage and control access to resources,
systems, and data within an organization. The tourism and hospitality industry has seen
an increase in the use of IAM techniques to protect guest information, manage employee
access, and improve overall security.
One of the primary IAM techniques used in the tourism and hospitality sector is
multi-factor authentication (MFA). MFA involves the use of multiple authentication
factors, such as a password, biometric data, or a smart card, to verify the identity of
 Identity and Access Management in Tourism and Hospitality 327

users. According to [1] and [2], MFA is effective in preventing unauthorized access and
reducing the risk of data breaches in the hospitality industry.
Another IAM technique that is gaining popularity in the tourism and hospitality
sector is identity federation (IF). IF enables users to access resources and services across
multiple organizations using a single set of credentials. IF can improve user experience,
reduce password fatigue, and enhance security. According to [3], IF can be used to
facilitate secure access to guest services, such as hotel reservations, without the need for
guests to create new accounts or remember multiple passwords.
Role-based access control (RBAC) is another IAM technique commonly used in the
tourism and hospitality sector. RBAC involves assigning users to roles based on their
job functions and then providing them with access rights based on those roles. This
approach ensures that users only have access to the resources and systems they need to
perform their job duties [4]. According to [5], RBAC can be used to manage employee
access to sensitive data, such as financial information, and improve overall security in
the hospitality industry.
In recent years, there has been an increased focus on using artificial intelligence (AI)
and machine learning (ML) to improve IAM in the tourism and hospitality industry.
AI and ML can be used to analyze user behavior and detect anomalous activity, such
as unauthorized access attempts [6]. According to [7], AI and ML can also be used to
automate IAM processes, such as user provisioning and access certification, which can
improve efficiency and reduce errors.
IAM techniques can also be divided based on the purpose of using this technique as
follows:

Authentication Techniques
Authentication is the process of verifying the identity of an individual. In tourism and
hospitality, authentication techniques are used to ensure that only authorized personnel
can access sensitive data [8, 9]. Recently, multi-factor authentication (MFA) has gained
popularity in the industry. MFA requires users to provide at least two different types
of authentication methods, such as passwords, biometrics, or smart cards, to access
sensitive data. Many studies have shown that MFA is an effective technique in reducing
the risk of unauthorized access and data breaches [8, 9].

Authorization Techniques
Authorization is the process of granting access to specific resources, data, or information
based on the user’s identity and level of access. Role-based access control (RBAC) is a
commonly used technique in tourism and hospitality [10, 11]. RBAC ensures that only
authorized users have access to specific resources based on their job role or position.
Recently, attribute-based access control (ABAC) has gained popularity. ABAC allows
access decisions based on user attributes such as location, device, and time of day. ABAC
provides a more fine-grained access control mechanism than RBAC [10, 11].

Encryption Techniques
Encryption is the process of converting sensitive data into a form that cannot be easily
understood without a key. Encryption is widely used in tourism and hospitality to ensure
the confidentiality of sensitive data [12]. Recently, homomorphic encryption (HE) has
328 R. I. Ashqar et al.

gained popularity in the industry. HE allows for data to be encrypted and processed
without being decrypted, which reduces the risk of data breaches [13].

Identity Management Systems

Identity management systems (IMS) are software systems that manage the authentication
and authorization of users. Recently, cloud-based identity management systems (CIMS)
have gained popularity in tourism and hospitality [14, 15]. CIMS offers many benefits
such as scalability, cost-effectiveness, and ease of use. Many studies have shown that
CIMS is an effective technique for managing identities in tourism and hospitality [15].

User Behavior Analytics

User behavior analytics (UBA) is the process of analyzing user behavior to detect anoma-
lies and potential security threats. UBA has gained popularity in tourism and hospitality
to detect insider threats and data breaches [16, 17]. Recently, machine learning (ML)
techniques have been used in UBA to improve the accuracy of anomaly detection. Many
studies have shown that ML-based UBA is an effective technique in detecting insider
threats in tourism and hospitality [16].

5 Challenges of Using IAM in the Tourism and Hospitality

Identity and Access Management (IAM) systems are essential for managing access to
digital resources in the tourism and hospitality industry. However, implementing and
using IAM systems in the industry presents several challenges. In this section, we will
examine the challenges of using IAM systems in tourism and hospitality and explore
recent research on proposed solutions.

Complex Nature of the Industry

The tourism and hospitality industry involves various stakeholders, including guests,
employees, vendors, and partners, each with unique access requirements. As a result,
managing access for all stakeholders can be complex [18]. Furthermore, the tourism
and hospitality industry is highly regulated, with various laws and regulations governing
data privacy and security [19]. IAM systems must comply with these regulations while
also meeting the unique needs of the industry.

Diversity of Devices and Applications

The tourism and hospitality industry uses various devices such as smartphones, tablets,
and laptops to access digital resources. Moreover, the industry uses numerous appli-
cations, including property management systems, reservation systems, and payment
systems [20]. IAM systems must integrate with these devices and applications to ensure
secure access.

Cybersecurity Threats
The tourism and hospitality industry is susceptible to cybersecurity threats, with cyber-
criminals often targeting the industry to steal personal and financial information from
 Identity and Access Management in Tourism and Hospitality 329

guests and employees [21]. IAM systems must protect against these threats by imple-
menting advanced security measures such as multi-factor authentication, encryption,
and threat intelligence [21, 22].

High Employee Turnover Rates

The tourism and hospitality industry is characterized by high employee turnover rates.
Employees often join and leave organizations quickly, and managing access for all
employees can be challenging [23, 24]. IAM systems must provide a streamlined process
for onboarding and offboarding employees while also ensuring that access privileges are
updated promptly [25].

Usability Concerns
Usability is a critical challenge in using IAM systems in tourism and hospitality. Employ-
ees and guests often prefer easy-to-use systems that do not impede their work or expe-
rience [26, 27]. However, IAM systems can be complex, requiring significant effort to
set up and use. Furthermore, IAM systems often introduce additional steps to access
digital resources, such as entering passwords or completing multi-factor authentication.
Balancing usability and security is a significant challenge for IAM systems in tourism
and hospitality [26, 27].

Proposed Solutions
Recent research has proposed several solutions to overcome the challenges of using IAM
systems in tourism and hospitality. For example, some researchers have proposed the use
of cloud-based IAM systems, which can scale easily to meet the needs of the industry [3,
28–30]. Others have proposed the use of biometric authentication, which can improve
security while also providing a convenient and streamlined user experience [31, 32].
Additionally, some researchers have proposed the use of AI and machine learning to
detect and prevent cybersecurity threats in real time [33–36].

6 Conclusions
To conclude, IAM is an essential aspect of any organization, including the tourism and
hospitality sector. Recent techniques of IAM, such as MFA, IF, RBAC, and AI/ML, have
been increasingly adopted in the tourism and hospitality industry to improve security,
manage employee access, and protect guest information. The use of these IAM tech-
niques has shown promising results in reducing the risk of data breaches, enhancing
user experience, and improving overall security in the hospitality industry. Multi-factor
authentication, attribute-based access control, homomorphic encryption, cloud-based
identity management systems, and user behavior analytics are also some recent tech-
niques that have gained popularity in the industry. These techniques have proven to be
effective in reducing the risk of data breaches and insider threats. As the industry con-
tinues to evolve, it is crucial to keep up to date with the latest IAM techniques to ensure
the confidentiality, integrity, and availability of sensitive data.
Therefore, Identity and Access Management (IAM) systems are essential for man-
aging access to digital resources in the tourism and hospitality industry. However, imple-
menting and using IAM systems in the industry presents several challenges, including
330 R. I. Ashqar et al.

the complex nature of the industry, the diversity of devices and applications used, cyber-
security threats, high employee turnover rates, and usability concerns. Addressing these
challenges requires innovative solutions that balance security and usability while also
complying with industry regulations.

Acknowledgment. This paper is financed by National Funds provided by FCT- Foundation for
Science and Technology through project UIDB/04020/2020 and project Guest-IC I&DT nr. 047399
financed by CRESC ALGARVE2020, PORTUGAL2020 and FEDER.

References
1. Dasgupta, D., Roy, A., Nag, A., Dasgupta, D., Roy, A., Nag, A.: Multi-factor authen-
tication: more secure approach towards authenticating individuals. In: Advances in User
Authentication, pp. 185–233 (2017)
2. Liu, X.M.: A risk-based approach to cybersecurity: a case study of financial messaging
networks data breaches. Coast. Bus. J. 18(1), 2 (2021)
3. Mohammed, I.A.: Cloud identity and access management–a model proposal. Int. J. Innov.
Eng. Res. Technol. 6(10), 1–8 (2019)
4. Sagar, G., Syrovatskyi, V.: Information security: safeguarding resources and building trust. In:
Technical Building Blocks: A Technology Reference for Real-world Product Development,
pp. 275–324. Apress, Berkeley (2022)
5. Gao, N., et al.: Modeling and analysis of port supply chain system based on fabric blockchain.
Comput. Ind. Eng. 172, 108527 (2022)
6. Mohammed, I.A.: The interaction between artificial intelligence and identity and access man-
agement: an empirical study. Int. J. Creat. Res. Thoughts (IJCRT), 668–671 (2021). ISSN
2320(2882)
7. Sestino, A., De Mauro, A.: Leveraging artificial intelligence in business: implications,
applications and methods. Technol. Anal. Strateg. Manag. 34(1), 16–29 (2022)
8. Karie, N.M., Kebande, V.R., Ikuesan, R.A., Sookhak, M., Venter, H.S.: Hardening SAML
by integrating SSO and multi-factor authentication (MFA) in the cloud. In: Proceedings of
the 3rd International Conference on Networking, Information Systems & Security, pp. 1–6,
March 2020
9. Taher, K.A., Nahar, T., Hossain, S.A.: Enhanced cryptocurrency security by time-based
token multi-factor authentication algorithm. In: 2019 International Conference on Robotics,
Electrical and Signal Processing Techniques (ICREST), pp. 308–312. IEEE, January 2019
10. Son, H.X., Chen, E.: Towards a fine-grained access control mechanism for privacy protection
and policy conflict resolution. Int. J. Adv. Comput. Sci. Appl. 10(2) (2019)
11. Chen, L., et al.: Mobile internet access control strategy based on trust perception. In: Sun, X.,
Zhang, X., Xia, Z., Bertino, E. (eds.) ICAIS 2022. LNCS, vol. 13340, Part III, pp. 598–611.
Springer, Cham (2022). https://doi.org/10.1007/978-3-031-06791-4_47
12. Pulido-Gaytan, B., et al.: Privacy-preserving neural networks with homomorphic encryption:
challenges and opportunities. Peer Peer Netw. Appl. 14(3), 1666–1691 (2021)
13. Compagnucci, M.C., Meszaros, J., Minssen, T., Arasilango, A., Ous, T., Rajarajan, M.: Homo-
morphic encryption: the ‘Holy Grail’ for big data analytics and legal compliance in the
pharmaceutical and healthcare sector? EPLR 3, 144 (2019)
14. Tyan, I., Guevara-Plaza, A., Yagüe, M.I.: The benefits of blockchain technology for medical
tourism. Sustainability 13(22), 12448 (2021)
 Identity and Access Management in Tourism and Hospitality 331

15. Wynn, M., Jones, P.: IT strategy in the hotel industry in the digital era. Sustainability 14(17),
10705 (2022)
16. Sharma, R., Kumar, A., Chuah, C.: Turning the blackbox into a glassbox: an explainable
machine learning approach for understanding hospitality customer. Int. J. Inf. Manag. Data
Insights 1(2), 100050 (2021)
17. Kwon, W., Lee, M., Back, K.J.: Exploring the underlying factors of customer value in
restaurants: a machine learning approach. Int. J. Hosp. Manag. 91, 102643 (2020)
18. Benčić, F.M., Skočir, P., Žarko, I.P.: DL-tags: DLT and smart tags for decentralized, privacy-
preserving, and verifiable supply chain management. IEEE Access 7, 46198–46209 (2019)
19. Khatri, I.: Information technology in tourism & hospitality industry: a review of ten years’
publications. J. Tour. Hosp. Educ. 9, 74–87 (2019)
20. Abir, T., Khan, M.Y.H.: Importance of ICT advancement and culture of adaptation in the
tourism and hospitality industry for developing countries. In: ICT As Innovator Between
Tourism and Culture, pp. 30–41. IGI Global (2022)
21. Arcuri, M.C., Gai, L., Ielasi, F., Ventisette, E.: Cyber attacks on hospitality sector: stock
market reaction. J. Hosp. Tour. Technol. 11(2), 277–290 (2020)
22. Shabani, N., Munir, A.: A review of cyber security issues in hospitality industry. In: Arai,
K., Kapoor, S., Bhatia, R. (eds.) SAI 2020. AISC, vol. 1230, pp. 482–493. Springer, Cham
(2020). https://doi.org/10.1007/978-3-030-52243-8_35
23. Dwesini, N.F.: Causes and prevention of high employee turnover within the hospitality
industry: a literature review. Afr. J. Hosp. Tour. Leis. 8(3), 1–15 (2019)
24. Abo-Murad, M., Abdullah, A.K.: Turnover culture and crisis management: insights from
Malaysian hotel industry. Acad. Strateg. Manag. J. 18(2), 1–14 (2019)
25. Fuhrken, F.F.: How can business process automation prepare hotels to increase productivity
in a growing digital world? Signature (2022)
26. Parks, R.F., Wigand, R.T., Benjamin Lowry, P.: Balancing information privacy and operational
utility in healthcare: proposing a privacy impact assessment (PIA) framework. Eur. Jo. Inf.
Syst., 1–18 (2022)
27. Nam, K., Dutt, C.S., Chathoth, P., Daghfous, A., Khan, M.S.: The adoption of artificial
intelligence and robotics in the hotel industry: prospects and challenges. Electron. Mark. 31,
553–574 (2021)
28. Selvanathan, N., Jayakody, D., Damjanovic-Behrendt, V.: Federated identity management
and interoperability for heterogeneous cloud platform ecosystems. In: Proceedings of the
14th International Conference on Availability, Reliability and Security, pp. 1–7, August 2019
29. Tashtoush, Y.M., et al.: Agile approaches for cybersecurity systems, IoT and intelligent
transportation. IEEE Access 10, 1360–1375 (2021)
30. Talabi, A.A., Longe, O.B., Ahmad, M.A., Olusanya, K.: Cloud-based approaches to multi-
modal biometric-based authentication in identity management systems (2022)
31. Hassan, A., Rahman, N.A.A. (eds.): Digital Transformation in Aviation, Tourism and
Hospitality in Southeast Asia. Taylor & Francis (2022)
32. Sarkar, A., Singh, B.K.: A review on performance, security and various biometric template
protection schemes for biometric authentication systems. Multimedia Tools Appl. 79, 27721–
27776 (2020)
33. Aburbeian, A.M., Ashqar, H.I.: Credit card fraud detection using enhanced random forest
classifier for imbalanced data. arXiv preprint (2023)
34. Trung, N.D., Huy, D.T.N., Le, T.H.: IoTs, machine learning (ML), AI and digital transforma-
tion affects various industries-principles and cybersecurity risks solutions. Management 18,
10–14704 (2021)
35. Hamarshe, A., Ashqar, H.I., Hamarsheh, M.: Detection of DDoS attacks in software defined
networking using machine learning models. arXiv preprint (2023)
332 R. I. Ashqar et al.

36. Yathiraju, N.: Investigating the use of an artificial intelligence model in an ERP cloud-based
system. Int. J. Electr. Electron. Comput. 7(2), 1–26 (2022)
37. Almulla, S.A., Yeun, C.Y.: Cloud computing security management. In: 2010 Second
International Conference on Engineering System Management and Applications, pp. 1–7
(2010)
38. Cloud Security Alliance: Identity and Access Management (2012). https://cloudsecurityal
liance.org/artifacts/secaas-category-1-identity-and-access-management-implementation-gui
dance/
39. Mather, T., Kumaraswamy, S., Latif, S.: Cloud Security and Privacy: An Enterprise Perspective
on Risks and Compliance. O’Reilly Media, Inc., Sebastopol (2009)
40. Rittinghouse, J.W., Ransome, J.F.: Cloud Computing: Implementation, Management, and
Security. CRC Press, Boca Raton (2016)
41. Sharma, A., Sharma, S., Dave, M.: Identity and access management-a comprehensive study.
In: 2015 International Conference on Green Computing and Internet of Things (ICGCIoT),
pp. 1481–1485 (2015)
42. Thakur, M.A., Gaikwad, R.: User identity and access management trends in IT infrastructure-
an overview. In: 2015 International Conference on Pervasive Computing (ICPC), pp. 1–4
(2015)
Internet Technology
 A Projection Neuronal Smart WEB

Breed Yeet Alfonso Corredor1(B) , Rubén González Crespo1 ,

Carlos Enrique Montenegro Marín1 , and Carlos Augusto Sanchez Martelo2
1 Universidad Internacional de La Rioja, Logroño, Spain
{breedyeet.alfonso,ruben.gonzalez,carlos.montenegro}@unir.edu.co
2 Universidad Manuela Beltrán, Bogotá, Colombia

[email protected]

Abstract. Technologies allow the application of knowledge in order to generate

solutions to improve the quality of life of human beings. Every day these tech-
nologies advance faster, they do not stop, allowing technological innovations to
be generated, such as the advances made in artificial intelligence and its applica-
tions in different technological tools. Throughout time, since the creation of the
Internet, technologies have been developed and implemented that have enabled
the evaluation of web 1.0, 2.0, 3.0 (semantic web) and projections to new tech-
nological proposals. Among these new technological developments are neural
networks that have promoted the management and administration of information.
As a model of artificial intelligence, artificial neural networks (RNAs) simulate
the behavior of neurons and the neural synapse to solve problems, while not an
identical replica, at least it simulates part of the behavior. The studies carried out
by Santiago Ramón y Cajal in 1911, through anatomy, made it possible to reveal
the structure of nervous tissue in the constitution of the brain, the processing and
transmission of information from the transmitter to the receptor, giving adequate
response to stimuli. The nervous system is quite complex and even though great
efforts have been made in its study, science is still far from fully understanding
it. Artificial intelligence models have been supporting new technologies to solve
problems, this article presents a proposal for the implementation of one of the arti-
ficial intelligence models such as artificial neural networks to the web, generating
a new model that projects the intelligent neural web or Web 4.0.

Keywords: Semantic Web · semantic web technologies · architecture ·

Intelligent Neural Web · Artificial Intelligence

1 Introduction

Web 2.0 presents limitations with respect to current needs and the rapid changes that
occur in the technological field which evolves day by day, which generates the need
to make improvements or technological innovations that mark a significant change that
impacts society. An improvement or expansion of the capabilities of Web 2.0 is Web 3.0
or Semantic Web, which shows an important change in this evolutionary process.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 335–346, 2024.
https://doi.org/10.1007/978-3-031-44131-8_33
336 B. Y. A. Corredor et al.

In the last decade, the definition of the semantic web architecture and several stan-
dards have been generated that have allowed the development, implementation, and
multiple applications for its use. However, in recent years, with the exponential and
accelerated growth of the web and the integration of technologies such as artificial intel-
ligence in multiple applications, a new concept and new possibilities have emerged for
the projection towards an intelligent neural web.

2 Materials and Methods

This section presents the 4 phases of the Gavilan model that were carried out for the
implementation of the research, it was carried out through the implementation of each of
the phases of the model allowing the analysis of those concepts or existing knowledge
in relation to currently existing technologies (Fig. 1).

Fig. 1. Implementation Phases.

Define the research problem.

In this first stage, the problem was defined and what is required to solve it.
Search and evaluate information.
In this stage, the existing sources about the research carried out were reviewed and
evaluated.
Analyze the information.
During this phase, the information found was analyzed to choose the sources for the
investigation.
Synthesize the information and use it.
In this phase of proceeding to solve the research problem and the development of
the model that is presented in the results of the research.
 A Projection Neuronal Smart WEB 337

3 Current Status of Research on the Semantic Web

Based on the data extracted from the research collected, we proceed to analyze the
advances in the Semantic Web.
According to statistics of the world use of the Internet from 2005 to 2021, there is
an exponential increase in the number of Internet users, the number of web pages and
the number of search engines have increased, as can be seen in the following Fig. 2.

Fig. 2. World Internet Use 2005–2021, the author, based on (UIT, 2021).

All these factors have caused a lot of problems for the web such as web administration
difficulties due to the large number of web pages available on the web today and the
Semantic Web is a possible solution to these problems. (Al-Feel & Koutb, 2009).
This conception of semantics applied to information systems such as the seman-
tic web, appeared in 2006 under an article by Jeffrey Zeldman, where it is established
that machines can reason about the received resources, changing the paradigm of flat
searches to semantic searches. With the passing of time, the web has evolved in terms
of functionalities and technological innovation, which is why an expansion of the con-
ventional network was required to what today is called Web 3.0 or Semantic Web, the
which allows the representation of knowledge on the Web.
The Semantic Web automates the administration of documents and information,
optimizing the procedures used to retrieve and consult information. (Davies, J., Studer,
R., & Warren, P., 2006).
“The Semantic Web is not an independent web, but an extension of the current one, in
which well-defined information is offered, and it is conducive to people and computers
working cooperatively.“ (BERNERS-LEE, 2011). In this order of ideas, it can be inferred
that it is not a new website, but a significant improvement that will allow optimization
in the use, searches and location of the required information.
338 B. Y. A. Corredor et al.

3.1 Semantic Web Architecture

The architecture of web services is based on principles and standards of connection,

communication, description and discovery (Huhns, 2002). From a semantic web archi-
tecture point of view, a Semantic Web Management System (SWMS) is composed of
different modules that work together, whose main objective is to integrate the Seman-
tic Web with real needs, combining semantic technologies with high performance. of
database management systems (Alexandra Cernian, 2009).
The architecture of the semantic web has fundamental elements, among them are
the following:
– Ontologies: It is a concept with semantic meaning, which allows the formulation of an
exhaustive and rigorous conceptual scheme related to one or several specific domains.
This allows us to greatly facilitate the communication and exchange of information
related to systems and entities. The goal of the ontology is to capture knowledge in
related fields, provide a common understanding of the field’s knowledge, identify
joint approving vocabularies of the field, and give a specific definition of the mutual
relationship between vocabularies of different formalization models. Ontologies are
widely used by artificial intelligence and knowledge-based systems - SBC. Some
purposes of ontologies are: inductive reasoning, information classification and prob-
lem solving techniques. Ontology is the central technique in data management of the
semantic web, which represents a set of precisely defined terms on a specific domain
and accepted by the community of that domain (Zhao, Goble, & Stevens, 2008), it
could considered the most complete and powerful model for the representation of
information (Georgieva, 2005).
– Annotations: They are considered as information about entities that appear in a
text and their situation in it. According to the w3c, semantic annotations will allow
applications to interpret the information and use it effectively.
– Rules: Known as inference rules, it is a scheme that allows us to build a logical
inference, establishing syntactic relationships between a set of premises.
The definition of the Semantic Web, one of the fundamental pillars, is part of the
documents that are present on the Web, which makes visible the need for some knowledge
representation mechanisms. Ontologies have been chosen as formalisms, therefore, the
interest in this area of research by Knowledge Engineering.
The OWL ontology language is the standard language for creating ontologies in the
Semantic Web. Since February 2004, the W3C (World Wide Web Consortium), being
the main specification organization for the Web, makes recommendations about OWL.
Through the use of language (OWL), the semantic web can successfully represent
and implement the information that is part of the system (Zhao, Goble, & Stevens, 2008).
To understand the architecture of the semantic web, it can be analyzed using the
following example:

“A website owner uses annotation software to generate RDF markup that describes
the content of his website. RDF markup is essentially instance data that conforms
to an OWL domain ontology. The web agent software scans the Internet at regular
intervals searching for and retrieving RDF tagged documents according to the
 A Projection Neuronal Smart WEB 339

domain ontology. The extracted RDF content is then stored in an RDF-enabled

database that is part of a semantic middleware application, maintained on a web
server. Web agents also have access to the domain ontology and store a local copy
in the RDF database. An end user remotely accesses the GUI when searching
for web content in the same way as a conventional search engine. User requests
are passed to web agents, which in turn formulate a query plan (Brooke & Wei,
2005).”

At present, the concept of architecture of context-aware semantic web services appli-

cable to any environment is gaining momentum, in its implementation an extended ver-
sion of the semantic web is presented for its functionality, which enables user interactions
with various components of software and systems that do so are said to be “context-
aware” (Iman & Hassan, 2008). This concept is important considering a projection
towards the intelligent neural web.

3.2 Semantic Web Services and Technologies

Semantic WEB services propose the enrichment of the basic descriptions of WEB ser-
vices, through the inclusion of additional information on advanced features. These
include functionalities, views of detailed processing flows, metadata, among others,
allowing the description of tasks such as: Discovery, execution and composition and
interoperation. (McIlraith, S.A., Son, T.C., & Zeng, H., 2001). To be implemented with
less effort, SWS can reuse syntactic and semantic descriptions hidden under the source
code of already developed Web applications (Djelloul & Mimoun, 2010).
The W3C (World Wide Web Consortium) through several years of dedication and
effort has managed to develop a set of standards and tools to support this vision of the
semantic web, allowing to solve real problems (Matthews, 2014), this has allowed the
development of technologies under a layered architecture scheme, the fundamental base
structure that allows the integration of technologies, tools and standards, fundamental
components of the semantic web (Matthews, 2014) (Fig. 3).
There are Web standards that support the Semantic Web that are used for the pub-
lication, consultation and reasoning of data (Harth, 2011). This is an approach to the
Web known as service marks which provide an agent-independent declarative API for
capturing the data and metadata associated with a service along with specifications of
its properties and capabilities, the interface for its execution, as well as the prerequisites
and consequences of its use. This Markup exploits ontologies to facilitate sharing, reuse,
composition, mapping, and succinct local Web service markup. This vision is partially
realized by web service markup in a dialect of a proposed new DAML family of Seman-
tic Web markup languages. This so-called semantic branding of Web services creates a
distributed knowledge base (McIlraith, S.A., Son, T.C., & Zeng, H., 2001).
There are currently proposals for reference languages among which are: OWL-S,
WSMO, SWSF. WSDL-S (Fig. 4).
For the case of context-aware Semantic Web Services, OWL-S can be implemented,
allowing a single input type to be used, so we extend it so that we can represent these
input types that are Explicit, Domain-related (Iman & Hassan, 2008).
340 B. Y. A. Corredor et al.

Fig. 3. Semantic Web “Layer Cake”, the author, based on: (Tim Berners-Lee, 2000).

Fig. 4. Reference Languages. Prepared by the author.

These specifications have been submitted to the World Wide Web consortium for
consideration by the Semantic Web Services group. Web service is one of the fastest
growing areas of information technology in recent years. To improve the automation
of the interoperation of web services, many technologies are recommended, such as
semantic web services and proxies (Li, 2009).
Among Semantic Web-based technologies, there are technologies such as Swoogle
that enables crawler-based indexing and retrieval for the Semantic Web, based on RDF
or OWL Web documents (Li, et al., 2010).
Another interesting tool is the Watson system, it is a Semantic Web search engine
that provides several functionalities not only to find and locate ontologies and semantic
data online (Euzenat, 2015).
 A Projection Neuronal Smart WEB 341

A proposal to support the processes of the Semantic Web is the automatic tool for
the ontological identification of a website, this tool supports the processes of using
ontologies (Fernández, 2009).
There are also bibliographic managers that facilitate the processing of references
through web forms, RDF or BibTeX format, making it possible to convert publications
into different formats (Galey, 2010).

3.3 Comparative Analysis of Web 3.0 Semantic Languages

The OWL-S, WSMO, WSDL-S and SWSF languages share the same conceptual base,
presenting themselves as similarities in the description of semantic web services.
There are some differences derived from the main objective of each of them, among
which are:
• OWL-S: It is characterized by its ease of use, in which its representation is not oriented
to any specific domain. The ontology language used is OWL.
OWL-S focuses on the description of services, this description or information that
is presented about a service refers to: Profile, Processing Model and Connection with
low-level protocols.
In the semantic web, in context-based service selection, there is a concept called
task computing, which is a user-oriented framework that allows terminal users to com-
plete complicated tasks in an open, dynamic, and rich distributed environment where
there are many applications, equipment, and services, leverages the Semantic Web (for
example, OWL and OWL-S) to provide users with a way to interact with the generalized
environment (Huang, Zhuang, Zhou, & Cao, 2008).
• WSMO: Its main feature consists of solving integration problems, offering a powerful
mechanism for describing the execution flow (this mechanism is based on abstract
state machines (Börger, E., & Stärk, R.F., 2003). The ontology language used is
WSML based on F-Logic (This language contains characteristics very similar to
description logic) (Kifer, M., Lausen, G., & Wu, J., 1995). However, they presented
a new proposal with a new language for semantic web services called SWSL-Rules.
The WSMO semantic web service separates customer objectives from service
functionalities. In this way there is a different perspective between providers and users.
• SWSF: It is characterized by the proposal of a formalism to model processes based
on the PSL language, allowing a mechanism for specifying the processing flow.
The SWSF structure is very similar to the OWL-S hierarchy and is organized
in 3 blocks, which are: Descriptors, Process model, Connections with low-level
representations.
It should be remembered that the 3 proposals are approximations, with different
degrees of maturity, where OWL-S is the most complete.
342 B. Y. A. Corredor et al.

4 Results
In this section we proceed to propose the projection of the Semantic Web to the intelligent
neural web or web 4.0 based on what was previously analyzed and with respect to the
current state of research and advances in the area.

4.1 Projection to the Intelligent Neural Web

The human brain is considered the most complex calculation system known to man.
The computer and man perform quite different kinds of tasks; Thus, the operation of
recognizing a person’s face is a relatively simple task for man and difficult for the
computer. The ability to learn and adapt to different situations makes the brain a complex
and increasingly intriguing system. The brain is an organ with a high processing speed,
with the capacity to process large amounts of information from the senses and stored
memory (BUSTAMANTE. E, 2007). Among its capabilities are Learning, processing
large volumes of information and dealing with new situations. Artificial neural networks
are intended to simulate the behavior of the human brain, so this model has become a
very powerful tool to support data management.
One of the names of this projection to web 4.0 is the symbiotic web, which is about
the organization of metadata (Web3.0), so that humans and machines can interact in
symbiosis. They will be able to “Think and make decisions” regarding user searches
and content (Nath & Iswary, 2015). Since the semantic web provides structure to the
meaningful content of Web pages, it enables the creation of an environment in which
software agents moving from one page to another can easily perform sophisticated tasks
for users (Berners & Hendler, 2011), achieving the use of various technologies applied to
the semantic web, such as the implementation of the principles of artificial intelligence,
such as the use of multi-agent technologies in semantic web resources. (Dai & Abrahams,
2005).
In an agent-based web services framework, agent architectures provide different
functionality by extending web services in several important ways. “Agents are often self-
aware at a meta-level and, through learning and model building, become aware of other
agents and their capabilities as interactions between agents occur” (Huhns M. N., 2018).
In this order of ideas, when one thinks of the semantic web with significant improvements
related to intelligent capacities in the management of components or known as Intelligent
Entities, in charge of carrying out the effective and active administration of knowledge,
one is talking about an extension of the semantic web, of an evolution towards the
intelligent neural web.
The intelligent neural web or Web 4.0 would be an evolution of the Semantic Web
and its purpose is the implementation of artificial intelligence, the potential of intelligent
agents will allow great achievements in information processes. Recent research shows
multi-agent coordination in a Semantic Web environment. With this type of applications,
web search agents perform searches directly on the Web, providing an interface for the
user (Dai & Abrahams, 2005). It could be inferred that web 4.0 is: “a web of intelligent
connections (Aghaei, Nematbakshs, & Farsani, 2012, p. 8).
To achieve this goal, it is important to implement agents as web services (Huhns,
2002). In this order of ideas, web 4.0 will have the capacity to integrate the Internet of
 A Projection Neuronal Smart WEB 343

things with artificial intelligence, this scenario can be called a network of intelligence
connections (NATH & ISWARY, 2015).
This projection is made from the perspective that the web (Internet) will stop working
in the traditional way to integrate into our life, it will work similar to a complex intelligent
artificial neural network, where each intelligent agent within the intelligent neural web
is equivalent to artificial neurons, with a behavior similar to the neuronal synapse in
the human brain, allowing the exchange of information between intelligent entities.
Intelligent agents are referred to as intelligent entities. (RODRIGUEZ, 2009).
These agents will be found on the web (Internet), traveling through what is known
as the information superhighway. Currently cloud infrastructure technologies such as
Cloud Computing allow the exchange of information, where the space known as the
cloud will reside information systems of all kinds.

4.2 Components of the Intelligent Neural Web

Although a standard for web 4.0 has not yet been established, an approach can be
intuited both to the name and to the elements that would make it up. Among these
elements of the Intelligent Neural Web are Ontologies, Annotations, Rules, Intelligent
Entities; In addition, the processes and behavior of these elements, an example of this
is the interaction between agents (known as synapses). (MARTINEZ.G, 2001).
Among the potentialities of the intelligent neural web are Accessibility, distributed
computer-based information agents, improved user experience through personalized
agents (Nath & Iswary, 2015) (Fig. 5).

Fig. 5. Intelligent Neural Web Components. Prepared by the author.

344 B. Y. A. Corredor et al.

The intelligent neural web consists of the following components:

• The use of inferences and semantics typical of the Semantic WEB.
• Artificial Intelligence for the use of Artificial Neurons.
• Language as a means of communication

5 Conclusions

The study and research carried out on Neural Networks approached from Artificial
Intelligence and Expert Systems have the foundations in the “approved” study carried
out by Biological Neural Networks. (BASOGAIN. X, 2008).
Advances in the field of artificial intelligence open up a world of possibilities for
important technological applications, among which is the application in the world of
the web. One of the fields of use of Artificial Intelligence (AI) is the implementation
of Software programs in data analysis. These Software programs are a tool that allows
the analysis of variables, through the implementation of intelligent agents with specific
tasks.
Technological advances are constantly evolving, and one perspective of this evolution
is the possible transition from the semantic web to an Intelligent Neural Web.
The human brain will become the interface for interaction with technological sys-
tems. The idea is to simulate the human brain to allow it to interact with the network in
the same way as it interacts between 2 human beings, this will be done through the use
of Artificial Intelligence, allowing:
• Connection between people.
• Management of Brain Structures.

References
1. Abrahams, W.D.: A multiagent architecture for semantic web resources. In: Proceedings of the
2005 IEEE/WIC/ACM International Conference on Intelligent Agent Technology (IAT’05)
(2005)
2. Aghaei, S., Nematbakshs, M.Y.(s.f.):. Evolution of the World Wide Web. Int. J. Web Semantic
Technol., 8 (2012)
3. Alexandra Cernian, D.C.: An architecture for a semantic web management system. In: Fourth
International Multi-Conference on Computing in the Global Information Technology, 26–30
(2009)
4. Al-Feel, H., Koutb, M.A.(s.f.): Toward an agreement on semantic web architecture. World
Acad. Sci. Eng. Technol., 806–810 (2009)
5. Basogain, X.: Redes neuronales artificiales y sus aplicaciones. Bilbao: UPV-EHU, p. 9 (2008)
6. Berners, T., Hendler, J.A.: The semantic web. Sci. Am. (2001)
7. BERNERS-LEE (2001). Recuperado el 15 de 04 de 2014, de http://www-sop.inr
ia.fr/: http://www-sop.inria.fr/acacia/cours/essi2006/Scientific%20American_%20Feature%
20Article_%20The%20Semantic%20Web_%20May%202001.pdf
8. Börger, E., Stärk, R.: Abstract State Machines. Springer, Berlin, Heidelberg (2003). https://
doi.org/10.1007/978-3-642-18216-7
 A Projection Neuronal Smart WEB 345

9. Brooke, A., Wei, D.: Architecture for automated annotation and ontology based querying of
semantic web resources. Int. Conf. Web Intell. (2005)
10. Bustamante, E.: El sistema nervioso : desde las neuronas hasta el cerebro humano. Antioquia:
Universidad de Antioquia, p. 91 (2007)
11. CEDE (2014). Obtenido de https://www.mineducacion.gov.co/: https://www.mineducacion.
gov.co/sistemasdeinformacion/1735/articles-254702_Informe_determinantes_desercion.pdf
12. D’Aquin, M.A.: Watson, More Than a Semantic Web Search Engine. IOS Press (2015)
13. Dai, W., Abrahams, B.: A multiagent architecture for semantic web resources. Int. Conf.
Intell. Agent Technology
14. Davies, J., Studer, R., Warren, P.: Semantic Web Technologies: Trends and Research in
Ontology-based Systems. Wiley, Chichester (2006)
15. Dinero (s.f.): Recuperado el 30 de noviembre de 2017, de (2017). http://www.dinero.com/
edicion-impresa/caratula/articulo/porcentaje-y-contribucion-de-las-pymes-en-colombia/
231854
16. Djelloul, B., Mimoun, M.: Towards re-engineering web applications into semantic web
services. IEEE Xplore, 350–353 (2010)
17. Fernández, L.: Procedimiento semi-automático para transformar la web en web semántica
(2009). Obtenido de https://gc.scalahed.com/: https://gc.scalahed.com/recursos/files/r161r/
w23877w/Transformar_la_web_en_web_semantica.pdf
18. Galey, J.: Aplicación web semántica para la gestión de referencias bibliográficas. Universidad
Rey Juan Carlos (2010)
19. Georgieva, R.: Ontology-based information representation. Technische Universität München,
16 (2005)
20. Harth, A., Janik, M., Staab, S.: Semantic web architecture. In: Domingue, J., Fensel, D.,
Hendler, J.A. (eds.) Handbook of Semantic Web Technologies, pp. 43–75. Springer Berlin
Heidelberg, Berlin, Heidelberg (2011). https://doi.org/10.1007/978-3-540-92913-0_2
21. Huang, R., Zhuang, Y., Zhou, J., Cao, Q.: Semantic web-based context-aware service selection
in task-computing. IEEE Comput. Soc., 97–101 (2008)
22. Huhns, M.: Agents as web services. IEEE Internet Comput. 6(4), 93–94 (2002)
23. Huhns, M.N.: Agents as web services. IEEE Internet Comput., 93–95 (2018)
24. Iman, K., Hassan, A.: An architecture for context-aware semantic web services. IEEE Comput.
Soc., 779–780 (2008)
25. Kifer, M., Lausen, G., Wu, J.: Logical foundations of object-oriented and frame-based
languages. J. ACM 42(4), 741–843 (1995)
26. Li, D., Finin, T., Joshi, A., Peng, Y., Cost, R.S., Sachs, J.: Swoogle: a semantic web search
and metadata engine. ACM (2010)
27. Li, L.: The design of semantic web services discovery model based on multi proxy, pp. 186–
189. IEEE (2009)
28. Martinez, G.: Definición de una red neuronal para clasificación por medio de un programa
evolutivo. Revista Mexicana de Ingeniería Biomédica, pp. 4–11 (2001)
29. Matthews, B.: Semantic web technologies. JISC Technol. Stand. Watch (2014)
30. McIlraith, S.A., Son, T.C., Zeng, H.: Semantic web services. IEEE Intell. Syst. (2001)
31. Nath, K., Iswary, R.: What comes after web 3.0? Web 4.0 and the future. Int. J. Artif. Intell.
Appl. (IJAIA) (2015)
32. Portafolio (2017). Obtenido de http://www.portafolio.co/negocios/empresas/cerca-90-mil-
empresas-han-cerrado-ano-49120
33. Ramón, Y., Cajal, S.: Histologie du Système Nerveux. París: Maloine (1911)
34. Rodriguez: Complejidad de los Datos en las RNA. M.A Cruz-Chávez, J.C Zavala Díaz(Eds),
pp. 229–235 (2009)
35. Roebuck: Web 3.0 - the Semantic Web (2011)
346 B. Y. A. Corredor et al.

36. Rosenblatt, F.: “The Perceptron: a probabilistic model for information storage and organiza-
tion in the brain. Psychol. Rev., pp 386–408 (1958)
37. Semanticwebbuilder (2016). Obtenido de Semanticwebbuilder: http://www.semanticwebbuil
der.org.mx/es_mx/swb/Web_Semantica_Blog
38. Wilde, S.: Customer Knowledge Management: Improving Customer Relationship through
Knowledge Application. Springer, Berlin, Heidelberg (2011). https://doi.org/10.1007/978-3-
642-16475-0
39. Zhao, J., Goble, C., Stevens, R.A.: Mining taverna’s semantic web of provenance. Concur-
rency and Computation: Practice and Experience (2008)
Knowledge Management
 Factors Influencing the Economic Growth
of the Business Sector in Zone 3 of Ecuador

Tania Morales - Molina1(B) , Ximena Morales -Urrutia2 ,

Chabely Figueredo-Morales1 , and Geri Belén Bucheli -Vásquez3
1 Universidad Tecnológica Indoamérica, Ambato, EC 180103, Ecuador
[email protected]
2 Universidad Técnica de Ambato, Ambato, EC 180104, Ecuador
3 Instituto Superior Tecnológico España (ISTE), Ambato, EC 180104, Ecuador

Abstract. In zone 3 of Ecuador there are diverse economic and productive activi-
ties, therefore, in this research work we intend to analyze the factors that influence
growth in the business sector, a documentary-bibliographic research will be car-
ried out through the review of different scientific articles, documents, books, texts
and doctoral theses in order to build the state of the art, as well as data from sec-
ondary sources of national statistical offices will also be used. The result focuses on
the discussion among public, non-governmental and private sector actors, on the
economic factors that stimulate the emergence of new companies and the strength-
ening of existing ones with general information, which affect the initiative to the
contribution to business growth and sustainability of the company. In the conclu-
sions we can refer that the entrepreneurs of zone 3 should be more linked among
themselves, should be more communicated, have more cooperation among them
and establish long-term relationships between them, to generate better conditions
that favor the business system and strengthen productivity and innovation.

Keywords: business growth · economic development · companies · economic

and financial factor · economic system

1 Introduction

The business sector can be defined as organizations with commercial and profit-making
purposes, dedicated to the production of goods and services to satisfy the needs of
the market, in exchange for benefits, The primary purpose of companies is to obtain
high returns for their productive or service activities (Goldenberg, 2020), However,
maximizing economic results is not the only purpose, companies want to be big and
strong to be competitive. Therefore, they try to build customer loyalty, conquer new
consumers, expand to other geographical areas or start new lines of business. This sector
allows the economic development of the country, in what is produced and consumed,
through the offers of products with quality and safety, in order to have a sustainable and
beneficial economic growth, it is also important the creation of companies as it allows
jobs, investments and a better quality of life for citizens (Uquillas & Flores, 2020).

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 349–359, 2024.
https://doi.org/10.1007/978-3-031-44131-8_34
350 T. Morales - Molina et al.

Diversity in the business world has revolutionized the market world, specifically
conditioned to the context where businesses are developed; this implies that the changes
in the process of adaptation of man depend exclusively on the entrepreneurial spirit, since
it is the development impulse of society and what has caused the immense inventions
around the world. It is impressive how creativity and the desire to undertake new horizons
with respect to the economy, has set a trend today with the common goal in society,
which is nothing more than improving the quality of life. Therefore, it is common to
observe how the socioeconomic level generates concern in the citizenship and that this
is reflected in the different ways of entrepreneurship that people adopt as long as they
can have access to a standard economy that allows a comfortable life without restrictions
(Cuello, 2019).
It is important to analyze the social aspects that lead the person to enter the business
world, as well as the consequences that these cause them, the most important social
factors should be taken into account when it comes to entrepreneurship. Social factors
influence in different ways and form each person, for example, those who want to
undertake and have the support of their partner and the necessary economic assets will
have it easier, which will ensure more success in the future. (Torres, 2017).
The role of companies in economic growth is undeniable, however, empirical work
has not been conclusive in generating proposals for analysis of the entrepreneurial phe-
nomenon due to the difficulty in its measurement, in addition to the complexity repre-
sented by the diversity of personal, social, financial and institutional factors that converge
in entrepreneurs (Alvear, 2019).
According to (Morales,et al., 2017) economic factors is a tool that has generated
great impacts on the development of business growth, under this context it is possible to
identify different types of aspects involved in acquiring external financing; one of them
is the risk that companies run when incurring indebtedness with third parties, due to the
high levels of deficit they acquire.
The fact of having a consolidated business system in the country helps to promote
the economic development of a country, since it allows the investment of capital in
productive activities, such as construction, industry, technology and the expansion of
markets. Therefore, the financial system contributes to the progress of a society, with
solutions to meet housing, study and work needs, among others (Cárdenas, et al., 2022).
The economic development of companies depends on the products or services offered
by the various financial systems, which are subject to the monetary and financial policies
that exist in each country, to strengthen the economic, social and productive development
of a nation that leads to the stimulation of economic growth (Suárez et al., 2021).
The greatest importance of the objectives of the economic system and the impact they
have on its development and growth within countries would be the participation of the
various economic and productive activities of the country, serving as financial interme-
diaries between natural and legal surpluses and deficits that require financial resources.
Economic factors include the general state of a country’s economic situation, which is
one of the most important considerations in the formulation of plans, since the level of
this variable tends to grow rapidly in times of economic boom and to decrease during
periods of recession. Moreover, it is not necessary for economic growth or recession to
 Factors Influencing the Economic Growth of Business Sector 351

materialize; it is enough that expectations are generated in one direction or the other for
this to significantly affect the decisions of entrepreneurs (Sánchez & Ruiz, 2019).
The conditions of the economic factors depend on the size, prestige and trajectory of
the company, the financial market presents a dispersion of interest rates charged to large
companies versus the one assigned to small ones. Theoretically, this differential is justi-
fied, since banks charge an interest rate for the provision of money that varies according
to the financial situation of the borrower, so that solid companies can obtain rates below
those granted to others of lesser financial strength. However, in some countries where
financial markets do not function efficiently (significantly limited sources of financing
and restricted capital markets), high interest rates are charged to small and medium-
sized enterprises and loan procedures are often cumbersome. Thus, financial market
distortions, especially in terms of lending rates, conspire against private investment.
Another aspect of vital importance refers to the expectations of entrepreneurs about
the future development of the business, present demand, and net profits, which will only
be optimistic if they have “guaranteed” the sale of their production and for this they
need individuals willing and able to purchase goods and services. As capital goods are
durable the expectations of entrepreneurs exert a significant influence on the investment
decision (Murillo & Reyes, 2018).
The economic system of companies in zone 3 is essential to ensure the economic
growth of countries, as long as they are reliable and solid, solid financial systems sus-
tain growth to alleviate poverties and boost shared prosperities, leading countries to
amplitudes towards quality of life and generate more opportunities (Olis-Barreto et al.,
2019).
When talking about business growth, one must think of a two-way interdependent
relationship in which there is no growth without capital investment, not to mention
that it is reasonable to increase capital during the growth period. Thus, the growth and
development of a business goes hand in hand with the availability of resources. Therefore,
business owners and partners need to have a clear understanding of the financial situation.
Also, the relationship between risk and return on assets should be widely known and it
will be essential to identify financing opportunities (Granda, 2019).
Throughout the history of mankind and its development, the world has faced various
economic and even medical crises. Each of them left their negative effects on the states
where they were encountered. The latest crisis, caused by the COVID-19 virus, first
appeared in Wuhan, China, and then quickly spread to all other continents. Like any
crisis, this latest one has had a negative impact on health, politics and economics. The
negative consequences started at the individual, domestic level and continued at the
corporate and state level. The situation has forced politicians to resort to the mechanisms
of financial and monetary policy to take measures to mitigate the effects of the crisis
on the economy. However, the rapid spread of the crisis has negatively affected many
important microeconomic factors and macroeconomic indicators (World Bank, 2020).
The position of companies in most sectors was reversed, leading to a decline in trans-
actions and their value with suppliers, customers and other interests of these groups.
Thus, the total capacity of products and services in the sectors affected by the pandemic
situation declined, so the aggregate supply suffered the same decline (Economist, 2019).
On the other hand, consumers could have the same level of interest in consuming goods
352 T. Morales - Molina et al.

and services, but they did not want to buy them due to movement restrictions, uncer-
tainty, income reduction as a consequence of the situation, which caused a decrease in
purchasing power. The sectors most affected by the pandemic situation were mainly
manufacturing, tourism and commerce. The drop in business activity of commercial
structures shows immediate consequences in macroeconomic terms (Fonseca, 2022).
The prohibition of economic activity during a given period, the implementation of
activities under the influence of declining demand, the decrease in revenues as a result of
the above factors reflect lower revenues and, as a result, lower tax liabilities compared to
periods of normal business activity. Thus, COVID-19, in addition to the human impact,
has had a significant commercial impact that is felt globally, as well as an impact on tax
revenue collection (Morales & Llamuca, 2021).
As in all countries of the world, Ecuador was affected by the.
circumstances and was influenced by the trend of revenue collection, as well as
increasing the stock of fiscal liabilities. The pandemic situation has caused the decrease
in business turnover, workers laid off or lost their jobs, reduced liquidity which has
pushed companies to finance expenses and liabilities through bank loans. Influenced
by the decrease in turnover and job losses, tax revenues have marked a negative trend
in 2020 compared to previous periods The extraordinary crisis caused by the spread
of COVID-19 around the world, has forced many countries to close their borders and
suspend more than 50% of their economic activity. Ecuador is clearly unsure about this
situation, as the virus has affected many people and destabilized the national economy.
In a global situation, the country presented problems with the low price of oil per barrel,
forcing the government to look for alternatives to face the crisis.
In Ecuador, according to data published in October 2020, inflation was 0.52%, while
the unemployment rate increased to 5.94% in September of the same year. This context
damaged the consumption of goods and services, having a marked impact on new or
existing businesses. On the other hand, the price index fell to 1% during this stage (Banco
Central de Ecuador (BCE), 2019) (Instituto Nacional de Estadísticas y Censos (INEC),
2020).
On the other hand, according to ECB data (2020) Ecuador’s GDP reported a 7.8%
drop in 2020, moreover, the minimum economic growth rate was 0.1% between 2018 and
2019. Therefore, this scenario could have been worse than the 1999 crisis, when GDP
fell to 4.7%. However, the World Bank itself estimates that GDP growth in 2021 and
2022 will be 3.2% and 1.5%, respectively, but the situation depends on collateral factors
that may subordinate economic and financial issues. Some of the most important are the
fall in oil prices, exports, the decrease in international tourism and the restructuring of
external payments.
Similarly, the budget deficit before the Covid-19 pandemic was 5% of GDP, which
due to current conditions has grown to 8%. In April 2020, inflation reached 1.0%, the
highest in recent years, due to the health situation (Correa & et al., 2020). The country has
used different strategies to get out of the economic crisis that was already present before
the pandemic. However, despite the search for alternatives, most companies reduced their
income and, therefore, their tax burden. In addition, the family nucleus has significantly
reduced its consumption of food, beverages, lodging and transportation, due to the fact
that a high number of people have temporarily or permanently lost their jobs, aggravating
 Factors Influencing the Economic Growth of Business Sector 353

the problems of family income and, therefore, the collection of state taxes related to
consumption. Central Bank reports estimate that due to COVID-19, 335,413 jobs were
lost in March, April and May, increasing the unemployment rate by 4.1% in three months
(Banco Central del Ecuador (BCE), 2020).
On the other hand, during this stage, fiscal decline was one of the main phenomena
that affected fund raising. This has resulted in insufficient resources to meet collective
needs, which has had detrimental consequences for society. Thus, it can be argued that
tax evasion is one of the main risks to tax collection (Tomalá, 2020).
When we talk about tax collection, we identify, above all, with what the government
of the day does, based fundamentally on the principle of equality. The main concern
of the State is to maintain a balanced budget through strategies that are: increasing tax
revenues and reducing public expenditures. In this context, the contribution of citizens
is aimed at financing public services and other purposes of general interest. To do so,
the state demands payments from private economies using its taxation power and does
so through three types of public revenues: taxes, contributions and fees (Villarroel &
Caguana, 2018).
In zone 3 of Ecuador, companies maintain a very high level of financial leverage,
which does not allow business growth and development of the management of their
entities, however, the level of indebtedness that companies acquire makes them put at
risk the permanence of their activities within the competitive markets, thus causing great
uncertainties at the economic and financial level of the companies analyzed (Villalba &
Villacís, 2018).
The current study aims to add to the existing literature on the economic impact of
the COVID-19 pandemic by focusing on the effects on Zone 6 tax revenue collection
over the 2018–2020 period. In this regard, tax revenue forecasting is critical for budget
planning and fiscal policy reforms, leading researchers to a constant search for better
predictions. However, a detailed study of the historical collection in the proposed periods
could be a starting point to correct future collection, and seek higher tax revenues and
less losses due to tax evasion.

2 Methodology

This research will apply a mixed documentary-bibliographic approach through the

review of different scientific articles, documents, books, texts and doctoral theses in
order to build the state of the art, at the empirical level, statistical data from secondary
sources both from national statistical offices will be used. In this particular case, data
will be taken from the Global Entrepreneurship Monitor, from which the study variables
will be extracted, all this for the period 2021 to 2022. The companies under study are
those located in zone 3-Ecuador (Fig. 1).
354 T. Morales - Molina et al.

3 Results

Growth is not spontaneous but is the result of the combination of the components of
growth and the economic policy that the government implements. This means that a
high level of growth improves the welfare of a country’s population (Fig. 2 and Table 1).

• Increase in GDP (real wage • Important role of

rate). natural resources .
• Increase in GDP per capita.
• Difference between society and • Increase of the labor
factor .
growth Increase of the capital
factor .
Measurement Productive
Factor Factor

Productivity
Benefit Factors factors

• Better standard of living of the • Investment (better

society . machinery).
• Better goods and services • Human capital .
• Better jobs . • Technological innovation
• Better distribution of income Harmonization of resources

Fig. 1. Factors that condition Economic Growth.

Its administrative capital is the city of Latacunga, which is also its largest
Cotopaxi and most populous city. It occupies a territory of about 6,085 km², being
Province the fifteenth province of the country by extension. It is bordered to the north
by Pichincha, to the south by Tungurahua and Bolivar, to the west by Los
Rios and to the east by Napo.

Tungurahua is one of the 24 provinces that make up the Republic of Ecuador,

Province located in the center of the country, in the geographical area known as the
inter-Andean region or highlands, mainly on the Patate valley. Its
Tungurahua administrative capital is the city of Ambato, which is also its largest and most
populated city.

It is also known as "the province of the high peaks", because in this place
Province we find the Chimborazo volcano, the highest snow-capped mountain in
Ecuador (6,310 meters above sea level), of impressive majesty and beauty.
Chimborazo In addition, the Quilimas peak (4,919m) and the Altar snow-capped peak
(5,320m), of particular beauty due to their shapes, are also found here.

Pastaza is one of the 24 provinces that make up the Republic of Ecuador,

Province Pastaza located in the northeast of the country, in the geographical area known as
the Amazon region. Its administrative capital is the city of Puyo, which is
also its largest and most populated city.

Fig. 2. Provinces that make up Ecuador’s zone 3 (Location and number of companies)
 Factors Influencing the Economic Growth of Business Sector 355

Table 1. Number of companies in Zone 3 of Ecuador.

Province zone 3 of Number of companies % it represents in of the total in Ecuador

Ecuador zone 3 of Ecuador
Cotopaxi 1767 0.16% 0.002%
Tungurahua 6290 0.58% 0.007%
Chimborazo 1354 0.13% 0.001%
Pastaza 1350 0.13% 0.001%
Total zone 3 10761 100.0% 0.012%

According to the Business Directory 2022 of the National Institute of Statistics and
Census (INEC), in Ecuador there are 849,831 companies of which 99.5% are considered
MSMEs, of which in zone 3 there are 10761 representing 0.012% (Cotopaxi, 0.002%
Tungurahua 0.007, Chimborazo 0.001% and 0.001% in Pastaza) (Fig. 3 and Table 2).
Among the factors that affect the economic growth of zone 3, the positive and negative
aspects to which the SMEs are subjected were taken into account, as a relevant aspect
we can highlight that public institutions have adopted a leading role, establishing a
series of measures that help to promote or allow the consolidation over time of this
type of companies. In this sense, it has been found that tax incentives for investment,
as government support for the development of SMEs, is a very interesting alternative to
mitigate the structural deficiencies of this type of companies (Fig. 4).
The country will close 2022 with an economic growth of 4.3% and by 2023 this item
will reach 3.1%, according to the projections of the Central Bank of Ecuador (BCE).
These are the same projections reported by the International Monetary Fund (IMF) in
its latest World Economic Outlook report.
356 T. Morales - Molina et al.

• Natural resources can be precursors of greater innovation and productive integration and tractors of
multiple related production and knowledge activities if the right incentives, strategies and public
Natural policies are applied.
resources

• When there is more (productive) labor, a country's production increases. This does not mean that the
more workers. This does not mean that the more workers, the more production, but the more important
for economic growth is the labor productivity of the workers. Labor productivity is the total output
divided by the number of hours it takes. An increase in labor productivity also increases the output of
Manpower the economy. This leads to economic growth

• Capital goods include factories and machinery. Investment in these capital goods can help increase
labor productivity, which increases the economy's real GDP output. To increase investment in capital
Capital goods, a country must reduce current consumption.

• It refers to the knowledge and skills that people acquire through education, job training and work
experience. The higher the human capital of a country's people, the higher the country's economic
growth. Growing its economy ased on workers who have good training, education and job
Human Capital performance leads to economic growth, leads to economic growth.

• Technological advances make it possible to increase production using the same amount of resources
and this can be seen in these times when technology simplifies work, such as that of laborers. These
Technological technological advances are usually the result of new capital goods or new production methods
advances

• Public insecurity, robberies, kidnappings and extortion, is a problem that indicates the degree of risk in
a country. In Mexico, insecurity is linked to ungovernability as a result of corruption and negligence
on the part of the authorities.
Public and
social • Insecurity generates social inequality, manifested in territorial inequality through residential
insecurity segregation. But the feeling of insecurity also breaks with territorial limits: now people are not only
problems afraid of areas, they are also afraid of the "figures of fear".

Fig. 3. Factors affecting economic growth in Ecuador

Table 2. Factors affecting economic growth in zone 3 of Ecuador 2021–2022

No Positive aspects Negative aspects

1 The evolution of credit Problems of public insecurity
2 Oil prices Increase in prices of inputs and raw
materials
3 Access to finance Uncertainty about the domestic economic
situation
(continued)
 Factors Influencing the Economic Growth of Business Sector 357

Table 2. (continued)

No Positive aspects Negative aspects

4 Commercial area with a lot of economic Cumbersome procedures for business
activity start-ups
5 Investment attraction Exchange rate uncertainty
6 High demand Weakness in the internal market
7 Increase in a country’s production capacity The fiscal policy being implemented
8 The implementation of policies to overcome Unemployment
the aftermath of the pandemic
9 Increase in tourist attractions The country’s indebtedness
10 Accessibility to private credit Damage to the environment
11 Government support Internal political uncertainty
12 Technological improvements Inflationary pressures in the country
13 Perfect competition market Raw material shortages
14 High import tariffs
15 There are no links between the companies

GDP contribution zone 3 of Ecuador for the period (2018-2022 ),

in percentages

Fig. 4. National GDP contribution by province in zone 3 of Ecuador, periods from 2018 to 2022.
358 T. Morales - Molina et al.

4 Conclusions

From the research conducted we can say that, the economic growth in zone 3 of Ecuador
in the period from 2021–2022, has had results with positive progress, but also slow
considering that they were involved with the health crisis caused by the Pandemic Covid
19, however, the provinces of Tungurahua, Cotopaxi and Chimborazo made their best
effort to contribute positively to the best economic results of the country, Cotopaxi and
Chimborazo made their best effort to contribute positively to the best economic results
of the area and therefore the country, so much so that, 2022 closed with an economic
growth of 2.7% and by 2023 this item will reach 3.1%, according to projections handled
by the Central Bank of Ecuador (BCE) and are the same projections reported by the
International Monetary Fund (IMF), in its latest World Economic Outlook report.
In the same vein, it is important to note that within the factors that influence the
economic growth of the business sector in zone 3 of Ecuador. In the years 2021–2022,
we can highlight as a weakness, that businessmen should be more linked to each other,
communicate, cooperate and establish long-term relationships between them, generating
conditions that favor the business system and strengthen productivity and innovation, but,
despite this, very few companies maintain a link with academia, since in the country there
is no interest in this area, very few companies maintain a link with the academy, since in
the country there is no interest in creating these initiatives that favor the full commitment
between these institutions, which would be very important for greater competitiveness,
especially in a cycle of economic recession in which the country finds itself at this time.
It is also important to change the approach to SMEs, we need a change of mentality
that does not stigmatize companies because of their size or because they belong to a sector
such as micro, SME or large enterprise, sector such as microenterprises, SMEs or large
companies. In zone 3 of Ecuador, there are some SMEs with higher levels of efficiency
and profitability than large companies, taking into account that all sectors contribute to
the generation of employment and the revitalization of the economy, generating wealth
and achieving economic growth in the area.
Finally it should be noted that, taking into account the importance of our research, we
have proposed the topic as future lines of research in order to go deeper into the subject,
taking into account the innovations carried out by SMEs and considering that they have
a low impact on international markets. In addition, we should consider expanding the
information in quantitative terms on the level of investment that has been made or will
be made in each type of innovation and determine whether the benefits generated are
significant for the growth and development of the company and the country.

References
1. Alvear, E.: Factors explaining low performances in disciplinary cognitive competencies of
students in the financial management program. In: Crescendo, 10 (2019)
2. Cárdenas Barreto, N.: Financial analysis: substantial factor for decision making in a company
of the commercial sector. Revista Universidad y sociedad, 15 (2020)
3. Cadavid, D., Castaño, D.: Economic factors and incidence on agricultural exports: Case of
Colombia compared to different countries. Economics CUC, 43 (2022)
 Factors Influencing the Economic Growth of Business Sector 359

4. Cuello, R.: Factors affecting the performance of social entrepreneurship in Colombia: a

comparative study. Doctoral dissertation, Universidad de la Costa, 5 (2019)
5. Fonseca, M.: Entrepreneurship and its contribution to economic growth in the central zone
of Ecuador in the period 2015–2020. Bachelor’s thesis, 21 (2022)
6. Goldemberg, J.: Over-indebtedness and the paradigms of the responsible financial consumer
and the professional financial provider. Ius et Praxis, 27 (2020)
7. Granda, G.: Analysis of factors associated with the sustainability of ventures in the planning
zone 7-South of Ecuador. Polo del Conocimiento: Revista científico-profesional 33 (2019)
8. Murillo, M., Reyes, M.: Financial management with a process approach at the Technical
University of Manabí: Ecuador. Cofin Habana, 87 (2018)
9. Olis-Barreto, I., Reyes-Ortiz, G., Galindo Olaya, O.: Management, adaptability and resilience:
key factors in the reorganization process in the Colombian business environment. Espacios,
54 (2019)
10. Sánchez, M., Ruiz, L.: Relevance of socioeconomic factors in the convergence to IFRS:
Analysis in SMEs of two sectors of Villavicencio. Entramado, 15 (2019)
11. Suárez, D., Guependo, M., Espín, G., Silva, A.: Economic and financial determinant factors
in new investments in the artisanal association Conferib of the city of Puyo. Universidad y
Sociedad, 13 (2021)
12. Torres, F.: Social factors of entrepreneurship. University of Valladolid, documentary reposi-
tory (2017)
13. Uquillas, A., Flores, F.: Economic and financial determinants of bank failure: evidence from
private banks in Ecuador and incidence of dollarization on financial fragility. Revista Brasileira
de Gestão de Negócios, 28 (2020)
14. Morales, L., Valle, A., Freire, A., Silva, P.: The growth of established firms. A case study
of the car body manufacturing sector in Ecuador approached from a financial perspective.
Equity and Development, 27 (2017)
15. Morales, T., Llamuca , S., Molina, T.M., Pérez, S.L.L.: Social factors and entrepreneurship of
the Popular and Solidarity Economy in post covid Ecuador. Revista UNIANDES Episteme,
8 (2021)
16. Tomalá, V.: Factors affecting entrepreneurship in Ecuador. INNOVA research journal, 5 (2022)
17. Villalba, E., Villacís, O.: Business dynamics and entrepreneurship as a determinant factor in
the development of the life cycle of SMEs in zone three. Marketing y Gestión, 15 (2018)
18. Villarroel, C., Caguana, G.: Evolution and development of entrepreneurship in universities
in Zone 3 of Ecuador, p. 24. Technical University of Ambato. Faculty of Administrative
Sciences, Carrera Organización de Empresas) (2018)
 Implementation of the General Regulation
on Data Protection – In the Intermunicipal
Community of Douro, Portugal

Pascoal Padrão1 , Maria Isabel Ribeiro1,2 , and Isabel Lopes1,3,4(B)

1 Instituto Politécnico de Bragança, Campus de Santa Apolónia, 5300-253 Bragança, Portugal
[email protected], {xilote,isalopes}@ipb.pt
2 Centro de Investigação de Montanha (CIMO), Laboratório Associado Para a Sustentabilidade
E Tecnologia Em Regiões de Montanha (SusTEC), Instituto Politécnico de Bragança, Campus
de Santa Apolónia, 5300-253 Bragança, Portugal
3 UNIAG, Instituto Politécnico de Bragança, Campus de Santa Apolónia, 5300-253 Bragança,
Portugal
4 Algoritmi, Universidade do Minho, Largo do Paço, 4704-553 Braga, Portugal

Abstract. The General Data Protection Regulation (GDPR) is a European Union

law that came into force in May 2018 and aims to ensure the protection of EU
citizens’ personal data. The GDPR sets out a number of obligations for organiza-
tions processing personal data, including obtaining data subjects’ explicit consent
to process their data, ensuring that data is only used for specific purposes and
implementing appropriate security measures to protect data. The regulation also
gives data subjects the right to request access to, correct or delete their personal
data, as well as the right to object to the processing of their data and data porta-
bility. The GDPR applies to all organizations that process personal data of EU
citizens, regardless of their location, and has significant global reach, affecting
businesses around the world that handle personal data of individuals in the EU.
In this context, this study focused more specifically on the area covered by the
Intermunicipal Community of Douro (CimDouro) in order to assess the state of
implementation of the GDPR in Local Public Administration, particularly in the
municipalities that constitute this Cim.

Keywords: General Regulation on Data Protection · Municipalities · Data

Protection Officer · Information systems · Safety

1 Introduction
The General Data Protection Regulation (GDPR) as previously mentioned, applies to
all organizations, including Portuguese municipalities. As municipalities process a large
amount of personal data, including information about public services, voters and munic-
ipal employees, it is important that they follow the rules of the GDPR to ensure data
privacy and security.
Portuguese municipalities must comply with the provisions of the GDPR, which
include obtaining data subjects’ consent to process their personal information, ensuring

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 360–367, 2024.
https://doi.org/10.1007/978-3-031-44131-8_35
 Implementation of the General Regulation on Data Protection 361

data accuracy, protecting data, and notifying authorities and data subjects in case of a
data breach.
To ensure compliance with the GDPR, Portuguese municipalities must appoint a data
protection officer, conduct data protection impact assessments, establish data protection
policies and provide regular training for employees handling personal data.
Municipalities must also ensure that their data protection policies comply with EU
and Portuguese data protection laws and regulations. Failure to comply with the GDPR
can result in significant fines, so it is important that municipalities are aware of their
obligations and strictly comply with them.
Thus our study focuses on Portuguese municipalities, although to avoid the study
becoming excessively long, we have chosen to limit our analysis to the nineteen
municipalities that make up the CIMDouro, rather than covering all 308 Portuguese
municipalities. However, our aim is to eventually study all CIM’s to achieve a wider
universe.
The current work follows a structure composed of an introduction, a documentary
review on the General Data Protection Regulation and its implementation, on the other
hand, we explain the basic precautions that Information Systems Professionals should
take into account when implementing the GDPR, a section dedicated to the research
methodology, in which the target population and the structure of the questionnaire are
identified. The results of the research are discussed in Sect. 5, followed by the conclusions
that were drawn. Finally, we identify the limitations of this research study and suggest
possible topics for future research.

2 General Regulation on Data Protection

Directive 95/46/EC, (1995) of the European Parliament and of the Council of 24 October
was repealed with the entry into force of Regulation (EU) 2016/679, (2016a) on 27 April
by the European Parliament (2016) on the protection of natural persons with regard to
the processing of personal data and on the free movement of such data being mirrored
in Art:
1. This Regulation lays down the rules relating to the protection of individuals with
regard to the processing of personal data and on the free movement of such data.
2. This Regulation protects the fundamental rights and freedoms of natural persons and
in particular their right to the protection of personal data.
3. The free movement of personal data within the Union shall neither be restricted nor
prohibited for reasons connected with the protection of natural persons with regard
to the processing of personal data” [1].
Thus the GDPR brings several important innovations compared to previous data
protection laws, Thus, data protection in Europe in this new digital age must comply
with:
– Data processing subject to consent;
– Restricted use of automated data processing for decision-making, such as “profiling”;
– Right to rectify and delete data, including the. “right to be forgotten” for data collected
during childhood;
362 P. M. I. Ribeiro and I. Lopes

– Right to notification of compromised data;

– More and better information on data processing;
– Right to transfer data from one service provider to another;
– Easier access to personal data;
– Stronger safeguards on the transfer of personal data outside the EU [2].
On the other hand as an Information Systems Professional, there are several basic pre-
cautions you should take into account when implementing the General Data Protection
Regulation (GDPR). Here are some important steps you can follow:
1. understand the requirements of the GDPR: The first step is to understand the require-
ments of the GDPR and how they apply to your organisation. Read the regulation
carefully and make sure you understand your obligations and responsibilities.
2. Conduct a data audit: Identify all the personal data your organisation collects, pro-
cesses and stores. Document what data, where it is located and how it is being used.
This will help identify areas where changes may need to be made to comply with the
GDPR.
3. Obtain consent: Make sure you obtain valid, informed consent from individuals before
collecting and processing their personal data. This means providing clear and concise
information about how their data will be used and giving them the opportunity to opt
out if they wish.
4. Implement appropriate security measures: Ensure that appropriate security measures
are in place to protect personal data from unauthorized access, disclosure or loss.
This includes implementing organizational measures and techniques, such as access
controls, encryption and regular security assessments.
5. Respond to data subject requests: The GDPR gives individuals the right to access,
rectify and delete their personal data. You should have procedures in place to respond
to these requests and provide individuals with the information they need.
6. Undertake regular training: Train all staff who handle personal data about the GDPR
and their responsibilities. This will help ensure that everyone in your organization
understands their obligations and can help protect personal data.
7. Keep up to date with changes: Finally, keep up to date with changes to the RGPD
and any relevant guidance from data protection authorities. This will help ensure that
your organization remains compliant with the latest requirements.

3 Research Methodology

It is important that the Public Administration is aware of the need to implement the
GDPR in its entirety. To ensure the security and protection of personal data, the Public
Administration must comply with technical and organizational measures to protect that
data. It is possible to outsource an external organization to assist in this process, but it
is important that it complies with the standards set out in the GDPR [3].
Given the nature of the problem under analysis and since no generalizations of results
are sought, an approach of an interpretative and exploratory nature was chosen by taking
by design, the case study. The purpose of this strategy is the understanding of the study
of a specific case and not that of other similar cases or to formulate generalizations.
 Implementation of the General Regulation on Data Protection 363

Thus “almost anything can be a “case” - an individual, a character, a small group,

an organization, a community - where the aim is to understand “the case as a whole
and in its uniqueness” [3], on the other hand, “a case study is an empirical enquiry that
investigates a phenomenon (the ‘case’) in depth and within its real-world context” [4].
Thus, given that our study does not aim to understand other cases, but its own case,
we reinforce that the objectives of this research are in line with the objectives guiding
case studies, namely: to explore, describe, explain, evaluate and/or transform [5].
In order to meet the objectives, set out in this study, we then use a mixed analysis
methodology that integrates quantitative and qualitative analysis. The sample will be
composed of all the municipalities belonging to CimDouro.
While conducting the study, we used two instruments to collect data: a question-
naire and document review. The questionnaire aimed to provide an overview of the
municipalities in relation to the RGPD, allowing to obtain a more comprehensive and
contextualized picture of their reality.
The questionnaire was available between 1 August 2022 and 30 September 2022,
totaling a period of two months. Fifteen responses were obtained, which represents a
response rate of approximately 78.94%.

4 Results
Since the GDPR came into force, there has been a significant effort by businesses and
organizations to adapt to the new rules and requirements of the GDPR. Many organiza-
tions have reviewed and updated their data privacy and security policies and procedures
to ensure they are compliant with the GDPR
Regarding the study of the implementation of the RGPD in Public Administration,
the results may vary depending on the context of each municipality and its adaptation to
the requirements of the RGPD. However, it is essential that the Public Administration
is in compliance with the regulation to ensure the protection of citizens’ personal data
and avoid possible fines or sanctions.
The municipalities surveyed in the CIM-Douro, out of the total of 19 municipalities,
4 did not respond, 10 have not yet implemented the RGPD and only 5 have proceeded
to its implementation, which corresponds to only 26% (see Fig. 1).
In this question, the same five answers were obtained, of which 5% of the muni-
cipalities answered that they used external entities, 21% of the municipalities were
responsible for the implementation themselves (see Fig. 2).
As for the question of how long ago the regulation was implemented, in the formula-
tion of the question, the answer was immediately defined in three time periods, in which
its beginning corresponds to the entry into force of the RGPD.
From the resulting analysis of the graph, we can see that 16% of the municipalities
implemented the RGPD in the period between 2020 and 2021, 11% of which in the
period between 2018 and 2019. One of the municipalities did not provide any response
(see Fig. 3).
The following three graphs focus on the municipalities that have not yet implemented
the RGPD, so in CIM-Douro it is the majority. The implementation of the RGPD has been
a legal imperative since 25 May 2018, both in the private and public sector, so it should
364 P. M. I. Ribeiro and I. Lopes

Fig. 1. Implementation of the RGPD

Fig. 2. Who implemented it?

already be implemented in all municipalities, in the case under study we found that of
all the municipalities that answered the questionnaire and have not yet implemented the
RGPD all of them are aware of it, as evidenced by the Fig. 4.
Of the municipalities that have not yet implemented the RGPD half of them are in
the process of implementation as we can see in Fig. 5, a frankly deficient result.
 Implementation of the General Regulation on Data Protection 365

Fig. 3. How long ago have you adopted the measures contained in the RGPD?

Fig. 4. Are you aware of the GDPR?

Finally, and in order to confirm their awareness of the implications of not imple-
menting the RGPD, all respondents are fully aware of the penalties they incur, as shown
in Fig. 6.
366 P. M. I. Ribeiro and I. Lopes

Fig. 5. Is it in the process of implementation?

Fig. 6. Are you aware of the fines applied for non-compliance with the GDPR?
 Implementation of the General Regulation on Data Protection 367

5 Conclusions

It is important that the Public Administration is aware of the need to implement the
GDPR in its entirety. To ensure the security and protection of personal data, the Public
Administration must comply with technical and organizational measures to protect that
data. It is possible to outsource an external organization to assist in this process, but it
is important that it complies with the standards set out in the GDPR [1].
The vast majority of personal data processed by Local Public Administration is nec-
essary to carry out its functions in relation to citizens. This enables objective decision-
making and the determination of necessary measures adapted to the context. However,
the implementation of RGPD requires effort and adaptation on the part of Municipal-
ities, and it is the responsibility of the Public Administration to help and assist Local
Administration in this process [6].
RGPD has brought greater legal uniformity and new rights for the data subject,
such as the right to forget and portability. We conclude that most of the CIM-Douro
municipalities have not yet implemented the RGPD, although there are still some that
have already done so.
With regard to the limitations of this study, it is important to mention the limited
number of questionnaires conducted, as well as the intrinsic limitations of the instruments
used and the possibility of there being subjectivity in data interpretation.
In short, it is important that the public administration continues to raise awareness
about the need to implement the GDPR in its entirety and comply with its legal obligations
to protect citizens’ personal data.

Acknowledgements. The authors are grateful to the Foundation for Science and Technology
(FCT, Portugal) for financial support through national funds FCT/MCTES (PIDDAC) to CIMO
(UIDB/00690/2020 and UIDP/00690/2020) and SusTEC (LA/P/0007/2020).
The authors are grateful to the UNIAG, R&D unit funded by the FCT— Portuguese Foundation
for the Development of Science and Technology, Ministry of Science, Technology and Higher
Education. “Project Code Reference: UIDB/04752/2020 e UIDP/04752/2020”.

References
1. Regulamento (UE) 2016/679, Jornal Oficial das Comunidades Europeias 1 (2016). https://eur-
lex.europa.eu/legal-content/PT/TXT/PDF/?uri=CELEX:32016R0679
2. Conselho Europeu. Proteção de dados na UE (2022). https://www.consilium.europa.eu/pt/inf
ographics/data-protection-regulation-infographics/
3. Coutinho, C.P., Chaves, J.H.: O estudo de caso na investigação em Tecnologia Educativa em
Portugal. Rev. Portuguesa de Educação 15(1), 221–243 (2002)
4. Yin, R.K.: Case Study Research: Design and Methods (5th ed.). Sage (2014)
5. Stake, R.: The Art of Case Study Research. Sage Publications (1995)
6. Lambelho, A., Mendes, J.B.: O RGPD e o impacto nas organizações: 6 meses depois. Atas
(IPL, Ed.; pp. 1–154). X Congresso Internacional de Ciências Jurídico-Empresariais (2019).
www.cicje.ipleiria.pt
 The Role of Higher Education Institutions
as Promoters of Regional Competitiveness:
A Case Study

Joana M. S. R. Fernandes1,2(B) , Luís C. M. Pires1,3 , and Sónia P. Nogueira1,4

1 Instituto Politécnico de Bragança, Bragança, Portugal
[email protected]
2 CITUR, Bragança, Portugal
3 UNIAG, Bragança, Portugal
4 Research Center in Political Science, Bragança, Portugal

Abstract. This paper describes a specific situation where the involvement of a

Higher Education Institution (HEI), the Polytechnic Institute of Bragança (IPB)
acted as a booster for regional competitiveness. The HEI implemented a project
named “creation of business cooperation networks in rural cross-border regions
between companies in the gourmet agri-food and tourism sectors”, with the Por-
tuguese acronym CRECEER, The main objective of this project was to develop and
implement measures to increase the companies’ competitiveness, by enhancing
certain areas, such as quality, design, Information and Communication Technolo-
gies (ITC), and marketing, along with the creation of a common framework that
jointly commercialized products and services, specifically from rural accommo-
dation enterprises and companies producing endogenous products with gourmet
potential. It is our intention to describe the activities developed by the HEI involved
in the implementation of the project, and to show the crucial part the education
institution took in the creation and enhancement of online marketing strategies,
in two regions, Douro and Alto Trás-os-Montes (Portugal), that include a total of
28 municipalities.

Keywords: Digital Marketing · Gourmet Endogenous Products · Rural

Accommodation Enterprises; Cross-Border Project

1 Introduction
This paper describes the role of a HEI, the Polytechnic Institute of Bragança (IPB), in
boosting regional competitiveness of a rural cross-border region, with the implemen-
tation of an international project. The project named “creation of business cooperation
networks in rural cross-border regions between companies in the gourmet agri-food
and tourism sectors”, with the Portuguese acronym CRECEER, was coordinated and
implemented by the IPB [1].
In order to increase the companies’ competitiveness, the project focused on enhanc-
ing strategic areas, such as quality, design, Information and Communication Technolo-
gies (ITC) and marketing, and also the creation of a common framework that jointly

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 368–377, 2024.
https://doi.org/10.1007/978-3-031-44131-8_36
 The Role of Higher Education Institutions as Promoters 369

commercialized products and services. It is our intention to describe the implementation

of the project, the activities developed by the education institution involved, and to show
the crucial part it took in the creation and development of online marketing strategies.
Even though, HEI have already been established as key engines of regional develop-
ment, either by their short-term impacts – according to the demand-side approach - or by
their long-term impacts – according to the supply-side approach -, this paper will focus
only on the supply-side approach, in line with the third mission of HEIs. As such, their
contribution to the community is studied, analysing the input, transfer, and application
of knowledge outside the boundaries of the academia [2].
Attention will be focused on the Douro and Terras de Trás-os-Montes regions,
which cover a total of 28 municipalities. These municipalities are characterized as rural
and lagging regions, with an ageing population, economically poor and distant from
urban centres. Therefore, our purpose is to analyse how the companies located in these
regions can succeed when aiming for outside markets, namely regional, national, or even
global markets. The companies that integrated this study were in the tourism sector and
in the gourmet agri-food sector, namely rural accommodation enterprises (RAE) and
companies manufacturing gourmet endogenous products.
The project followed a qualitative approach were it was intended to characterize the
companies for better understanding of their difficulties, goals, partnerships, competition,
innovation, markets, commercialization channels and online possibilities.
With this knowledge, an online strategy was developed, since it would bring more
visibility to the companies and allow a better access to other markets, with the peculiarity
that it joined both sectors, presenting common commercialization proposals, in order
to potentialize the sales and reduce the costs. All this was only possible due to the
involvement of the IPB’s qualified resources and expert knowledge, that analysed the
companies and developed strategic improvement pans.
This paper describes the known contributions of the HEI in the regions, and will spec-
ify in a particular case how it was possible, with the intervention of an education institu-
tion, to improve and develop the products and services produced in the region as well as
to create a common strategy to increase the visibility and potential commercialization
outside of the region.

2 Background
Presently, even in rural regions, particularly rural and lagging regions, the economic
activity has to be up to date with market mechanisms. It is expected that companies use
communication and promotion techniques since they are a fundamental aspect of the
competitive market [3].
The internet is necessary, not only to the business activities, but also it is an important
search tool for the customers to provide information and facilitate the buying process.
As such, companies need to have more engaged position regarding their online presence
[4].
Companies, need to collect and analyse the available digital data to better fit their
offer of services and products to what the customer really want and to better find the
target public. This is more important than to be present online, to effectively appear in
370 J. M. S. R. Fernandes et al.

customers’ search and, so, be selected and their services bought, since these are almost
mandatory requirements to be operating online. In rural regions, it is considered to
potentially have a major impact in the performance of the enterprises [5].
Therefore, it is important, for the enterprises to develop an effective marketing strat-
egy and digital marketing strategy, to understand how the customers recognize the region
and its potential, such as endogenous products and available accommodations [6].
In fact, being the Internet the main source of information for potential customers,
companies understand that it is the first source for customers to collect direct information
and also to collect other customers information’s and opinion’s in their social networks,
and that all of these that can influence their buying decisions [6]. So, they need to
control their internet presence and the available analytical tools to be more effective
on their e-commerce strategies [5]. To be more effective, i.e. be more competitive with
better results, companies in a rural region need to use ITC and establish a market oriented
strategy [7]. However, there are some limitations for rural enterprises, since most of these
regions do not have qualified workers available or good internet telecommunications,
the full potential that digital tools could bring is constrained [8].
Small and Medium Enterprises (SME) need to be digitally connected, to enhance
their competitiveness, however the region characteristics restrict it, namely, due to the
small size of the businesses, lack of infrastructures, low investment capability, or lack
of expert workers [9]. A way to overcome some of these limitations is to associate with
other companies to share resources and costs, or to associate with organizations that
can provide the necessary knowledge or expertise. Education institution already have
this regional role incorporated through their third academic mission that determines the
expected responsible engagement toward regional socioeconomic development [10].

2.1 The Third Mission of HEI

When rural or lagging regions are close to, or host, a HEI it is expected that they
can provide contribution to overcome some regional limitations and even potentialize
the innovation and economic development [11]. These institutions are more and more
expected to deliver critical contributions to regional innovation and economic develop-
ment processes namely, through labour market upskilling, collaboration with the indus-
try, regional engagement of the academia and strong effects on the quality and strategy
of the regional innovation process [12].
HEI are developing their activities profiles in order to adjust their activities, resources
and strategies to drive socioeconomic development, while engaging with external stake-
holders [13]. However, even though they are acknowledged as an advantage for a region
that seeks to grow, in terms of innovation, economy and social development, this is
more visible in developed regions than in lagging regions, since lagging regions lack
some elements that potentiate the contribution of the HEI for the region. This means
that the value of the knowledge and research contribution to regional development can
be different [10].
The Organisation for Economic Co-operation and Development (OECD) already
highlighted the importance of the involvement of the HEI in the regions to boost regional
growth. Furthermore, the need for regions with “smart specialisation” required by the
European Union (EU) is more than a need for the HEI to engage regionally, but a
 The Role of Higher Education Institutions as Promoters 371

mandatory issue [12]. In fact, they are often are considered as knowledge brokers since
they have the task to increase the effective use of knowledge in regional and interna-
tional networks and develop the knowledge society [14]. They already have this regional
engagement incorporated in their outreach activities as defined in their third mission and
also reflected in various models that study their involvement in regional development,
such as the Regional Innovation System (RIS) university model, the “Mode 2” university
model, now, Third Stream, entrepreneurial or civic university’ model, smart specializa-
tion, the triple helix, and the engaged university model [15]. The main difference between
the models is their main target, either an economic/technologic dimension or a social,
cultural and societal perspective [16].
Traditionally, HEI are main providers of research and education and, as part of their
third mission definition, they focused on increasing regional sustainable development
and innovation by creating partnerships with local and regional groups and stakehold-
ers [16]. To create these partnerships and networks with regional stakeholders, they
have to exchange knowledge. This knowledge exchange can be achieved from different
strategies: as a knowledge provider, meaning that the researchers can publicly speak and
transfer their knowledge; as an expert opinion provider, directed to specific regional prob-
lems; as an educational program provider, designing the curricula focused on regional
challenges; or as a joint research provider, conducting a collaborative research between
HEI’s researchers and regional and regional stakeholders [16].
The role to increase regional economic development is well known, even more since
regions depend on knowledge activities in order to accompany the market evolution and
to be able to compete outside of their region [17]. And, for the last decades, HEI realized
their importance to the regions and evolve to entities that intend to generate economic
impact at local and regional levels and foster regional competitiveness [14, 18, 19] high-
light that in depopulated areas, this institutions should pursue regional competitiveness
and sustainability through responsible activities. In less developed regions the collabo-
ration between HEI and regional stakeholders is even more important since this can be
the only way to provide the region with needed innovative potential and competitiveness
factors [10].
The existence of a research system and high levels of human capital, and a col-
laborative network involving regional entities, public and private, is considered to be a
perfect configuration to boost regional competitiveness [19]. The collaborative network
was planned and implemented in the regions, through the CRECEER project, that is
described in 2.2.

2.2 The CRECEER Project

The CRECEER project was developed by the Portuguese Education Institution (IPB)
alongside other cross boarder Portuguese and Spanish partners and was co-financed by
the European Regional Development Fund (ERDF) through the Interreg V-A Spain-
Portugal Program (POCTEP) 2014–2020. The project duration was from 2014 until
2021.
The objective of the CRECEER project is “to promote business cooperation in rural
cross-border environments between companies and entities in the agri-food (gourmet)
372 J. M. S. R. Fernandes et al.

and tourism sectors. CRECEER wants to promote business cooperation, quality, inno-
vation and marketing of said products and services and their release to foreign markets,
with the aim of improving the competitiveness of companies in those areas close to the
border in Huelva and boosting the economy of these areas [1].
The entities that planned, developed and applied for the European funds were also
responsible for the implementation. In the Portuguese regions of Douro and Trás-os-
Montes, the education institution was the responsible entity.
At the end of the project it was expected that a cooperation dynamic between com-
panies, institutions and economic agents from the areas involved, was created, aiming to
highlight their endogenous resources and increase their competitiveness; Incorporation
of quality and design standards into the products and services offered by the companies
targeted by the project, as well as ICT technologies, their management and sales models,
to improve their individual competitiveness and their presence in foreign markets; and
finally, interaction of the agro-food and tourism sectors, through the development of
joint actions for the commercialization of quality products and services, to increase their
sales and exports, generating greater added value for their economies.

3 Materials and Methods

This research seeks to analyse the companies located in the Douro and Terras de Trás-
os-Montes regions, in a total of 28 municipalities, centring on a major trend that prospers
in the regions: endogenous products with gourmet potential and rural accommodations.
The intention was to understand the main difficulties that these companies face, their
business expectations and how they perceive their necessary actions to commercialize
outside the regions. Alongside, it was intended also to understand the perceptions of the
companies regarding the contribution of the IPB to regional competitiveness, through
the implementation of the CRECEER project.
The methodology followed in the project was based in an interpretative paradigm
and supported by a qualitative approach. The data collection joined official documents,
regional reports, various data collected from official sources. All existing information
on companies in the municipalities under analysis was collected, and the companies
most representative of regional endogenous products and tourism accommodations, were
contacted. From the initial contacts, 39 companies agreed to participate in the project
and the company’s director or managers were individually interviewed using an in-depth
interview, with an average duration of one hour.
The interviews focused on information about the company (main activity, years
of activity, and organizational structure) and about the strategic business lines (main
products/services manufactured/commercialized; main markets, clients, and competi-
tion; current manufacturing capacity; human resources; product/service differentiation;
investment in new products/innovations or new business lines; potential of new markets;
international markets; positioning; long term perspectives; and main difficulties). The
interviews were then transcribed, and a content analysis was conducted.
Combined with the interviews, individual visits were made to each one of the 29
companies that agreed to continue with the project. These visits intended to analyse areas
as quality, design, ITC, commercialization channels, marketing and digital marketing.
 The Role of Higher Education Institutions as Promoters 373

Therefore, the visits required expert knowledge from each area, and so the experts from
the IPB were the ones that supervised all the visits and analysed the information in order
to present the conclusions. After this analysis, an improvement plan was developed for
each area and for the companies that presented that necessity. Regarding marketing and
online marketing, there were 20 companies that required improvements and accepted to
make the improvements, in order to increase their competitiveness.

4 Results
4.1 The implementation of the CRECEER Project
To implement the CRECEER project, the IPB had to set up a team, the coordination
team, to manage and supervise every step of the project, taking in consideration each
team member’s expertise. This coordination team was also responsible to contact all the
involved entities and to develop all the necessary actions and to evaluate the results.

Activity I – Characterization
The project began with the collection of information necessary for activity A1 – Char-
acterization. The objective was to define the scope of these agro and tourism sectors
through the characterization of the industrial base present in each of the target areas,
including the type of companies, innovation agents and facilitating agents present in
each of them [1]. During this period, research was carried out on all existing information
in official databases, it was also necessary to contact and visit various entities to guide
the search for information and confirm data collected.
Afterwards, the mapping of the two worked regions, Terras de Trás-os-Montes and
Douro, was carried out and concluded. A list of all existing companies, producers of
products/services considered relevant and with gourmet potential, high-end or with his-
torical roots, all companies in the area of rural tourism and relevant economic agents
that potentially were interested in participating in the project, was obtained.
Initially, 39 companies agreed to participate in the project and were individually
interviewed using an in-depth interview to learn about the operation of the company
in question, to understand its integration into the business context of the region and to
understand the difficulties experienced and the vision of entrepreneurs for the future of
their products and the region. The collected data were analysed according to content
analysis.
The main considerations that aroused from the analysis is that Portugal is the main
market, and many were operating locally or regionally. The competition was clearly
identified in three degree, local, regional and national. Although local competition was
the strongest one, it was clear that it was a “friendly competition”. The companies could
identify what differentiate their product/service and justified different economic results
to different investment capabilities. Even though the companies recognized that the
participation in international fairs was a good opportunity for the business, they all felt
the costs involved were too high for a single company.
Finally, it was noticeable that companies did not feel supported by local entities and
think that there should be more information sharing between competitors, since all would
benefit from better promotion. It was also noticeable that they agreed to be involved in
374 J. M. S. R. Fernandes et al.

this project because the IPB was leading, implementing it and was responsible for every
activity. This happened due to the IPB’s reputation and also because several companies
already worked with the IPB before and had a good evaluation of that. In the words of
a company representative “Projects with the IPB, I go with my eyes closed”.
At this point, the coordination team of the IPB set up a Coordination Working Group
for each of the two regions, made up of regional economic agents and other regional
stakeholders. This was necessary due to the regional differences between Douro and
Terras de Trás-os-Montes. After the invitation to the entities, the Strategic plan of joint
and integrated actions in the sectors considered as drivers was worked out and defined,
containing the diagnosis of the situation, declaring the strategic objectives, the action
plans, the monitoring of the plan and the respective evaluation.

Activity II - Technological Innovation for SMEs

The digital transformation in SMEs, to adapt them to the digital market, could be pro-
moted with the incorporation of cloud applications into SME management processes,
such as ERPs – Enterprise Resource Planning, focused on administrative, fiscal and
accounting management or CRMs – Customer Relationship Management, to manage
and interact with customers and others. To do this, individual diagnoses and ad hoc
action plans were carried out to help the digital transformation; and a digital marketing
program for the application of marketing strategies appropriate for each company in the
field of digital media was made [1].
From the interviews it was understandable that only a few of the companies had an
online presence, a website or e-commerce function. The reason presented for this was
supported in the associated costs. The companies perceived the costs to be too high for
the prospective business they generated.
While in the agri-food companies that agreed to participate in the project a diagnosis
was carried out to determine the potential for improvement in the quality and design
of their products, in the tourist companies a diagnosis was carried out to assess the
possibility of improvement and innovation in the organization and quality of the tourist
services they offer. These analyses also intended to study the possibility of reinforcing
this improvement in quality/design/image through the creation of joint tourist packages,
combining agri-food companies with tourism companies.
Thus, 39 companies in the agri-food and tourism areas were analysed and the respec-
tive design diagnoses were prepared. 30 companies were also analysed and the respective
quality diagnoses were prepared for each one of them.
It was also carried out during this period, with the aim of facilitating the transition
from the traditional businesses of companies involved in businesses adapted to the digital
market, individual diagnoses. The 29 diagnoses carried out aimed to understand the
realities of the business and also identify needs and propose an action plan so that they
can act in the digital market. Following this analysis, companies that had the potential
to develop and apply digital marketing solutions were also studied. For the 20 interested
companies with potential, a digital marketing diagnosis was carried out and an action
plan was developed for each one of them.
Training actions were carried out in the area of ICT and Digital Marketing for the
companies involved in the project and also for companies in the studied municipalities
 The Role of Higher Education Institutions as Promoters 375

interested in attending the training. The position of the IPB in this matter was to dis-
seminate this knowledge to as many companies as possible since the objective was to
facilitate the company’s acquisition of knowledge.
This was a very important step, since the majority of the companies did not use
any cloud services or any business management software and they were aware of
what existed, the free usage possibility, and the help that the IPB experts gave in the
implementation of required software from some companies.

Activity III - Quality and Marketing of Products and Services

After individual monitoring the companies participating in the study, individual and joint
marketing plans were made, to be carried out by the companies in order to evolve in
terms of competitiveness, quality, promotion and marketing, and even with proposals for
technological evolution. It was thus possible to execute various actions to publicize the
companies participating in the project, showing the potential cooperation between the
various sectors involved and publicizing the various products and services, through the
development, production and dissemination of various digital elements. These elements
developed in the area of digital marketing are intended to enhance the transition from
traditional businesses to digital businesses, not only increasing the dissemination of
products and services, but also allowing consumers to get to know the various companies
together.
When presented with the possibility of a collaborative network, where they could
jointly develop an online platform to promote and sell their products, participate in cost-
sharing international fairs, and promote other products to their own customers, everyone
agreed that it was a good prospect.
An innovation and improvement program were launched in the design of quality and
image of gourmet products and tourist services to analyse the improvement potential of
different products and services, and design and develop innovation actions in them, with
the support of the IPB’s specialists in quality and design.
In the agri-food sector, there is a very fragmented business structure, made up of
companies with artisanal production systems and non-professional management. But
with the advantage that it often gives them the exclusivity of the type of product in the
area, which is an element of defence against more general trade. These companies will be
supported in the design of containers and packages that contain the product (Packaging),
to make it more attractive.
Regarding the tourism sector, synergies will be sought with other potential economic
activities in rural areas that contribute to consolidation and enrichment. And it will try to
strengthen the tourism business context of each area of action and its capacity to generate
new tourist products, taking advantage of the heritage, cultural events, and gastronomic
offer.

Activity IV - Communication and Dissemination

The communication activity and dissemination of the project will be an essential piece
to promote the incorporation at the same time of the entrepreneurs and main economic
agents present in each zone, and on the other hand will constitute the main instru-
ment to facilitate the diffusion and the active participation between these off the project
development.
376 J. M. S. R. Fernandes et al.

On the other hand, the communication of the objectives and the periodic dissem-
ination of the results, participants and main actions that are carried out will have an
important effect of recognition towards the participating entrepreneurs and agents, and
its consequences on the awareness and support there the project that is going to provoke
the population in different areas.
The project was extensively publicized through the media with publications in the
written press, through the IPB website and through public dissemination days in four
municipalities of the two areas of activity.

5 Conclusions
As stated previously, HEI are key elements to increase regional economic develop-
ment and this is reinforced by the establishment of the HEI’s third academic mission
that determines the expected responsible engagement toward regional socioeconomic
development [10, 17].
This was visible in the implementation of this project since almost all the companies
involved stated that they did not have the expertise or the necessary investment to improve
the different areas of the project’s intervention. Also, they all stated that they joined the
project since it was the IPB, that they all recognized and the majority already worked or
requested their services, otherwise they would not be so available to give access to their
companies.
It was possible to understand that most of the enterprises feel that it is very hard to
work in these regions, that they face difficulties to expand their geographic business area
and they all feel that a partnership, a cooperation between local or regional companies
could make it easier to reach a broader audience and attract new clients.
In the end of the project, 20 companies finished all the proposed activities and
evaluated their participation as very positive, since they had an intervention from different
experts in different areas, that pointed out the aspects that could be improved and helped
them implement those improvement measurements.
The companies’ feedback is that they are only sorry they can’t afford to implement
all the suggestions presented by the IPB’s because they recognize it would improve their
businesses, however the ones they did implement already made some positive difference.

References
1. CRECEER - Creation of business cooperation networks in rural cross-border regions between
companies in the gourmet agri-food and tourism sector (n.d.). https://creceer.org
2. Blasco, A., Llop, M., Martí, F., Alabart, J., Carrizosa, M.E.: Poder de les idees. Publicacions
URV, Impactes de la URV sobre la societat (2011)
3. Pina, I., Delfa, M.T.: Rural tourism demand by type of accommodation. Tour. Manage. 26(6),
951–959 (2005)
4. Hérnandez-Maestro, R.: Management response to eWOM in rural lodging establishments.
Spanish J. Mark. 24(2), 263–278 (2020)
5. Krói, K.: The application of web analytics by owners of rural tourism facilities in Poland. J.
Agribusiness Rural Dev. 54(4), 319–326 (2019)
 The Role of Higher Education Institutions as Promoters 377

6. Wang, H., Li, Q., Wang, S., Jin, C.: A comparative study of the official projection image of
rural tourism destinations and tourists’ perception image. In: 2020 International Conference
on World Trade and Economic Development (WTED 2020) Proceedings, 22–36 (2020),
Clausius Press (2020)
7. Peña, A., Jamilena, M., Molina, M.: Impact of market orientation and ICT on the performance
of rural smaller service enterprises. J. Small Bus. Manage. 49(3), 331–360 (2011)
8. Roberts, E., Beel, D., Philip, L., Townsend, L.: Rural resilience in a digital society. J. Rural.
Stud. 54, 355–359 (2017)
9. SARURE (n.d.). Save Rural Retail. Interreg Europe, European Union. https://projects2014-
2020.interregeurope.eu/sarure/
10. Fonseca, L.: Designing regional development? exploring the university of Aveiro’s role in the
innovation policy process. Reg. Stud. Reg. Sci. 6(1), 186–202 (2019)
11. Benneworth, P., Fitjar, R.: Contextualizing the role of universities to regional development:
introduction to the special issue. Reg. Stud. Reg. Sci. 6(1), 331–338 (2019)
12. Sánchez-Barrioluengo, M.: Articulating the ‘three-missions’ in Spanish universities. Res.
Policy 43(10), 1760–1773 (2014)
13. de la Torre, E., Rossi, F., Sagarra, M.: Who benefits from HEIs engagement? an analysis of
priority stakeholders and activity profiles of HEIs in the United Kingdom. Stud. High. Educ.
44(12), 2163–2182 (2019)
14. Kangas, R., Aarrevaara, T.: Higher education institutions as knowledge brokers in smart
specialisation. Sustainability 12, 3044 (2020)
15. Unger, M., Marsan, G.A., Meissner, D., et al.: New challenges for universities in the knowledge
triangle. J. Technol. Transfer. 45, 806–819 (2020)
16. Meyer, J., Pillei, M., Zimmermann, F., Stöglehner, G.: Customized education as a framework
for strengthening collaboration between higher education institutions and regional actors in
sustainable development—Lessons from Albania and Kosovo. Sustainability 10(11), 3941
(2018)
17. Chatterton, P., Goddard, J.: The response of higher education institutions to regional needs.
Eur. J. Educ. 35(4), 475–496 (2000)
18. Budyldina, N.: Entrepreneurial universities and regional contribution. Int. Entrepreneurship
Manag. J. 14(2), 265–277 (2018). https://doi.org/10.1007/s11365-018-0500-0
19. Garcia-Alvarez-Coque, J.M., Mas-Verdú, F., Roig-Tierno, N.: Life below excellence: explor-
ing the links between top-ranked universities and regional competitiveness. Stud. High. Educ.
46(2), 369–384 (2021)
 Indigenous Painting in Ecuador and Its Impact
on Cultural Identity

Pablo Alejandro Quezada-Sarmiento1(B) , Xavier Andrés Barnuevo-Solis2 ,

Patricia Marisol Chango- Cañaveral3 , Mauricio Patricio Artieda–Ponce3 ,
and Silvia Imbaquingo -Narváez4
1 Centro de Investigaciones en Humanidades y Ciencias de la Educación-CICHE, Facultad de
Ciencias de la Educación, Universidad Indoamérica, Bolívar 2035 y Guayaquil, Tungurahua,
Ambato, Ecuador
[email protected]
2 Carrera de Artes Plásticas de la Facultad de la Educación, El Arte y la Comunicación,
Universidad Nacional de Loja, Loja, Ecuador
[email protected]
3 Universidad Técnica Particular de Loja- Facultad de Ciencias Económicas y Empresariales,
1101608 Loja, Ecuador
{mpartida,pmchango}@utpl.edu.ec, [email protected]
4 Universidad de Especialidades Turísticas, Carrera de Gestión Cultural, Quito, Ecuador

[email protected]

Abstract. Painting since ancient times has been part of the indigenous people as
a form of expression and a path of development, a creative activity that, like all
the others, fluctuates between the net aesthetic impulse and the tacit demand of
the market. The painting values the indigenous tradition and seeks to repair the
abuses of its population, which has suffered, rejection and ignorance by society,
both politically, socially, economically, and culturally over time. The pioneers in
indigenist paintings were indigenous people from the Tigua area, among others.
For the development of this work, a review of the bibliography is considered,
through consultations conducted in the databases of scientific articles focused on
the indigenous painting of Ecuador.
The results have shown, among other things, the particularities of indigenist
painting, they have found that in Ecuador, from the second half of the 20th cen-
tury, artists such as Eduardo Kingman and Oswaldo Guayasamín appear, and
later representatives such as Heriberto Chango, make that indigenous painting be
seen in a different way, Roberto Gómez, who uses a pseudonym “CAPAC”, as a
recognition of the vindication of culture, ancestral knowledge and of his remote
ancestors, in the same way Cristóbal Ortega Maila, Ramón Piaguaje, an artist
Amazonian, Naekat Tiwip Chamik, from the Shuar culture. From that vision a
current of indigenous painters was born who have taken over the art of painting
as a form of representation of their knowledge of nature.

Keywords: Art · Cultural · Eduardo Kingman · Indigenous painting · Oswaldo

Guayasamín

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 378–387, 2024.
https://doi.org/10.1007/978-3-031-44131-8_37
 Indigenous Painting in Ecuador and Its Impact on Cultural Identity 379

1 Introduction

Painting since ancient times has been part of the indigenous people in the countries
in which they live. Latin American artists from pre-Hispanic people have been able
to appropriate the concepts and aesthetics of the primitive inhabitants of America [1]
rigorously and truly defiantly. Hence their particular interest in art. According to [2] share
the versatility of the paintings, within theoretical conceptions that consider indigenist
cave representations as part of a graphic belonging to a system of communication and
expression in the Indigenous villages.
Hence, the importance of detailing the achievements and formations of indigenous
people in art. Since time immemorial, painting for the indigenous people has been a
form of expression and a path of development, a creative activity that, like all the others,
fluctuates between the net aesthetic impulse and the tacit demand of the market. With
him, an entire people reaffirm and legitimizes itself, making known to the world its truth
and its history, its clamor and its desires, its ideals and its pleasures, in a poetic and
often simple, but rarely false, way if it is practiced in pursuit of the survival of a group
and a culture, which from that peaceful tension, generates a new and effective form of
resistance [3].
In Ecuador, there are great representatives of indigenous painting, who are not
yet known, in the field of Ecuadorian culture, which generates concern at the cultural
level. Being necessary to give them the necessary approach in the artistic fact. Of the
well-known characters of Ecuadorian origin, Oswaldo Guayasamin stands out, who is
one of the examples of South American painters popularly recognized outside its bor-
ders. Oswaldo is undoubtedly a genuine representative of indigenous expressionism,
committed to his own culture and the social reality of his land.
The importance of this research, in making other artists known, that they are part of
the art and in turn consider them as a source of example and commitment to change the
reality of the indigenous. This research is conducted considering the little representation
of indigenous paintings in the artistic medium. This facilitates the recognition of others,
the artistic career of those who obtained great national and international recognition,
becoming great exponents of Ecuadorian culture through painting. In recognition of
the work, they do and expressing the interculturality that this beautiful country called
Ecuador
On the other hand, it is important to recognize the work of artists to make their works
known, not only internationally but also nationally, which allows other people who have
the talent to be linked

2 Context

According to [4] Indigenism, is a political and social movement that highlights invisible
elements of indigenous cultures.
These ideological current aims to focus on the role of the indigenous community
in society, while at the same time denouncing the social injustices that this group has
had to face historically. Indigenism was born against the current of this practice. In this
sense, the artistic part communicates social messages from art to the discriminatory
380 P. A. Quezada-Sarmiento et al.

social system and the works are intended to be elements of advocacy and protest. It can
be pointed out that indigenism aims to rescue the importance of the indigenous in the
construction of national identity and history.
The painting values the indigenous tradition and seeks to repair the abuses of its
population, which has suffered from rejection and ignorance by society, both politically,
socially, economically, and culturally over time.
[5] refer that: The representation of the indigenous in the work of Camilo Egas
provoked respect, curiosity, and defiance in those who admired it. All this allows us to
recognize that Camilo Egas was a forerunner of indigenism in Ecuador, since his work
informs us about his influences and their convergence for the formation of his style [6]
makes an appreciation of indigenism as a pictorial and literary current of national identity
based on the social construction of race and claim. Social of culture and customs as well as
to show the rural. In the field of painting, the visualization processes of these differences
are fundamental arguments in the ways of acting and evaluating the themes. Artistic
production emerges in anonymous or alternate spaces, marked by social fissures that are
expressed through categories such as gender, ethnicity, and social class. Relationships
are managed with certain cultural codes that pre-exist in the same genealogical matrix
in which the artist is contextualized.
In this aspect [7], refers to the fact that the artist is framed between the past and the
present, which gives him a will to express and produce his art in the face of unauthorized
discourse, as an exercise in resistance. And political action that is expressed in his works.
So, the works are significant to demonstrate the message and transcend the history of
a nation, the paintings indicate many aspects of life in a time and personality trait of
an author and constitute part of the cultural heritage. Its transcendence is such that it
modifies the culture, and the way things are seen from the author’s point of view. From
the perspective of indigenism, new conceptions are born -theoretical and practical- about
the pictorial representation related to the romantic aesthetic and its formalization in the
execution of the sublime landscape, while they supposed the beginning of this pictorial
genre in the country. However, this new landscape painting was not gradually accepted
as its own genre until well into the second half of the 19th century, after a gradual change
in taste. For this reason, the “motives” traditionally represented will also be –in part–
questioned for not being in accordance with the new spirit of modernity and progress
that the elites advocated [8].
In this context, the representation of women in Ecuadorian art, and in the indigenist
trend, [9] opened a window towards a time and practices related to the participation of
women in the plastic arts in Ecuador, within the framework of art with a social function.
Young female artists, aware of themselves as individuals with rights and with a role in
society. Militants. Talented. Enthusiasts. Sensitive. Teachers. Members of a generation
that did what was in their power, and from their position, to make the world less socially
unfair.
The Pinero’s in indigenist paintings, according to [10] saw their first representatives,
for example, in the indigenous people of the Tigua area. Tigua’s painting are cultural
manifestations that constitute true acts of memory, that show a clear conscience to
communicate their inner world and their original geographic context; Because there is no
split between nature and human beings, the authors express the harmony between living
 Indigenous Painting in Ecuador and Its Impact on Cultural Identity 381

beings, especially the communication and interesting relationships between animals and
the indigenous inhabitants of various areas of the country. The theme, at first, was limited
to traditions and myths of the countryside, daily life, and religious festivals.
The art of Tigua is, to a great extent, a consequence of this stage of partial renewal
and opening. Not by chance, it is at this time that the Indians of the region begin to paint
and spread their art outside the community. It was the new situation that allowed this
ethnic group to capture its special vision of itself in pictures and offer it to the avidity
of the foreign public, open its roots to a tourist market seized by the desire to apprehend
the cultural essences lost forever by modernity.
The colorful paintings are recognized throughout the world for the creativity with
which daily life is represented in the Ecuadorian highlands [6].
According to [11] The National Institute of Cultural Heritage has developed general
and specific categories to catalog intangible heritage, through the analysis of cultural
manifestations in Ecuador, and they are expressed in a catalog of areas and sub-areas.
Within the general category of “social uses, rituals and festive acts”, in the sub-area
of “traditional trades” are cataloged, for example, the Paintings of Tigua-Zumbahua,
Cotopaxi. Thanks to the fact that the indigenous peoples of the Ecuadorian highlands
resisted the weight of Spanish domination and the pressure of Christianization, having
to use multiple resources to keep alive the most relevant aspects of their identity, the
Pacha mama or mother earth, for example It has great significance in their culture and
has been used in their paintings.
The main referents of indigenism, such as Oswaldo Guayasamin, Gonzalo Endara
Crow among others, turn their interests towards the social reality and the autochthonous.
It is at that moment that the Ecuadorian proposals as such are born, far from the colo-
nial or republican assumptions, and the exploration of their own iconography begins.
Like- wise, it is framed in what is called “Latin American Magical Realism” or “Magi-
cism”. Paintings. In contemporary times, indigenous painting belonged to mestizos who
sympathized with the indigenous processes and colored their realities [12].

3 Methodology
For the development of this work, a review of the bibliography is considered, through
review conducted in the databases of scientific articles focused on the indigenous painting
of Ecuador. To do this, the following combinations of terms as well as keywords are
used to search for information in the bibliography: Indigenism, indigenous painting,
indigenous painters, the articles collected were found in English and Spanish. In addition,
to refer to the Laws and public bodies to cover all the spaces that encompass the subject
matter of study [13].
The articles must be linked to the general objective of the research, which is: To
determine the incidence of indigenous painting in Ecuador. Therefore, they must have
reliable information that guarantees the quality of the information. For the inclusion and
exclusion criteria, the first (inclusion) was considered: that the selected articles contain
coherent and functional information for the development of this work, in addition to
coming from a reliable database, and that it contains the name of the author, the year
of publication, the type of research, the journal of origin [13], and that the articles
382 P. A. Quezada-Sarmiento et al.

are at least 10 years old. At the end of the search, a first list of functional articles is
considered, which will be included in this theoretical review, later it will be further
filtered, considering changing it as appropriate as soon as the final review of this article
is conducted. Considering the usefulness and functionality in the final writing of the
article. It should be added that the exclusion criteria ruled out all those articles and/or
authors who did not meet the inclusion criteria.

4 Results
The results have shown, among other things, the peculiarities of indigenous painting,
they have found that in Ecuador, from the second half of the 20th century, artists such
as Eduardo Kingman and Oswaldo Guayasamín appear among others, who would be at
the forefront of the Ecuadorian art, characterized (see Fig. 1).

Fig. 1. Indigenous woman

In the Fig. 2 the work the Ediberto Chango is shown.

Another bulwark is Roberto Gómez, who uses a pseudonym “CAPAC” as a recog-
nition of the vindication of culture, ancestral knowledge, and his remote ancestors. Art
was part of his life from an early age, as a possibility in which he finds a land where he
has total belonging. The abstract spiritual feeling that inhabited him, together with the
fear that the religion of his parents and grandparents (the God of conquest) produced in
him, led him to find other practices and other ancient cultures. All of them taught him
to question his own mental patterns: his own history [15] (Fig. 3).
Cristóbal Ortega Maila is a Quito painter and sculptor, descendants of the Kitu Kara
culture. A boy who years later revolutionized the art of finger painting, becoming one of
the most representative Ecuadorian artists of the 21st century. Ortega Maila’s childhood
was developed in the Collacoto neighborhood, on the property of the family, which
bordered the “María” hacienda, in this place I feel the inequity of landowners, compared
to mestizos. After months he left his house after a family argument, arriving at the Plaza
de la Merced, in Quito, where he worked making portraits. This experience that helped
 Indigenous Painting in Ecuador and Its Impact on Cultural Identity 383

Fig. 2. Ediberto Chango

Fig. 3. Moon calendar of CAPC

him understand the way of life of the people of the street, as well as to discover and
practice the art of painting, receiving an important reception not only for his pictorial
works, but also for his impulse in favor of culture Ecuadorian [16]. In the Fig. 4 the work
of painter Ortega is shown.

Fig. 4. Painter Ortega

384 P. A. Quezada-Sarmiento et al.

In the Amazon, Ramón Piaguaje, an Amazonian artist, of Secoya origin, a population

that belongs to the indigenous nationalities of the Amazon, nobody taught him to paint
only the jungle, his Amazon, and an innate gift urged him from a youthful age to draw in
the air or in the sand. Two evangelizing priests noticed Piaguaje’s skills and encouraged
him to continue drawing. He discovers colors after many years of drawing and creates
pigments with plants and flowers from the Amazon, which look more beautiful than oil;
In his works he mixes oil and its pigments. He is a self-taught artist; he was never in any
learning center [17].
In addition, Naekat Tiwip Chamik, from the Shuar culture, born in the province
of Morona Santiago, studied at the Faculty of Plastic Arts of the Central University
of Ecuador, obtaining a degree in Sculpture and Ceramics. He made individual and
collective exhibitions in various cultural institutions of the country. He won the first
prize in the “Flor Ecuador” bi-annual painting and photography contest in 2010; and
Second place in the “Intercontinental Biennial of Indigenous Art”, in 2012 [18].
The indigenous influence on art has been one of the first topics to be raised since
studies on colonial Hispanic American art and architecture began at the beginning of the
century, hence its particular importance [19].
The artistic practices of indigenous peoples, in the same way, question the insti-
tutionality of art and establish new forms of circulation and production of the work,
which takes the community as an element that activates and dynamizes the development
of the work and breaks with the idea of authorship and individual genius of the artist
[20]. Hence, the diffusion of painting by indigenous artists is done from audiovisual
practices that are a particular type of cultural mediation and social uses of the media and
communication technologies, to spread their art [21].
Indigenous artistic practices are heterogeneous, which is why they should not be
homogenized by attributing to them a necessarily communal and ritualized character.
The indigenous artist can include himself in conventional media or move away from
them seeking a change, according to his own needs. The important thing is to understand
that indigenous artists can reflect, create, confront knowledge, and represent themselves.
Along these lines, it is equally necessary to point out that the stigma inherent to mandatory
inclusion must be set aside, to legitimize the universality and decolonization of artistic
spaces [22].
Indigenous aesthetics tend to be circumscribed in the dichotomy between the artisanal
and the artistic, in a dispute over the presence of one and the other, in the world of
contemporary art, which allows and excludes random artistic practices [23].
The production of indigenous artists, who mix cosmological references and indige-
nous views with appropriations of artistic canons, languages, and Western technologies.
Artists who occupy institutionalized spaces and are inserted in the contemporary art
market, promoting fissures in the hegemonic narratives about people [1].
Rosero’s artistic practice moves away from the environmentalist rhetoric of “pro-
tecting and defending nature”, since this presupposes that nature exists beyond what is
human. The contribution of Anticipation to an absence (or Yasuní 2.0) consists of think-
ing of nature as a hybrid entity, of which we are part as a species with our processes of
urbanization, industrialization, mobility, among others. In this sense, the work connects
 Indigenous Painting in Ecuador and Its Impact on Cultural Identity 385

with the anthropological and ecological conception of nature promoted by some activist
movements [24].

5 Conclusions

Indigenism was born in Ecuador, in the hands of mestizo painters, as great representa-
tives are Oswaldo Guayasamín, and others who have achieved from painting a cry of
indigenous society, culture and customs. There is no doubt that indigenous painting as
such has managed to evolve and shapes the visualization of a life from the perspective
of the countryside, nature and the suffering of a people who have suffered enormous
misfortunes, to become a part of the essence and culture of Ecuador.
The new referents of indigenous painting are shaping a new vision of cultural inter-
pretation, the way they live, tell their own stories with the materials they work with.
They tell a new worldview of life, the coexistence of their peoples, ranging from the
simplicity of the areas where they live, to the spirituality with mother earth. His art starts
from simple things, as a valorization process and consequences of an evolution of art
and culture based on his own ethnic and cultural commitments. They still must be better
known in the common ideology of the people, which implies that they must be massified
and contemplate better attributes so that people can see them as artists of immense value.
Likewise, the results show that indigenism has been in the cultural arena for many
years, with artists who have marked the experiences of the indigenous people, but not
only out of empathy, as a social protest and as a visualization of the great inequalities of
the society of the time. They have enhanced the customs, the day to day, to portray them.
From that vision a current of indigenous painters has been born who have taken over
the art of painting as a form of representation of their knowledge of nature. Convictions
have changed and the trend of new artists creates a more critical environment for the
artistic creation of indigenous painting in Ecuador.

References
1. Medina, Á.: El indio y el arte indigenista principios del Siglo. XX. Ensayos. Historia y teoría
del arte, N. 10, 11 fotos, Bogotá D. C., 2005, Universidad Nacional de Colombia, pp. 143–177
(2005)
2. Oliva, F., Panizza, M.: La representación de una ‘embarcación’ como evidencia del contacto
hispano-indígena en el Sistema Serrano de Ventania (Provincia de Buenos Ai- res, República
Argentina); en REA, Nº XXII, 2016; Escuela de Antropología - FHUMYAR – UNR, pp. 231–
253 (2016)
3. Valiñas, F.: Los pintores de la tierra del cóndor. El arte de Tigua (Ecuador). Cuader- nos De
Arte De La Universidad De Granada, 39, 233–250 (2008). Recuperado a partir de https://re-
vistaseug.ugr.es/index.php/caug/article/view/299
4. Panchi, W., Republicana, H.D.A.L., Canela-Ruano, A.: El indigenismo en Ecua- dor a
través de la obra de Camilo Egas. A. Canela, Historia de América Latina Republicana, 1–
10 (2019). https://www.academia.edu/download/63590259/El_indigenismo_en_Ecua-dor_
a_traves_de_la_obra_de_Camilo_Egas20200610-128856-1ne9v.pdf
386 P. A. Quezada-Sarmiento et al.

5. Celi, J.: El proceso de ruptura de la pintura ecuatoriana entre 1999 y 2007. Quito, 2015,
102 p. Tesis (Maestría en Estudios de la Cultura. Mención en Artes y Estudios Visuales).
Universidad Andina Simón Bolívar, Sede Ecuador. Área de Letras (2015). http://hdl.handle.
net/10644/4534
6. Valiñas, F.: Los pintores de la tierra del cóndor. El arte de Tigua (Ecuador). Cuader- nos De
Arte De La Universidad De Granada 39, 233–250 (2008). Recuperado a partir de https://rev
istaseug.ugr.es/index.php/caug/article/view/299
7. Vela, J.L., Vera, C.C.: LIBS aplicado al análisis e identificación de pigmentos inorgánicos en
pinturas de dos pintores ecuatorianos: Antonio Salas y Joaquín Pinto. Optica pura y Aplicada
45(3), 335–343 (2012). https://dialnet.unirioja.es/servlet/articulo?co-digo=4030300
8. Puig, X.: Romanticismo Y Pintura De Paisaje En El Ecuador Decimonónico: El Caso De
Rafael Salas (1826–1906). Boletín Academia Nacional De Historia 100(207), 13–49. Recu-
perado a partir de (2022). https://www.academiahistoria.org.ec/index.php/boletinesANHE/
article/view/252
9. Vera, E.: La pintura social como medio de acceso al campo artístico de tres mujeres en
el Ecuador de la década de 1930 Alba Calderón, Germania Paz y Miño y Piedad Pare-
des (2017). https://www.uasb.edu.ec/casa-andina-site/wp-content/uploads/sites/13/2021/04/
Tesis-no-tas-y-bibliografia-figs.-comentarios.pdf
10. Ivers, M.: Poemas a colores: memoria e identidad indígena en la pintura de Tigua. Quito:
Universidad Andina Simón Bolívar, Sede Ecuador; Corporación Editora Nacional, 2012. 86
p. Serie Magíster, no. 115 (2012). http://hdl.handle.net/10644/3346
11. Perez, E., Perez, I.: Valoración de las pinturas de tigua desde la cosmovisión an- dina en la
parroquia de Zumbahua. RIIPAC: Rev. sobre Patrimonio Cult. (8), 1–11 (2016)
12. Easyespanol. Gonzalo Endara Crow, Realismo Mágico. Easy Español. Recuperado 9 de agosto
de 2022, (2018, 4 septiembre). de https://www.easyespanol.org/blog/sa-bias-que/gonzalo-end
ara-crow/
13. Quezada-Sarmiento, P.A., Elorriaga, J.A., Arruarte, A., Washizaki, H.: Open BOK on software
engineering educational context: a systematic literature review. Sustainability (Switzerland),
12(17) (2020). https://doi.org/10.3390/SU12176858
14. Heraldo, E.: Arte indígena entre los mejores del Ecuador. El Heraldo. Recuperado 9 de
agosto de 2022, (2020, 20 agosto), de https://www.elheraldo.com.ec/arte-in-digena-entre-
los-mejores-del-ecuador/
15. Artmajeur, M.O.P.|(2018, 2 febrero). Aprenda sobre la biografía, educación y logros de Pintor
Ortega Maila. Artmajeur Galería de Arte en línea. Recuperado 9 de agosto de 2022, de https://
www.artmajeur.com/es/pintorortegamaila/presentation
16. El Universo. Ramón Piaguaje, el artista amazónico. Recuperado 10 de agosto de 2022, de
(2016, 28 noviembre). https://www.eluniverso.com/vida-estilo/2016/11/28/nota/5925724/ra-
mon-piaguaje-artista-amazonico/
17. Avila, K.: Naekat Tiwip Chamik - 2.1 ¿Cómo un pueblo pequeño en número
pudo llegar a culturizar toda una? Library. Recuperado 9 de agosto de 2022, de
(2008). https://1library.co/article/naekat-tiwip-chamik-c%C3%B3mo-pueblo-pe-que%C3%
B1o-n%C3%BAmero-aculturizar.y6en6g4z
18. Kennedy, A.: La esquiva presencia indígena en el arte Colonial quiteño. Procesos. Rev.
Ecuatoriana De Historia 1(4), 87–101 (1993). https://doi.org/10.29078/rp.v1i4.468
19. Kowii, N.: El concepto Sumakruray: una categoría que permite definir y analizar las funciones
que tiene el arte para el pueblo kichwa- Otavalo. Quito, 2016, 81 p. Tesis (Maes- tría en
Estudios de la Cultura. Mención en Artes y Estudios Visuales). Universidad Andina Simón
Bolívar, Sede Ecuador. Área de Letras y Estudios Culturales (2016). http://hdl.handle.net/
10644/5483
20. León, C.: Poéticas y políticas del video indígena en el Ecuador. Quito: Universidad Andina
Simón Bolívar. Sede Ecuador, 49 (2015). http://hdl.handle.net/10644/4313
 Indigenous Painting in Ecuador and Its Impact on Cultural Identity 387

21. Rivadeneira, M.: Dinámicas estéticas-conceptuales del arte. Historia y valoración del arte
indígena en Ecuador. [Trabajo de Titulación modalidad Proyecto de Investigación previo a
la obtención del Título de Sociólogo]. UCE (2021). http://www.dspace.uce.edu.ec/handle/
25000/26069
22. Cortés, L.: Microrregiones estéticas: Disputas y resistencias visuales indígenas en la Ama-
zonía contemporánea. Cuadernos de Música, Artes Visuales y Artes Escénicas 16(2): 16–39
(2021). https://dialnet.unirioja.es/servlet/articulo?codigo=8009281
23. Luna, G.A.G., Flores, M.B.R., Melo, S.F.: Arte Indígena Contemporânea: Decolonialidade
E Reantropofagia (2021). https://scholar.archive.org/work/qeskft2bv5hg7guogriz-cfehf4/acc
ess/wayback/https://periodicos.ufes.br/farol/article/download/35982/25196
24. Valdez, A.: Representaciones de la selva amazónica en el arte contemporáneo del Ecuador:
estudio de casos; Selva de Christian Proaño y Anticipación a una ausencia -o Yasuní 2.0- de
Paúl Rosero Contreras. Quito, 2019, 154 p. Tesis (Maestría en Estudios de la Cultura. Mención
en Literatura Hispanoamericana). Universidad Andina Simón Bolívar, Sede Ecuador. Área
de Letras y Estudios Culturales (2015)
 Proactivity, a Need, or a Trendy Word?

Alexandra O’Neill1,2(B) and Mariana Marques1,3

1 ISG - Business & Economics School, Lisbon, Portugal
{Alexandra.oneill,mariana.marques}@isg.pt
2 CIGEST – Centro de Investigação em Gestão, Lisbon, Portugal
3 GOVCOPP - Research Unit on Governance, Competitiveness and Public Policies,

Aveiro, Portugal

Abstract. Objective: Present times, in a global context, ask for organizations

and individuals that “act in a proactive way”. Organizations claim it, individuals
pursue it, but do we understand what proactivity is? Is it relevant in actual times?
Who, when and where it should be appropriate and imply an advantage if adopted
as a behavior? And if so, how may we approach Proactivity, and how much of
it will be beneficial for individuals and organizations? Proposing Proactivity as
a process, a triad of variables can we understand the concept and its relevance?
These are some of the challenges we aim to understand.
Methods: Using secondary and primary data, experience, and qualitative
research the authors developed in the book they published on Proactivity, and
a research survey they developed for the present work, the authors compare and
analyze sources and develop proposals to consolidate the hypothesis.
Results: The qualitative and quantitative analysis results, supported by pri-
mary and secondary research methods and critical thinking, strengthen the view
of relevance of the proactive approach, clarifying the perspective of proactivity as
a process.
Conclusion: Our analysis supports the thesis that proactivity is relevant, and
that it should be thought about as a process, and that explicit and implicit overall
advantages of the adoption of this behavior are relevant for individuals and orga-
nizations. Proactivity is, in this sense, proposed as a relevant, favorable, dynamic,
and developing process, if well prepared and planned, that includes the interaction
between the individual, others, and the context.

Keywords: Proactivity · Process · Interaction · Context

1 Introduction

The world demands that individuals and organizations act in a proactive way, but do
we understand what proactivity means? Moreover, if we understand its meaning and
learn how to approach it, are we able to apply it in a beneficial way? Fundamentally, is
Proactivity a real individual and collective need or simply a trendy word that society is
using without knowing its true meaning?

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 388–396, 2024.
https://doi.org/10.1007/978-3-031-44131-8_38
 Proactivity, a Need, or a Trendy Word? 389

In a context of continuous disruption, change, and evolution, with fast pace techno-
logical development and global blending, the capacity to mobilize ourselves towards the
goals we propose, not only in our careers but also in our personal lives will constitute a
priceless tool to grab control of our lives.
War, public health threats, globalization, are all catapulting fundamental sparks of
change, but summed with technology and digital connection, have the capacity of trans-
forming individuals into reactive spectators, flooded with the feeling of overwhelm-
ing incapacity to control decisive variables of their lives and connect in an effective
productive way.
Considering this context and taking into account that proactivity is an individual
option (Grant & Ashford, 2008), it is intriguing to understand what makes us different,
what makes some of us MAKE IT HAPPEN, and some WHATCH IT HAPPEN.
The concept of proactive personality was studied in 1993, by Bateman e Crant, who
defined proactivity as an individual difference that makes individuals act to influence the
context, they are in. Individuals with proactive personalities identify opportunities for
change, are focused on solutions and show initiative, are persistent, as indicated by Leav-
itt (1988). Assuming that proactivity is what literature states, and as defined by Parker,
Bindl and Strauss (2020), it is taking control over what happens, it also involves ambition
and effort to bring change towards a different future. Literature points to the individual
and the effect of personality as a variable for the approach (Crant, 2000), nevertheless
context is indicated a part of the equation of proactive behavior adoption, namely the
feeling of trust (Sonnentag, 2003, Parker et al., 2006), and organizational culture (Crant,
2000). According to Zhao et al (2023), proactive behavior should be adapted to individ-
ual socialization goals. Also, a proactive personality in an organizational context could
help to deal with ambivalent situations (Wu et al, 2023).
In this sense we aim to propose that a balanced, prepared, planed choice, contem-
plating a triad of variables, may imply in a true vision of proactivity (in contrast to a
personality trait approach, a learned behavior or even a trendy word with no understand-
ing, application, or advantage), which entails in a relevant, complex, dynamic, evolutive,
contextualized process, including the individual, third parties and the framework.

2 Methodology

One of the authors co-published a book on Proactivity in 2022, named “Be Proactive!
Assume Control”, a book developed around an aeronautical metaphor, comparing proac-
tivity to the art of flying, aiming to clarify the concept, and alert to the foundations that
ensure its success, namely in a professional context. During the writing of the book the
authors made interviews with 10 Portuguese individuals that have marking stories, (5
male, 2 female, C level or equivalent professionals with 2nd cycle level of studies) ask-
ing the fundamental questions applied to proactivity. The interviews were made between
December 2021 and March 2022.
Adding to the content analysis of the referred interviews, the exploration of secondary
and primary research data was contemplated, using literature, experience in the corporate
and academic context, and an online survey.
390 A. O’Neill and M. Marques

As for primary research, in the online survey, we observed 80 individual answers,

demographically constituted by 40% women, 60% men, 1% with 3d cycle level of
studies, 25% 2nd cycle of studies, 50% 1st cycle level of studies, and 25% other levels.
The survey was carried out between January and February, 2023.
In terms of instruments a survey considering 8 closed questions and 1 open question,
and 10 individual interviews were analyzed. The research survey was distributed by an
internet site, and the collection of its respective primary quantitative and qualitative data
was accomplished.
The qualitative approach contemplated, a content analysis of the interviews and of the
answers to open questions was conducted. As content analysis is the research technique
for objective, systematic descriptive research of the content of communication (Berelson,
74), and constitutes a methodology based in the comprehension of human communi-
cation including various supports that allows objectivity, intersubjectivity, validity and
replicability, we considered content analysis the appropriate research tool to determine
the presence of words and concepts in means of communication, allowing the quantifica-
tion and identification of the presence, significate and relation between them, considering
the source of analysis, the interviews, and open answers to the survey, complemented
them with the closed questions of the survey.
The steps of the methodology utilized include contextualization, codification of the
text, and division in categorized sections. After the analysis, the results were inferenced
and validated in principle, through the analysis and construct of a stable content and
categorization formulation.
Methodology application: The hypothesis in analysis corresponds to the validation
of the understanding that proactivity is in fact a relevant process, implying not only in
the action of the individual but also in third parties and in the context. The population
of interest is the “productive population”, in this mean insure by the level of education.
In terms of categorization and codification, subjective aspects of categorization like
emotion were not contemplated in the analysis. A closed codification was considered,
and the unit of analysis is sentences and words.
In the presentation of results, besides the presentation of the quantitative analysis of
the answers to the surveys in terms of % of acceptance, the content analysis related to
the presented hypothesis, indicated in the theme, objectives and analytical approach, the
category dictionary as well as the respective results are presented.
Proposal: Besides the closed questions included in the survey, a procedure to analyze
the open question of the survey and the semi structure questions of the interview was
conducted to verify associated cognitions related to proactive process: the individual,
third parties, the context, proactivity’s relevance.
Defined categories and subcategories (Table 1):
 Proactivity, a Need, or a Trendy Word? 391

Table 1. Defined categories and subcategories.

Category Description Example Item Subcategory

Individual (A) Aspects directly “…proactivity has 1 A1. Personality
related with the actor helped me deal with trait or learned
uncertainty…” behavior
2 A2. Individual
necessity
3 A3. Individual
development
Third parties (B) Aspects related with “…proactivity 4 B1. Collective
others, with benefits the way I contribute
interaction manage my team and 5 B2. Impact on
my superiors…” others
6 B3. Personal or
professional
management
Context (C) Aspects related to the “…The right context 7 C1.
context, environment is essential for its Contextualization
or involving culture application…” 8 C2. Culture
9 C3. Sphere of
application
Relevance (D) Aspects related to the “…proactivity makes 10 D1. Advantages
outcome, advantages a difference in change 11 D2. Impact
or impact management…”
12 D3. Benefits

Procedure: Semi-structured open questions were contemplated in the interviews

and survey, complementing the closed questions applied, verifying beliefs regarding
proactivity, to proceed to the analysis of the answers.
The categorization used for the interviews and open questions, was open or inductive,
as the questions where specifically developed for the proposed goal. This categorization
is related with the inexistence of a specific categorization in literature that is adaptable
for the preconized goals. The obtained answers were transcript and classified in four
categories which the contents are presented in the results section.
Using the inductive method, the content categorization of the content of the answers
was possible to obtain from the transcription texts, with reference to the interviews
or survey answers. Subsequently, a classification and a combination of answers was
accomplished considering the established categories.
392 A. O’Neill and M. Marques

Table 2. “How do you define Proactivity?” | matrix of categorization | Survey

Category Item Subcategory Subcategories Category

Individual (A) 1 A1. Personality trait or 9 17% 37 70%
learned behaviour
2 A2. Individual necessity 3 6%
3 A3. Individual 25 47%
development
Third parties (B) 4 B1. Collective contribute 0 0% 0 0%
5 B2. Impact on others 0 0%
6 B3. Personal or 0 0%
professional management
Context (C) 7 C1. Contextualization 3 6% 4 8%
8 C2. Culture 0 0%
9 C3. Sphere of application 1 2%
Relevance (D) 10 D1. Advantages 0 0% 12 23%
11 D2. Impact 12 23%
12 D3. Benefits 0 0%
53 100% 53 100%

Abstract of the proposed methodology:

Data recovery: semi-structured interviews and survey
Codification: by content
Category: open (interviews + survey) + closed (survey)
Unit of analysis: words and sentences
Approach: inductive
Subject: 10 interviews + 80 survey participants

3 Results

Starting with the results of the quantitative data obtain by the online survey closed ques-
tions, when inquired what proactivity is, 80% of participants answered that Proactivity
is “Planning, preparing, analyzing, and acting”, nevertheless, we find 17% of responses
indicating “Action” as the option that the participants identify as the correct description
of Proactivity. In the plane of “Reactivity” and “Planning and preparing”, 1% labeled
the definition of Proactivity, with 0% of the answers corresponding the concept with
“Impulsive behavior”.
If questioned “when should we be proactive” 52% replied “in the appropriate con-
text”, 44% considered “always”, 0% responded “never”. When interrogated about “how
I should be proactive”, 72% replied in a “prepared and contextualized manner”, 28%
answered “in an active and prepared way”, with 0 responses for “in a reactive way”. The
 Proactivity, a Need, or a Trendy Word? 393

Table 3. “How do you define Proactivity?” | matrix of categorization | interviews.

Category Item Subcategory Occurrences

Subcategories Category
Individual (A) 1 A1. Personality trait or 2 3% 33 43%
learned bahavior
2 A2. Individual necessity 10 13%
3 A3. Individual 21 27%
development
Third parties (B) 4 B1. Collective contribute 6 8% 16 21%
5 B2. Impact on others 3 4%
6 B3. Personal or 7 9%
professional management
Context (C) 7 C1. Contextualization 0 0% 0 0%
8 C2. Culture 0 0%
9 C3. Sphere of application 0 0%
Relevance (D) 10 D1. Advantages 1 1% 28 36%
11 D2. Impact 13 17%
12 D3. Benefits 14 18%
77 100% 77 100%

answers for the questions “who has advantage of adopting a proactive behavior”, pre-
sented 65% of replies in the sense that “everyone, in the right context and in a prepared
way.”, with 28% responses indicating “everyone, always”, 7% “teams”, and 0 answers
regarding “the board of directors”. As for the question “why choose to adopt a proactive
behavior”, 80% of the participants chose the answer “to increase my effectiveness and
efficiency in terms of day-to-day management”, 20% “to respond to daily requests in a
faster way”, 0 participants chose the options “react in a faster way”, “Impress others”
and “Respond to organizational requirements”.
As for the question “where should I be proactive”, 48% considered the answer “where
and when it is adequate, after a previous analysis and contextualization”, and 44% replied
“In my life in general, always”, 8% chose the answer “anywhere”, and 0% considered
“In my career” and “In my personal life”.
When considering the question, “How much do you consider proactivity relevant for
your personal success”, in a scale of 1 to 5, 70% of the participants answered, “the highest
relevance”, with an average of classifications of 4.65. When requested to answer the same
question in the professional environment, 81% respond the “the highest relevance”.
For the open question, “How do you define Proactivity?” 30% of the answers use the
concept of “Action”, and 31% use the concepts of “Anticipation, planning and prepa-
ration”. Applying the matrix of categorization to this survey open question, 70% of
the responses revolves the concept to the individual, namely to its capacity to develop,
394 A. O’Neill and M. Marques

develop the capability of acting, of preparing, of planning or anticipating. The impact

of proactivity, thus implying in its perceived favorable relevance, is mentioned in 23%
of the answers (Table 2).
Applying the proposed methodology to the interviews, we identify that 60% of the
answers use the concept of “Action”, and of “Anticipation, planning and preparation”,
divided halfway between each concept (Table 3).
Applying the matrix of categorization to interview answers, we verify that 43% of
the responses revolves the concept to the individual, namely to its capacity to develop,
develop the capability of acting, of preparing, of planning or anticipating. Again, the
impact of proactivity, thus implying in its perceived favorable relevance, is mentioned
in 36% of the answers.

4 Discussion
Interpreting our results, we emphasize that proactivity is suggested as a relevant need
for participants. The concept of process and dependence of the context is verified not
only in the secondary research supported by literature, and the authors experience and
perception, but also by the analysis of the quantitative and qualitative contributions to
the presented research.
Literature often suggests proactivity as a personality trait or a learn behavior, we
suggest that as intelligent and developing individuals we adjust to the context and to the
ones we intervene with, applying proactivity as a contextualized and directed choice.
The conducted simplified qualitative analysis allowed the visualization of the main
proposals in the model proposed by Schwartz theory (1992). The results emphasize the
relation between the individual, third parties and the context, but also, the dimension of
preparation, planning and contextualization in proactivity’s relevance and success. Also,
important to point out is the fact that empathy, proactivity, and leadership scores must
be assumed as valid assumptions in organizational context (Fandos-Herrera et al, 2023).
The present results support the hypothesis that a balanced, prepared, planned choice,
contemplating a triad of variables, may imply in a true vision of proactivity. Proactivity
as a process, complying with the need of preparation and planning before the pursuit of
action is mentioned as the main approach and vision of the concept.
Openness and management of change, contemplating a reflective approach confirms
the research results obtained by Fisher e Smith (2006), opposing the proactive approach
to the reactive stimulus. The predictive capacity related to the need of preparation,
has been researched in terms of behavior and values, (Ros 2006), but the focus of the
present research and reflection is of Proactivity as a process, not only an individual
characteristic or behavior. In this sense, organizational values may be contemplated as
part of the contextualization, indicating that it constitutes a fundamental variable for the
comprehension of the process of proactivity.

5 Conclusion
The clear view that Proactivity is, in actual times more than simply a trendy word, it
is a way of anticipating, preparing, planning, and effectively acting to reach our goals,
answer or title question in a direct way. The study’s results show that proactivity is, in
 Proactivity, a Need, or a Trendy Word? 395

fact, a need. A need to assume control and in a contextualized and adapted way, to make
our goals a reality.
Nevertheless, and even understanding the relevance of proactivity, we still saw par-
ticipants that confused it with reactivity. This endless approach of reacting to what is
asked from us in an immediate way transforms us into unproductive, overwhelmed indi-
viduals and organizations that “wait for the next email to do something”. But we see
that even with understanding, we are tempted to be reactive, passive. Motivational the-
ories, process, or content factors, may of course be in the genesis of this choice, as
indicated by Vroom (1964), our characteristics as individuals may overcome our capac-
ity to rationalize and take advantage of the obvious tools that enable us to condition the
future.
In fact, Vroom explained in his theory that: (i) People join organizations having some
expectations about their needs, motivations, and past experiences; (ii) An individual’s
behavior is a result of conscious choice; (iii) People want different things from the orga-
nization, so their expectations are different; (iv) People will choose among alternatives
so as to optimize outcomes for them personally.
The general objective of the presented analysis was to supports the hypothesis that
proactivity is relevant, favorable, dynamic, and developing process, if well prepared and
planned, that includes the interaction between the individual, others, and the context.
We propose that the relevance and relation with preparation and planning is established
by the participants in the research conduct, as also referred in literature, sometimes
implicitly.
Contextualization as a variable of the proactivity process was also demonstrated as a
preponderant factor and constituent of the equation that describes and applies its bound-
aries. But the presented research also shows the reactive individualist interpretation of
the concept is a reality that needs clarification and development to achieve full individual
and collective benefit.
Even though we consider that the present research contributes to the understanding
of proactivity’s relevance, and conceptualization, we must refer to the study’s limita-
tions. The first is the size of the sample, and the characteristics of the participants. For
the interviews we considered C level or equivalent participants, but for the survey, we
integrated various levels of academic cycles. Another limitation is the voluntary partici-
pation of the online questionnaire, that may have low representation in terms of potential
contacts.
Suggestions for future studies could include the involvement of organizations to
analyze the conceptualization and understanding of the proactivity process concept and
impacts of its management. It could be interesting to investigate the implemented proac-
tivity management procedures, its relevance and conceptualization, namely its results in
organizations.

References
Bateman, T.S., Crant, J.M.: The proactive component of organizational behavior: a measure and
correlates. J. Organ. Behav. 14, 103–118 (1993)
Bateman, T.S., Crant, J.M.: Proactive behavior: meaning, impact, recommendations. Bus. Horiz.
42(3), 63–70 (1999)
396 A. O’Neill and M. Marques

Claes, R., Beheydt, C., Lemmens, B.: Unidimensionality of abbreviated proactive personality
scales across cultures. Appl. Psychol. Int. Rev. 54(4), 476–489 (2005)
Crant, J.M.: The proactive personality scale as a predictor of entrepreneurial behavior. J. Small
Bus. Manag. 34, 42–49 (1996)
Crant, J.M.: Proactive behavior in organizations. J. Manag. 26(3), 435–462 (2000)
Fandos-Herrera, C., Jiménez-Martínez, J., Orús, C., Pérez-Rueda, A., Pina, J.: The influence of
personality on learning outcomes and attitudes: the case of discussants in the classroom. Int.
J. Manag. Educ. 21, 100754 (2023)
Fay, D., Frese, M.: The concept of personal initiative: an overview of validity studies. Hum.
Perform. 14(1), 97–124 (2001)
Fischer, R., Smith, P.B.: Who cares about justice? The moderating effect of values on the link
between organizational justice and work behaviour. Appl. Psychol. 55(4), 541–562 (2006)
Frese, M., Fay, D., Hilburger, T., Leng, K., Tag, A.: The concept of personal initiative: opera-
tionalization, reliability and validity in two German samples. J. Occup. Organ. Psychol. 70,
139–161 (1997)
Frese, M., Kring, W., Soose, A., Zempel, J.: Personal initiative at work: differences between East
and West Germany. Acad. Manag. J. 39(1), 37–63 (1996)
Frese, M., Teng, E., Wijnen, C.J.D.: Helping to improve suggestion systems: predictors of making
suggestions in companies. J. Organ. Behav. 20, 1139–1155 (1999)
Jong, A., Ruyter, K.: Adaptative versus proactive behavior in service recovery: the role of self-
managing teams. Decis. Sci. 35(3), 457–491 (2004)
Grant, A., Ashford, S.: The dynamics of proactivity at work. Res. Organ. Behav. 28, 3–34 (2008)
Kluckhohn, C.K.M.: Values and value orientation in the theory of action. In: Parsons, T., Shilds, E.
(eds.) Toward a General Theory of Action, pp. 388–433. Harvard University Press, Cambridge
(1951)
Levitt, B.: Organizational Learning. Annual Review of Sociology, vol. 14, pp. 319–338 (1988).
(Volume publication date August 1988)
O’Neill, A., Aragão e Pina, J.: SejaProativo. Assuma o Controlo. Lidel Editora (2022)
Parker, S.K., Williams, H.M., Turner, N.: Modeling the antecedents of proactive behavior at work.
J. Appl. Psychol. 91(3), 636–652 (2006)
Ros, M.: Valores, atitudes e comportamento: Uma nova visita a um tema clássico. In: Ros, M.,
Gouveia, V.V., (eds.) Psicologia social dos valores humanos, Ed. Senac, São Paulo, pp. 87–114
(2006)
Schwartz, S.H.: Universals in the content and structure of values: theoretical advances and empir-
ical tests in 20 countries. In: Zanna, M.P. (ed.) Advances in Experimental Social Psychology,
vol. 24, pp. 1–65. Academic, San Diego (1992)
Sonnentag, S.: Recovery, work engagement, and proactive behavior: a new look at the interface
between nonwork and work. J. Appl. Psychol. 88(3), 518–528 (2003)
Tamayo, A., Schwartz, S.: Estruturamotivacional dos valores. Psicologia: Teoria e Pesquisa 9,
329–348 (1993)
Vroom, V.: Work and Motivation. Jossey-Bass, San Francisco (1964)
Wu, B., Schuh, S., Wei, H., Cai, Y.: When positives and negatives colide: evidence for a systematic
model of employee’s strategies for coping with ambivalence. J. Bus. Psychol. 38, 473–491
(2023)
Zhao, T., Liu, J., Zawacki, A., Michel, J., Li, H.: The effects of newcomer proactive behaviour on
socialization outcomes: a meta-analysis. J. Occup. Organ. Psychol. 96(1), 1–32 (2023)
 Factors Influencing Organizational Behavior
in Marketing Firms: A Systematic Review

Enrique Arellanos-Huaylinos1 , Gisela Fernandez-Hurtado1 ,

and Franklin Cordova-Buiza2,3(B)
1 Business Faculty, Universidad Privada del Norte, Lima, Peru
[email protected], [email protected]
2 Reserch and Innovation Department, Universidad Privada del Norte, Lima, Peru
[email protected]
3 Faculty of Business Sciences, Universidad Continental, Huancayo, Peru

[email protected]

Abstract. Organizational behavior has become a trending topic because of its

relationship with the efficient management of employee behaviors for the opti-
mization of internal activities in a company. Nowadays, employees are considered
stakeholders of interest that influence at a structural level, as well as in decision
making and strategy development. The objective of this review is to determine the
factors that influence organizational behavior in marketing companies between
2012 and 2022. The information gathering method known as empirical literature
search was used in this research. On the other hand, the databases used were
Dialnet, Scopus, Scielo, Redalyc, among others; managing to collect a total of
30 articles. Another key point for the elaboration of this research is the countries
from which most of the scientific articles were collected; among them: Ecuador
followed by Mexico and Colombia. In the methodological approach, the one that
covered the largest amount was quantitative. Likewise, it is concluded that the fac-
tors that influence organizational behavior involve issues corresponding to labor
expectations, implementation of innovation schemes, alignment of business objec-
tives, which causes an environment of productivity and appropriate organizational
welfare.

Keywords: Organizational Behavior · Organizational Culture · Workplace

Environment

1 Introduction

Organizational behavior encompasses the different types of relationships that are estab-
lished in an organization. It helps to identify and understand the multiple relationships
between employees. In addition to understanding the influence that the environment
exerts on the organization, analyzing the structure as a whole, since employees must have
coordination to work individually and in groups. In this way to achieve the established
objectives, having a competitive productivity.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 397–408, 2024.
https://doi.org/10.1007/978-3-031-44131-8_39
398 E. Arellanos-Huaylinos et al.

1.1 Organizational Behavior

Organizational behavior is defined by [1] as the study of knowledge about the way in
which people (both individuals and groups) act in organizations. The study of organi-
zational behavior according to [2] has as a fundamental problem to be able to take into
account the variety of topics to which it is associated and in particular to consider the
human side in the workplace. Similarly [3] the CO focuses the analysis on the work, if
it decreases or reduces the performance in the organization.
It also focuses on the satisfaction of work expectations, but from a perspective in
which employees will feel more motivated and satisfied when they believe some benefit
is possible, as mentioned by [4]. Furthermore, an organization as argued by [5] can be
seen as a microenvironment, an open subset limited in space and time, composed of
individuals, jobs and work areas. The organization will be able to overcome the rela-
tionships of resistance to change as supported by [6] with an adequate implementation
of innovation schemes and achieve the alignment of business objectives. [7] argue that
organizational behavior is the study of human behavior in organizational contexts, of the
interface between human behavior and the organization and of the organization itself. On
the other hand, also [8] argues the different disturbances in a communication process in
a structure of a company, being this chaotic and complex by nature, for his part considers
that organizational behavior is change, because of the role granted in the transforma-
tions of the company. The structure as contemplated by [9] is, in fact, the summation
of the division of labor in an organization. According to [10] knowledge of organi-
zational climate provides feedback about the processes that determine organizational
behaviors. Likewise, as [11] sustains, they comment that there are also extrinsic rewards
and recognitions that motivate workers that make them commit to their company.

1.2 Influencing Factors in Organizational Behavior

Organizational identification as argued [4] can impact job performance. According to

[12] organizational behavior studies the influence that individuals, groups and organi-
zational structures have on performance or behavior. An organization as [13] comments
is a coordinated entity that seeks to achieve goals or several common goals.
In the national context, organizational behavior is applied with little constancy in
Peru, as mentioned by [14], most of the formal companies do not have implemented an
adequate structure and technology, they do not focus on the work environment of their
employees, since these factors have little tolerance in the work performance of national
companies, leading to various conflicts, complaints and arbitrary dismissals of their
employees. For the international context, this has a great difference with respect to Peru,
because they implement different segments focused on employees, as mentioned by [15]
mentions that international companies need to maintain an optimal relationship between
managers and employees to achieve the goals set, given these points, they focus on
strengthening structures, technologies and motivational aspects such as respect, proper
communication, these would contribute in that employees assume full responsibility,
given this will be reflected in the performance and quality of work.
In view of the above, the problem to be addressed is the following question: What are
the factors that influence organizational behavior in marketing companies? A systematic
 Factors Influencing Organizational Behavior in Marketing Firms 399

review between the years 2012–2022. Given the different concepts already seen, we can
conclude that the factors that influence organizational behavior in a company would be
people, structure, technology and environment.

1.3 Influence of Organizational Culture and Work Environment

on Organizational Behavior

According to [16] organizational behavior in the employees of the companies under

study, the author mentions that the work culture that is imparted corresponds to the
thinking imposed on the organization by the managers, which has a great influence on
the philosophy of the employee; [7] the philosophy that is presented in the organization
is the driving force for a harmonious work environment and for a desired performance
and performance. On the other hand, the organizational culture must be formed in the
short term in each new element that participates in the company; that is, the sooner the
management of values, doctrines and organizational thoughts is understood, the better
the induction process and adaptation to the reality in which the employee finds him-
self/herself [17]. Work performance as part of the employee’s behavior is manifested by
the actions, attitudes and aptitudes perceived in the environment, and the agents involved
are all the stakeholders with whom there is a direct relationship with the company, these
can be suppliers, distributors, customers and employees [18]. Performance is linked to
the internal actions in the organization that is involved by work teams and managerial
or directive management and that is a consequence of the environment and a properly
cared for culture in the company [19].

2 Methodology

The present research employs a method of information gathering known as empirical

literature search, which consists of gathering information by searching, compiling and
analyzing scientific articles. In this way, the collection of articles obtained from databases
and search engines were methodically chosen, since they were filtered thanks to the
multiple search options available, such as categories, languages, countries and years.
Among the various databases and search engines for the collection of research articles
in this systematic review were Dialnet, Redalyc, Reader, Eumed, Scopus and Scielo.
And as a search engine only Google Scholar. Contributing in a great way the amount of
30 articles, between the years 2012 and 2022 (Fig. 1).
As can be seen in the figure, a total of 203875 articles published up to the year 2022
were found; the keywords used were Redalyc, Scielo, Dialnet, Eumed and Ebsco. There
were 16 duplicate records and 23 ineligible records by tools, since the total number
of screened records was 203875, and on the other hand, 8300 articles were selected
in the excluded records, while the reports evaluated for eligibility have 60274 articles
remaining. On the other hand, in the excluded records, the first reason is 33412, the
second reason is 21739 and the third reason is 37254, it is worth mentioning that this
reason is filtered by complete reading of the article selecting for not obtaining the desired
results, unstructured methodology and lack of discussion in the articles, with this it is
deduced that in the new studies included the number of 136 is obtained.
400 E. Arellanos-Huaylinos et al.

Fig. 1. Flowchart for document search and selection.

In the identification of new studies via other methods, it is selected that in the iden-
tified records of organizations, there are 0 articles, and this leads to the reports searched
for their recovery, as well as the same number of reports evaluated for eligibility. To
conclude with the approach of the systematic review of the literature, the total number
of included studies was 30 articles.

3 Results
The current chapter describes the scope of analyzing the sources of utmost importance for
this research through filters that are considered corresponding to the databases applied,
which is approved in conducting the resulting research that provides us with relevant
data. In addition to a discussion of relevant concepts focused on the key points of this
research (Fig. 2).
According to what was intended from the 30 sources found to support this research
in the figure, it can be deduced that Redalyc occupies the highest position with 40%,
this is equivalent to 12 articles, implying that it is the most used database, on the other
hand in Dialnet, 20% of sources were found, equivalent to 6 articles, and so on with the
other databases.
Likewise, in Fig. 3, the largest number of selected articles is 6 from the year 2018
and the years with the least participation are 2013, 2014 and 2022 with 1 article each.
On the other hand, it can be seen that there is the same participation for the years
2012, 2017 and 2021. In the same way there is an average participation for the years
2016 and 2020 with 5 articles respectively.
 Factors Influencing Organizational Behavior in Marketing Firms 401

Redalyc
Scopus
17% Dialnet
Google Academico
Redalyc Scielo
10%
40%
Reader
Eumed Eumed
3%
Reader Google Academico
3% Dialnet
Scielo Scopus
20%
7%

Fig. 2. Database.

Fig. 3. Year of publication.

As seen in Fig. 4, it shows the significant participation of the Negotium journal,

which is highlighted with a greater scope of 3 articles used throughout this investigation,
since the journals Industrial Engineering, Psychologia, Sciences Holguín, Dominion of
Sciences and Sciences Administrative, they have 2 articles respectively (Fig. 5).
In the same way, Ecuador and Mexico are the most registered countries in articles
that gives us in the collection of information for the investigation with 6 articles, such that
in Colombia it corresponds to 4 articles shown in the elaboration and thus respectively
with the others. Countries (Table 1).
As shown in the table of total number of articles found, the list corresponding to the
types of study of each one of them is observed, evidencing in most of them a descriptive
type as seen in the methodology of each article, in the same way, the methodological
approaches for each selected article can be seen, which are: quantitative, qualitative and
mixed, being the quantitative approach the most used in the with a total of 19 articles
found and in second place the qualitative and mixed with a total of 11 articles.
402 E. Arellanos-Huaylinos et al.

Fig. 4. Magazines

Fig. 5. Countries of publication.

 Factors Influencing Organizational Behavior in Marketing Firms 403

Table 1. Analysis of the type of study according to each article.

No Article name Type of study Methodological approach

1 Improvement of the Descriptive Mixed
performance of trading
companies based on
organizational behavior
2 Large Mexican footwear Descriptive Quantitative
companies: environment,
organizational culture and
technological behavior
3 Relationship between Correlational Mixed
Group/Work teams and
organizational change in a
trading company in the city of
Bogotá
4 Management of customer Descriptive Quantitative
service to achieve competitive
advantages in trading
companies
5 Management by processes in a Descriptive Quantitative
trading company in Holguin
territory
6 Dissipative structures in Descriptive Quantitative
communication and
organizational behavior
7 Procedure for the study of Exploratory Mixed
Organizational Behavior
8 Incentives as a motivational Descriptive Qualitative
factor in the organizational
behavior of a seafood trading
company
9 The organizational climate Correlation Quantitative
and performance of an
agricultural MIPYME in
Guasave Sinaloa
10 Organizational behavior of Descriptive Mixed
public and private companies
in Ecuador
11 Analysis of models of human Descriptive Qualitative
talent applied in SME
organizations
(continued)
404 E. Arellanos-Huaylinos et al.

Table 1. (continued)

No Article name Type of study Methodological approach

12 Recruitment through social Descriptive/Exploratory Quantitative
networks: Recruitment 3.0
13 Recruitment processes and Descriptive Quantitative
social networks
14 Organizational behavior and Descriptive Quantitative
its relationship in
technological innovation
processes
15 Organizational Behavior of Descriptive Qualitative
Human Talent in Educational
Institutions
16 Analysis of the factors of Descriptive Quantitative
organizational behavior in
young people who are starting
their career
17 The behavior of people in the Exploratory Qualitative
work environment
18 Considerations on the Descriptive Quantitative
formalization of
organizational behavior
19 Influence of organizational Exploratory Quantitative
behavior as a necessary
practice for the administration
of small and medium
enterprises
20 Organizational behavior and Descriptive Quantitative
production processes in
MSMEs
21 Organizational behavior in its Descriptive Qualitative
environment towards the
attitude and behavior of the
human being to achieve
competitive advantage in job
performance
22 Motivation and work Descriptive/Exploratory Mixed
performance: Human capital
as a key factor in an
organization
(continued)
 Factors Influencing Organizational Behavior in Marketing Firms 405

Table 1. (continued)

No Article name Type of study Methodological approach

23 Professional identification and Descriptive Quantitative
organizational behavior of
communication professionals
24 Considerations on the Descriptive Quantitative
formalization of
organizational behavior
25 Performance improvement in Descriptive Quantitative
teamwork as a function of
cultural dimensions:
Solidarity and sociability in
organizational behavior
26 Analysis of issues of Correlation Quantitative
organizational behavior in
young adults starting of their
work career
The mediating role of job
satisfaction between quality in
work factors and work
engagement
27 Work Engagement: Exploratory Quantitative
Organizational Attribute or
Personality Trait?
28 Mediating Effects of Job Correlation Quantitative
Satisfaction and
Organizational Commitment
between Problems with
Performance Appraisal and
Organizational Citizenship
Behavior
29 Effects of informal controls Explicative Quantitative
30 And the organizational Exploratory Qualitative
identification without affective
commitment

4 Discussion

As shown in Table 2 of themes of similarity with the study variable “Factors influencing
organizational behavior” such as: Job performance, Work environment and Organiza-
tional culture. Likewise, the topics discussed are detailed according to [20] job per-
formance is based on job satisfaction and dissatisfaction in an organization, they are
associated with key indicators such as the quality of performance or job performance
406 E. Arellanos-Huaylinos et al.

of each collaborator. Similarly, [21] relates job performance with good effectiveness in
fact its evolution starts from the studies of effectiveness in an organization.

Table 2. Issues of Similarity with the Study Variables.

Variable Topics Articles

Factors Influencing Job performance (1,2, 3, 6, 7, 8, 9, 10, 11, 12, 13, 14,
Organizational Behavior 15, 17, 19, 20, 21, 22, 23, 25, 28, 29)
Work environment (1, 2, 3, 5, 6, 7, 9, 10, 13, 17, 18, 21,
22, 23, 24, 25, 26, 30)
Organizational culture (1, 3, 5, 7, 8, 10, 11, 12, 15, 16, 17,
20, 21, 27, 28, 30)

The organizational cultural and the work environment encompasses different ele-
ments, both tangible and intangible; the work environment has affective characteristics,
interpersonal relationships; in addition to material characteristics that seek comfort and
pleasant stay in the environment in which the employee is [22], on the other hand, the
organizational behavior connects all the tangible and intangible elements that are per-
ceived in the environment, with this the welfare and good mood of the employee is
reflected in their functions and in their levels of proactivity for their department [23];
However, the environment also mixes personal behaviors or the so-called acquired behav-
iors, which are actions and postures that the same employee forms throughout his life
according to the style that he carries and which must be molded in the best way to reflect
attitudes in relation to the culture of the organization [24].
According to [25], the work environment is based on a constant state of alteration,
variation, or modification, which is a key point for creativity and innovation in an organi-
zation. Similarly, [26] defines it as a need to change the forms of analysis, projections, and
management of organizations, having, in addition, to achieve a comprehensive assess-
ment. [27] also states that human performance depends on the environment and ratifies
its key points. On the other hand, according to [28], work climate has acquired vital
importance in recent years and is considered a fundamental block in the strategies of
an organization. Likewise, according to [29] specifies that the work climate is based on
its impact on performance and productivity. Also, [30] the work environment within an
organization is of great importance, because it refers to the environment in which each
collaborator develops its established work activity.

5 Conclusions

In this research a method of information gathering was applied by means of empirical

literature search, based on this, a summary of the selected scientific articles is highlighted,
providing concise information related to the research topic, having as search variable
“organizational behavior” and “factors that influence organizational behavior”. In the
case of the methodology carried out in the research, one of the approaches that stands
 Factors Influencing Organizational Behavior in Marketing Firms 407

out is the quantitative one, using surveys as a tool, since it provides concrete results that
implement the given variables; on the contrary, with the qualitative approach, several
questionnaires were projected to obtain answers from the specialists.
In the case of the type of study, a classification was made according to the articles,
most of which were descriptive. Throughout the search for information for the research
there were certain difficulties with the articles, since, in some of these, the information
was valuable, but over the years discontinued, as well as not finding a large number of
articles that include both variables simultaneously.
To conclude with this research, the importance of recruiting and selecting by applying
human talent management is made known, if organizational behavior is not correctly
implemented in marketing companies.
The limitations in the execution of this systematic review stem from the focal group
of study, which are marketing companies, since there is ample information on organi-
zational behavior in the clinical and educational sector, which has had to proceed to the
respective filters; on the other hand, it has been verified that it should be a topic with
greater emphasis of study in recent years, since there is more extensive information in
the 90s, limiting the search and analysis of current reality.

References
1. Davis, K., Newstrom, J.: Institutions and their impact on organizational behavior. Negotium
11(33), 99–111 (2016)
2. Greenberg, J., Baron, R.: Influence of organizational behavior as a necessary practice for the
administration of small and medium enterprises. Publ. Mag. 5(14), 192–201 (2018)
3. Dailey, R.: Procedure for the study of organizational behavior. Ind. Eng. 34(1), 92–100 (2018)
4. Kosteas, V.: Analysis of the factors of organizational behavior in young people who are
starting their career. CrossMark 32(138), 51–59 (2016)
5. Salazar, J., Guerrero, J., Machado, Y., Canedo, R.: Organizational behavior in its environment
towards the attitude and behavior of the human being to achieve competitive advantage in job
performance. Pole Knowl. 2(12), 156–172 (2017)
6. Canto, D., Sanchez, F., Soares, B.: Organizational behavior and its relationship in technolog-
ical innovation processes. Academy 5(2), 169–178 (2018)
7. Griffin, R., Moorhead, G.: Improvement of the performance of trading companies based on
organizational behavior. Ind. Eng. 41(2), 1–9 (2020)
8. Steiner, J.: Dissipative structures in communication and organizational behavior. Reason Word
21(97), 498–521 (2017)
9. Mintzberg, H.: Considerations on the formalization of organizational behavior. Admin. Sci.
12(22), 84–92 (2018)
10. Puchol, L.: The organizational climate and the performance of an agricultural MIMYPE from
Guasave Sinaloa. Innovation 34(9), 85–106 (2017)
11. Asplund, K.: Professional identification and organizational behavior of communication
professionals. Sum Bus. 11(25), 139–148 (2020)
12. Robbins, S., Judge, T.: Incentives as a motivational factor in the organizational behavior of a
seafood trading company. Ra Ximhai 18(3), 249–266 (2022)
13. Quintero, T.: Organizational behavior in public and private companies in Ecuador. Sci. Mag.
6(2), 955–974 (2020)
14. Ortiz, D., Cruz, T.: Improving teamwork performance as a function of cultural dimensions:
solidarity and sociability in organizational behavior. Negotium 7(21), 18–29 (2012)
408 E. Arellanos-Huaylinos et al.

15. Ochoa, K.: Motivation and job performance: human capital as a key factor in an organization.
Sci. J. Univ. Cienfuegos 12(3), 385–390 (2020)
16. Alquicira, A., Trejo, A.: Large Mexican footwear companies: environment, organizational
culture and technological behavior. Markets Bus. 33(12), 6–21 (2016)
17. Tobón, S.: The behavior of people in the workplace. Psychospaces 10(16), 126–153 (2016)
18. Villamizar, C., Garcia, E., Pacheco, O.: Professional identification and organizational behavior
of communication professionals. Admin. Sci. 11(25), 139–148 (2020)
19. Choez, F., Morales, Y., Perez, D.: Incidence of organizational behavior variables to enhance
the success of marketing SMEs. Observ. Latin Am. Econ. 1–14 (2020)
20. Tinedo, Y., Romero, N., Genesi, M.: Organizational behavior of human talent in educational
institutions. Negotium 6(18), 102–128 (2021)
21. Castro, A., Dorado, C., Ortiz, V.: Analysis of organizational behavior in SMEs in Santiago
de Cali-Colombia. Free Enterp. 10(1), 139–153 (2013)
22. Bohorquez, E., Perez, M., Caiche, W., Benavides, R.: Motivation and job performance: human
capital as a key factor in an organization. Sci. J. Univ. Cienfuegos 12(3), 385–390 (2020)
23. Rubiano, M., Arevalo, P., Rojas, L., Hernandez, M., Ureña, B.: Relationship between
work groups/teams and organizational change in a trading company in the city of Bogotá.
Psychology 4(2), 31–46 (2012)
24. Madero, S., Olivas, M.: Analysis of issues of organizational behavior in young adults starting
of their work career. Manag. Stud. 32(1), 51–59 (2016)
25. Hinojosa, J.: The mediating role of job satisfaction between quality in work factors and work
engagement. J. Bus. Manag.Manag. 62(4), 1–19 (2022)
26. Monteiro, J., Lunkes, R.: Effects of informal controls and the organizational identification
without affective commitment. Global. Comp. Gov. 15(2), 71–89 (2021)
27. Prieto, F., Postigo, A., Cuiesta, M., Muñiz, J.: Work engagement: organizational attribute or
personality trait? J. Work Organ. Psychol. 38(2), 85–92 (2022)
28. Nan, K., Kanthong, S., Joungtrakul, J., Smith, I.: Mediating effects of job satisfaction and
organizational commitment between problems with performance appraisal and organizational
citizenship behavior. J. Open Innov. Technol. Market Complex. 6(3), 50–64 (2020)
29. Alarcón, D., Freire, T.: Performance improvement in teamwork as a function of cultural
dimensions: solidarity and sociability in organizational behavior. Negotium 21(7), 18–29
(2012)
30. Herrera, Y., Cantero, H., Leyva, E.: Management of customer service to achieve competitive
advantages in trading companies. Holguin 27(3), 16–23 (2021)
 Information User Studies Concepts, Models
and Applications

Francisco Carlos Paletta(B)

University of São Paulo, USP, São Paulo, Brasil

[email protected]

Abstract. Introduction: the research presents an analysis of the main issues asso-
ciated with the development and application of Information User Studies. Diagno-
sis and Methodology: the research approach was a qualitative method of informa-
tion collection focused on offering subsidies for the analysis of the services offered
by the library to the information user. Data Collection and Analysis: collecting
data from the BRAPCI database to identify and analyze the models and applica-
tions of information user studies. Conclusion: contributes to the development of a
methodology that aims to support librarians in the implementation of information
user studies. From the results of the user study, it is possible to identify potential
innovations focused on the development of value-added services to the user in the
digital age. Abstract should summarize the contents of the paper in short terms,
i.e. 150–250 words.

Keywords: Information User Studies · Library. Innovation · Entrepreneurshp ·

Information Services · Librarian Professional

1 Introduction

In the digital age, the library must act as an agent of social transformation, playing
a central role in the relationship between mankind and the written world, promoting
cultural action, digital inclusion, and democratization of knowledge. We may state that
three pillars support the reason for existence of the modern library:
• its Collection: the concept of pertinence and relevance added to the user of the infor-
mation is intrinsically related to the value of the Library’s collection to the user and
community of users that the Library must serve;
• the “Information User”: there is no Library without an “Information User”.
• The “Librarian” - entrepreneurial agent, dedicated to management, organization,
service development, and innovation in the Library.
In “The Library - a world history”, Campebel and Pryce (2016) state that the library
goes far beyond “simply a space to store books”, but active symbols of culture and
civilization.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 409–435, 2024.
https://doi.org/10.1007/978-3-031-44131-8_40
410 F. C. Paletta

In the process of human evolution, the Library has always occupied a central role
in the preservation of the historical and cultural heritage. A huge “puzzle” leads us to
the study of Libraries since its origins in Antiquity until the fall of the Roman Empire
with emphasis on the Library of Ebla, Nineveh, Pergamum, and Alexandria (Medeiros,
2019).
The Library of the Future must be centred on the user “user logic with the User in the
centre”, where the focus must be on “user processes”, mainly those related to “models
of searching, accessing, retrieving and appropriation of information”. The Library must
reflect the needs of the user in terms of space, infrastructure, access to the collection
and training. The library needs to understand how the user studies and/or works with
information. The library must guarantee the user’s autonomy in accessing the services
offered. The Library must be aware of the information retrieval model used by the user
whether physical or via the Web.
The challenges of the Library of the Future should be oriented in its “reinvention” as
an information device: to have operational agility and essentially contribute to the user’s
learning and research demands. In this context, four areas deserve attention: Library
Services, the Library Collection, the Library Organization (values, culture, leadership,
staff, and structure), the facilities and computing resources offered by the Library.

2 Methodology and Data Collection

Diagnosis and Methodology: the research approach uses qualitative method of data
collection and systematic literature review, focusing on offering subsidies for the analysis
of applicable models of information user studies.
Data Collection and Analysis: data collection in Information Science databases. In
this study the “Base de Dados Referenciais de Artigos de Periódicos em Ciência da
Informação: BRAPCI” was defined.
For the purposes of this research, two samples were defined for data collection:
19 articles with results from a research project, supported by FAPESP, relevant to the
topic under study.
12 articles from the database selected by the criteria of relevance and pertinence to the
study theme.
For the first sample the period selected was 2013 to 2023, the period of validity of
the research project, and for the second sample the period selected was the last 5 years
due to the need to understand the current challenges of the library and the expectations
of the user of information and the development of services aligned with the demands of
the digital age.
Objectives: To identify the User’s relationship with the library as well as their expec-
tations regarding information services and librarianship. The analysis of the sample gen-
erated the “word cloud” shown in Fig. 1 and 2, whose discussion will be presented in
the corpus of the study.
 Information User Studies Concepts, Models and Applications 411

Fig. 1. Word cloud of the samples analyzed Table 1. Source: author, Software: Venngage - Visual
representation platform, https://www.venngage.com

Database: BRAPCI
Search term: Author - Francisco Carlos Paletta
Search Boundary: 2013–2023 (last 10 years) - Sort by: Newest
Results: 46
Selected Texts: 19 (criterion: direct relation with the subject of the study).

Database: BRAPCI
Search term: Information User Studies
Search Boundary: 2018 - 2023 (past 5 years) - Sort by: Relevance
Results: 175
Related Texts: 10 + 2 (outside the delimitation) - (criterion: direct relation with the
theme of the study)
412 F. C. Paletta

Table 1. Corpus of the Study Database: BRAPCI

ARTICLE Central Theme

FERMANN, A. C.; PALETTA, F. C. Futuro do trabalho para o Librarian
bibliotecário frente aos desafios da economia digital., v. 18, n. 3, Job Market
p. 1–27, 2022 Digital Economy
http://hdl.handle.net/20.500.11959/brapci/212277
FONSECA, D. L. S.; PALETTA, F. C. A inovação em serviços de Innovation
informação e a biblioteca das coisas. Bibliotecas. Anales de Information Services
Investigación (Cuba), v. 18, 2022 Library of Things
http://hdl.handle.net/20.500.11959/brapci/193735 Information User
PALETTA, F. C.; LAGO, J. J. C. Plataformização e o uso da Information
informação para a criação de estímulos de consumo. e-Ciencias de Value Creation
la Información (Costa Rica), v. 12, 2022. DOI: https://doi.org/10. Decision Making
15517/eci.v12i1.48095 Information User
PEREIRA, A. P.; FERNANDES, O. B. R.; GASPARINI, Z. A.; Public Library
PALETTA, F. C. Biblioteca pública como dispositivo de Device for Social
transformação social e a agenda 2030. Brazilian Journal of Transformation
Information Science, v. 15, 2021 Agenda 2030
DOI: https://doi.org/10.36311/1981-1640.2021.v15.e02127
MAIMONE, G. D.; OLIVEIRA, N. B.; SILVA, N. G.; PALETTA, Book
F. C. Livro, leitor e leitura: agentes de transformação social. Reader and Reading
Informação@Profissões, v. 10, n. 1, p. 1–18, 2021. DOI: https://doi. Social Transformation
org/10.5433/2317-4390.2021v10n1p1 Information User
PALETTA, F. C. Desafios na gestão da informação na era digital no Information
contexto da ciência da informação. Informação & Sociedade: Management
Estudos, v. 30, n. 4, p. 1–11, 2020 Digital Era
DOI: https://doi.org/10.22478/ufpb.18094783.2020v30n4.57795 Digital Transformation
PALETTA, F. C.; SILVA, A. M. Tecnologia e Organização da Technology
Informação VI TOI 2020: base para a criação de laboratório de Information
ensino. Prisma.com (Portugal), n. 44, p. 145–159, 2020 Organisation
http://hdl.handle.net/20.500.11959/brapci/210083 Teaching Laboratory
PALETTA, F. C.; MOREIRO-GONZÁLEZ, J. A. A informação e o Information
entorno digital: competências e habilidades do profissional da Digital Environment
informação. Revista Ibero-Americana de Ciência da Informação, v. Information
13 No 1, n. 1, p. 327–338, 2020. DOI: https://doi.org/10.26512/rici. Professional
v13.n1.2020.29558 Skills and Abilities
PALETTA, F. C.; MOREIRO-GONZÁLEZ, J. A. O reflexo da Digital Transformation
transformação digital nas atividades e conhecimentos requeridos Skills and Abilities
nos concursos públicos para profissionais da informação no Information
brasil. Informação & Sociedade: Estudos, v. 30, n. 2, 2020 Professional
DOI: https://doi.org/10.22478/ufpb.1809-4783.2020v30n2.52154 Librarian
(continued)
 Information User Studies Concepts, Models and Applications 413

Table 1. (continued)

ARTICLE Central Theme

VIDAL, A. L. F.; PALETTA, F. C. A atuação da terminologia para o Information
desenvolvimento dos sistemas de organização do conhecimento no Organisation
contexto da ciência da informação. Pesquisa Brasileira em Ciência Terminology
da Informação e Biblioteconomia, v. 15, n. 4, p. 1–20, 2020 Information Science
DOI: https://doi.org/10.22478/ufpb.1981-0695.2020v15n4.57062 Information User
PALETTA, F. C.; MOREIRO-GONZÁLEZ, J. A. Modelos de Information User
busca, acesso, recuperação e apropriação da informação na web de Studies
dados. Informação & Informação, v. 24, n. 2, p. 182–210, 2019 Search Models
DOI: https://doi.org/10.5433/1981-8920.2019v24n2p182 Information Retrieval
Information User
PALETTA, F. C. Gestão da informação e conhecimento na era Information and
digital: competência informacional e mapas knowledge Management
conceituais. Prisma.com (Portugal), n. 38, p. 126–140, 2019 Digital Era
http://hdl.handle.net/20.500.11959/brapci/112228 Concept Maps
PALETTA, F. C.; RAMOS, L. M. O. Preservação da informação Preservation of
digital: acesso às gerações futuras. Pesquisa Brasileira em Ciência digital information
da Informação e Biblioteconomia, 2018. DOI: https://doi.org/10. Digital Information
22478/ufpb.1981-0695.2018v13n2.41854 Digital Library
PALETTA, F. C.; PRADO, A. C. R. A biblioteca digital sob a Digital Library
perspectiva do usuário da informação. Biblionline, v. 12, n. 3, Information User
p. 238–248, 2016 Data, information
http://hdl.handle.net/20.500.11959/brapci/16158 and knowledge
PALETTA, F. C.; et al. Estudos de usuário e o planejamento dos User Study
serviços de informação em biblioteca. Revista ACB: Information Services
Biblioteconomia em Santa Catarina, v. 21, n. 1, p. 145–155, 2016 Planning
http://hdl.handle.net/20.500.11959/brapci/65380
PALETTA, F. C.; PELISSARO, B. Estudo de usuários e modelos de Technology
busca da informação. Revista Digital de Biblioteconomia & Ciência Librarianship
da Informação, v. 13, n. 1, p. 120–137, 2015. DOI: https://doi.org/ KO
10.20396/rdbci.v13i1.1584 User Studies
PALETTA, F. C.; VASCONCELOS, P. O.; GONÇALVES, Y. S. A Library
biblioteca no contexto das cidades inteligentes. Pesquisa Brasileira Smart Cities
em Ciência da Informação e Biblioteconomia, v. 10, n. 2, 2015 Information User
http://hdl.handle.net/20.500.11959/brapci/26689
PALETTA, F. C.; et al. Gestão da qualidade em bibliotecas públicas. Public Library
Ciência da Informação em Revista, v. 2, n. 2, p. 17–28, 2015 Quality Management
http://hdl.handle.net/20.500.11959/brapci/36374 Information User
PALETTA, F. C.; et al. Planejamento de serviços de informação em School Library
biblioteca escolar: uma proposta prática. Pesquisa Brasileira em Information Services
Ciência da Informação e Biblioteconomia, v. 9, n. 1, 2014 Planning
http://hdl.handle.net/20.500.11959/brapci/29620
414 F. C. Paletta

Table 2. Corpus of the Study Database: BRAPCI

ARTICLE Central Theme

LIMA, G. N. B. O.; CAMPOS, M. L. A. Sistema de Information Retrieval
armazenamento e recuperação da informação: uma análise Pertinence and
do impacto das variáveis e medidas visando à organização e Relevance
recuperação de informação centrado no usuário. Revista User Study
Digital de Biblioteconomia & Ciência da Informação, v. 20,
n. 2022, 2011. DOI: https://doi.org/10.20396/rdbci.v20i00.
8667925
SANTOS, M. P.; SOARES, J. R. L. A prática da Librarianship
competência em informação a partir da vivência do usuário Information
na biblioteca escolar: uma discussão sobre o mercado de Competence
trabalho. Revista ACB: Biblioteconomia em Santa School Library
Catarina, v. 27, n. 1, p. 1–14, 2022 User Study
http://hdl.handle.net/20.500.11959/brapci/194903
GUIMARãES, L. J. B. L. S.; ROCHA, E. C. F. Práticas Information User
informacionais e design thinking: abordando usuários 3.0 Design Thinking
na ciência da informação. Revista Digital de Web 3.0
Biblioteconomia & Ciência da Informação, v. 19, 2021.
DOI: https://doi.org/10.20396/rdbci.v19i00.8666871
LIMA, L. A. R.; VECHIATO, F. L. Framework para User Studies
investigação do usuário em projetos de arquitetura da Information
informação. Em Questão, v. 27, n. 2, p. 213–239, 2021. Architecture
DOI: https://doi.org/10.19132/1808-5245272.213-239
LELIS, H. R.; SILVA, H. J.; COELHO, F. C.; SANTANA, Information Science
F. P.; LEMOS JUNIOR, E. P. As necessidades do usuário Librarianship
da informação e as habilidades e competências do moderno Information Science Professional
profissional da informação. Revista Conhecimento em Information User
Ação, v. 6, n. 1, p. 101–121, 2021. DOI: https://doi.org/10.
47681/rca.v6i1.41554
BAPTISTA, M. M.; GONÇALVES, M. Estudo do usuário User studies
nas bibliotecas da Universidade de Caxias do Sul. Ponto de Librarianship
Acesso, v. 13, n. 1, p. 30–46, 2019. DOI: https://doi.org/10. Information Services
9771/rpa.v13i1.24500
CUNHA, I.; CÂNDIDO, A. C. Perfil dos serviços de Information Services
informação das bibliotecas universitárias da grande University Library
Florianópolis. Biblionline, v. 13, n. 4, p. 49–62, 2017
DOI: https://doi.org/10.22478/ufpb.1809-4775.2017v13n4.
37518
(continued)
 Information User Studies Concepts, Models and Applications 415

Table 2. (continued)

ARTICLE Central Theme

ARAÚJO, C. A. V. Dos estudos de usuários da informação Information Science
aos estudos em práticas informacionais e cultura: uma Librarianship
trajetória de pesquisa. Informação em Pauta, v. 4, n. User Studies
Especial, 2019
DOI: https://doi.org/10.32810/2525-3468.ip.v4iEspecial.
2019.41209.121-135
TARTAROTTI, R. C. D.; DAL´EVEDOVE, P. R.; FUJITA, Information Science
M. S. L. Biblioteconomia de dados em repositórios de Data Librarianship
pesquisa: perspectivas para a atuação bibliotecária. Librarian Performance
Informação & Informação, v. 24, n. 3, p. 207–226, 2019.
DOI: https://doi.org/10.5433/1981-8920.2019v24n3p207
FUJITA, M. S. L.; AGUSTíN-LACRUZ, M. D. C.; Information Science
TERRA, A. L. S. Perfil e formação do profissional em Librarianship
bibliotecas escolares no brasil, espanha e portugal. Librarian
Informação & Sociedade: Estudos, v. 28, n. 2, 2018. DOI: Professional
https://doi.org/10.22478/ufpb.1809-4783.2018v28n2.38703 Activity and Profile
Freire, I. M. (2011). REFLEXÕES SOBRE UMA ÉTICA Information Ethics
DA INFORMAÇÃO NA SOCIEDADE EM REDE. Ponto Network Society
de Acesso, 4(3), 113–133. Recuperado de https://period Information User
icos.ufba.br/index.php/revistaici/article/view/4518
Figueiredo, N. M. de. (1983). Aspectos especiais de estudos User Studies:
de usuários. Ciência Da Informação, 12(2). Available from: Concepts
https://doi.org/https://doi.org/10.18225/ci.inf.v12i2.184 Needs x Demands

3 Data, Information and Knowledge: Concepts

The Big Data phenomenon creates informational environments that demand comput-
ing resources with high processing capacity to organize data and transform it into
information, knowledge and strategic intelligence for decision making (Fig. 3).
Data is untreated information that has no relevance, that is, data is the raw material
of information. Data does not lead to the understanding of the situation, it needs to be
organized and treated representing meaning (Takeuchi, 2018) (Fig. 4).
We present in Fig. 5 the dimensions of the study of information that make up the
research areas of this work:
Data once organized become Information that when properly analyzed produces
Knowledge - therefore, it is necessary to consider the importance of the development of
competencies and skills in the areas of data mining and analysis as well as information
organization. In organizations, Knowledge Management becomes Strategic Intelligence
for decision making and to create competitive advantage. (adapted from Davenport,
1998).
416 F. C. Paletta

Fig. 2. Word cloud of the analyzed samples Table 2. Source: author, Software: Venngage - Visual
representation platform, https://www.venngage.com

Fig. 3. Decision Pyramid. Source: @Fpaletta - Author Research Project

The themes related to information are distributed in several areas of scientific activity.
Information Science is therefore characterized as an interdisciplinary activity associated
with the principles and practices of information creation, organization, and distribution,
as well as the study of information flows from its creation to its use, and its transmission
to the receiver, through a variety of channels (Saracevic, 1996).
 Information User Studies Concepts, Models and Applications 417

Fig. 4. Information Concept. Source: @Fpaletta - Author Research Project, Adapted from
(Capurro, Hjorland, 2007) and (Takeuchi, 2008).

Fig. 5. Dimensions of Information Study. Source: @Fpaletta - Author’s Research Project

[…] Information can be defined as symbolically meaningful structures, codified

in a socially decodable way and registered (to ensure permanence in time and
portability in space) and that present the competence to generate knowledge for
the individual and for his environment. These meaningful structures are stocked
in function of a future use, causing the institutionalization of information (SMIT;
Barreto, 2002).

Information according to Machlup (1983), presents interdisciplinary concept present

in different disciplines and related to phenomena within specific contexts, notion related
to measure of physical organization, communication pattern, meaning of a linguistic
form, content of a cognitive state information as a human phenomenon.
Information can be defined as a structured set of codified mental representations
(symbols), socially contextualized and capable of being recorded in any material sup-
port and, therefore, communicated in an asynchronous and multidirectional way (Silva,
Ribeiro, 2017).
According to Davenport (1998), the definition of Information implicitly brings the
materialization of the potential user and his ability to confer meaning, Fig. 6. It incor-
porates the conception of something with potential to generate knowledge, but whose
competence may only be evaluated through its use in the future. It assumes the sharing
of a language between source and receiver, the existence of material support to enable
socialization, assign functionality to information and intentionality in maintaining stocks
of information, relativizes the notion of time/space and inserts the notion of context/use
418 F. C. Paletta

Fig. 6. Tacit and Explicit Knowledge. Source: @Fpaletta - Author’s Research Project

Fig. 7. Data, Information and Knowledge - Organizational Flow. Source: author

 Information User Studies Concepts, Models and Applications 419

in addition to locating the origin and destination of information outside the units or
information services (Fig. 7).

4 Methods and Procedures of User Studies: Concepts

This chapter is drawn from various sources consulted and highlighted in the references of
this work. Therefore, this chapter uses the “state-of-the-art” systematic literature review
on Research Methodology with potential application to Information User Studies.
The research models used in user studies employ quantitative and qualitative methods
such as observation, interviews, questionnaires, focus groups, critical incident technique,
Delphi method.
After defining the research problem, the research plan is defined, where data col-
lection and information analysis must be rational. In general, there are three types of
studies whose purposes are different:
• exploratory studies
• descriptive studies
• experimental studies
The planning of the implementation of an Information User study process has in its
methodology to present a literature review focused on the concepts of information in
the Information Science and its relationship with the User. Table 3 presents the stages
that may be considered when defining an information user study project, whether in
a School Library, Children’s Library, Public Library, Community Library, Specialized
Library, Thematic Library, University Library, Research Centre Library, or Information
Unit in the Productive Sector.

Exploratory Study
According to Trivinos (2008), starting from a hypothesis, the researcher deepens his
knowledge as of specific reality and then deepens the analysis for a descriptive or exper-
imental research. This type of study uses several data collection instruments such as
interviews, questionnaires, observation technique and literature review: following the
rigor characteristic of a scientific work.

Descriptive Study
It focuses on getting to know the community and demands a lot of information from
the researcher about what is to be researched. The descriptive study aims to accurately
describe the facts and phenomena of a given reality (Trivinos, 2008).

Experimental Study
In this type of study, one deliberately modifies in front of reality to observe and interpret
the changes that occur in each phenomenon. It works with variables that act on other
variables (Trivinos, 2008).
420 F. C. Paletta

Table 3. Roadmap and Stages of the Information User Survey Planning

Planning the implementation of an Information User Studies process

Evaluate the user’s informational competence in information search and appropriation models
Define User Survey methods and procedures: Qualitative Methods and/or Quantitative Methods
Overview on User Studies: Objectives, Typology and Methodological Guidelines
Identify relationship between needs, desire, demand, and use of information
Establish Need for User Communities Study: General Public, School, University, Business,
Specialized
Defining Users and Institutional Context
To adopt the User as the central figure in the conception of information products and services
within the scope of Information Science
Identify the real user and the potential user
Establish study perspective: System Perspective and User Perspective
Mapping the Knowledge Cycle, the use of Information and the creation of meaning
Analyze the Concept of Mediation and the Concept of Information Appropriation
Assess Cognitive, Emotional and Situational Dimensions of Information Use
The Process of Search and Information Retrieval, the Motivation for Search
Experimental Design and Field Research: Data Collection
Results Analysis
Recommendations and Conclusions

Scientific Knowledge
One of the main characteristics of Scientific Knowledge is the systematization, as it
consists of an ordered knowledge, i.e., formed from a set of ideas that form a theory.
Among other characteristics inherent to scientific knowledge, it stands out the fact of
being rational, objective, analytical, communicable, accumulative, explanatory, among
other factors related to the methodical investigation.
The Scientific Method is made up of a set of processes or techniques that form the
steps of the path to be taken in the search for truth. Every investigation arises from the
careful observation of facts that need further explanation. This is imagined through a
hypothesis. Then, the veracity of the suggested solution is verified […] the method is a
set of systematic and rational activities that, with greater security and economy, allows
reaching the objective - valid and true knowledge -, tracing the path to be followed,
detecting errors, and assisting the researcher’s decisions (Marconi, Lakatos, 2021). Sci-
entific Research fundamentally aims to contribute to the evolution of human knowledge
in all sectors, being systematically planned and executed according to strict information
processing criteria. As to the form of approach, research can be qualitative or quantitative.
 Information User Studies Concepts, Models and Applications 421

Qualitative Research
In the qualitative approach, the research has the environment as a direct source of data.
The researcher maintains direct contact with the environment and object of study in
question requiring a more intensive fieldwork. In this case, issues are studied in the
environment in which they present themselves without any intentional manipulation by
the researcher.
It arose from the need for investigations that cannot be quantified. The direct source
of data is the natural environment, and the researcher is the key instrument; the research
is descriptive; researchers are more concerned with the process than with the results and
products and tend to analyze the data inductively (Trivinos, 2008). The meaning is the
essential concern; it is important to remember that qualitative research does not follow
a rigid sequence during its development and that the initial hypotheses can be changed
as verifications are made and new information emerges.

Quantitative Research
This type of approach is related to the use of resources and statistical techniques aimed
at quantifying the data collected.
Quantitative or Quantitative-Descriptive research employs quantitative artifices aim-
ing at the systematic collection of data on populations, programs or samples of popu-
lations and programs. They use various techniques such as interviews, questionnaires,
forms and employ sampling procedures (MARCONI, LAKATOS, 2021).

Task-Oriented Research
They focus on certain behaviors and activities that constitute the information-seeking
process (CHOO, 2003a, 2003b). It seeks to identify:

• the internal and external sources of information that are selected and used by groups;
• examine formal or informal ways in which information is shared or communicated
in professions or organizations;
• analyze perceptions and attitudes towards information, search, and sources to
determine information use patterns and preferences.

Integrative Research
It covers the whole process of searching for and using information. Its objectives are.

• understand the situation or context that led to the recognition of the need for
information
• examine information search and storage activities
• analyze how information is used to solve problems, make decisions, and create
meaning
• evaluate results of information use, impacts, benefits, and contribution to the notion
of efficiency or performance
422 F. C. Paletta

Types of Research1
The main types of research are basic or fundamental; applied; bibliographical; historical;
life science; descriptive; social; experimental; technological or applied; individual; mono
and interdisciplinary.

• Bibliographic research
• Field Research
• Experimental Research
• Documentary Research
• Case Study

The best-known methods in these studies are questionnaires and interviews that are
usually used in conjunction with the observation technique (DIAS, PIRES, 2010).

Observation Technique
It allows observing the studied phenomenon in real time. According to Patton (1987)
cited by Gonzalez Teruel (2005), research methods must allow observation:

• The environment and its surroundings;

• The human and social environment, groups, Organisation, conduct and interactions
between people;
• The language of individuals, which reveals their experiences and views;
• Non-verbal communication;
• The documents that circulate between subjects;
• What does not occur but is predicted to occur according to the observer’s point of
view.

Questionnaire
A questionnaire is an instrument of data collection, consisting of an ordered series of
questions, which must be answered in writing and without the presence of the interviewer.
Studies indicate that questionnaires reach a 25% return rate. It is important that a pre-
test be carried out to check the reliability, validity, and operability of the instrument.
The questionnaire may have open, closed, multiple choice, estimation, or evaluation
questions - in which it is possible to have a judgment in intensity scale” (MARCONI.
LAKATOS, 2021; DIAS, PIRES, 2010).

• Advantages: savings in time and personnel; simultaneous outreach to a greater number

of people and geographical area; quicker and more accurate responses; people have
more time and feel freer and safer due to anonymity; impersonality of the instrument
and lower risk of distortion by the researcher.

DIAS, Maria Matilde K; PIRES, Daniela. Uses and Users of Information. São Carlos:
Edufscar, 2010. 48 p. ISBN 9788576000228. Available at: https://bibliotextos.files.wordpr
ess.com/2012/12/usos-e-usuc3a1rios-da-informac3a7c3a3o.pdf
 Information User Studies Concepts, Models and Applications 423

• Disadvantages: small number of questionnaires returned and large number of unan-

swered questions; the informant may have difficulty answering and there is no way
to help him/her; deadline for return; it is not always the chosen one who answers
and the circumstances under which completion occurs are not known; requires a
homogeneous universe.

Interview
The interview is a meeting between two people, for one of them to obtain information
about a certain subject, through a professional conversation. It is a procedure used in
social research to collect data or to help diagnose or treat a social problem:
• Standardized or Structured: where a pre-established script is followed
• Unstructured: an informal conversation with open questions
• Focused: there is a script, but the interviewer asks the questions they wish
• Clinical interview: studies people’s motivations, feelings, and behavior
• Non-directed interview: the interviewer offers total freedom to the interviewee to
express him/herself on a given subject
• Panel: the questions are repeated from time to time to the same people in different
ways to study the evolution of opinions.

The interview should be well planned and prepared, with prior knowledge of the
universe of the interviewee, and should guarantee the confidentiality of their confidences
and identity. The answers should meet requirements of validity, relevance, specificity,
clarity, depth, and extent (MARCONI. LAKATOS, 2021; DIAS, PIRES, 2010).

• Advantages: it can be used with any type of individual; the interviewer can repeat,
clarify, or reformulate questions; the interviewee’s reactions can be observed; it
allows relevant information that is not in documentary sources to be obtained; it
allows disagreements to be clarified during the interview; it allows for statistical
quantification.
• Limitations: difficulty of expression and communication between the parties; lack of
understanding of the meaning of the questions by the interviewee; possibility of the
interviewee being influenced by the interviewer; willingness of the interviewee and
fear of his/her identity being revealed; takes time and is difficult to carry out.

Critical Incident Technique

Critical incident is any observable and rich in detail human activity that allows inferring
future patterns of conduct. This technique is based on the formulation to a group of
users, of questions relating to a last or more significant occasion when they have needed
additional information for the performance of their activities. (GONZALEZ TERUEL,
2005, p. 145).

Focus Group
This technique is a qualitative interview conducted simultaneously to a small, selected
group of people with similar interests. The interview is led by a moderator who should
424 F. C. Paletta

help the group to discuss and focus on the chosen topic. (GONZALEZ TERUEL, 2005,
p. 145).

Delphi Technique
Technique that aims to seek levels of agreement among a given group on issues of interest
to research. The objective is to establish a structured mechanism for communication and
discussion among a group of experts whose opinion may help to solve research problems.
The importance of the role of the moderator is highlighted. The technique encompasses
the following steps:

• Moderator prepares pilot questionnaire with questions to start the discussion

• Validation of the questionnaire by the participants
• Sending to participants
• Analysis of answers and comments/degree of agreement in relation to the contents
• Number of rounds, according to the levels of consensus obtained
• Replies are sent directly to the moderator individually and anonymously.

5 User Studies: Objectives, Typologies and Methodological

Guidelines
The needs and uses of information should be examined in specific user contexts - profes-
sional, organizational, social. Needs vary according to profession, social group, demo-
graphic background, and the specific requirements of the task the user is performing
(DERVIN; NILAN, 1986). Users obtain information from a variety of formal or infor-
mal sources, including personal contacts. Numerous criteria may influence the selection
and use of sources - accessibility, credibility, quality, and temporality.

User Study: System-Oriented vs. User-Oriented Paradigm

System Perspective: Examines how information flows in the system and focuses on the
user in contact with the system. The user is seen as a passive subject and the concern
is with the development of tools and services to simplify access and foster information
sharing. The research looks at what happens in the environment external to the individual
(services, practices, instruments).
User Perspective: It assigns the user an active role in the information search process.
The information is a subjective construction created in the user’s mind from an interpreta-
tive process in which the user attributes meaning to it. An objective piece of information
can be given various subjective meanings by different subjects. The research examines
the individual’s cognitive and psychological preferences and needs and how they affect
information seeking.

SYSTEM-ORIENTED USER-ORIENTED
Concept of Information and Objective: it is a commodity; Subjective: Does not convey a
Information Need reflects correspondence with constant meaning; users
reality; conveys the same interpret it and give it meaning
meaning to the user according to their image or
model of the world
(continued)
 Information User Studies Concepts, Models and Applications 425

(continued)
SYSTEM-ORIENTED USER-ORIENTED
Search Process Partial: punctual view of the General: holistic view of the
experience; the observation experience; the factors that
focuses on the moment when interfere in the user’s
the user enters into interaction interaction with the
with the information system information system and the
consequences of such
interaction are studied
Background Transactional: assumes that Situational: based on the
users with similar assumption that users are
characteristics will use individuals who operate with
information in a similar way distinct interests at different
and make similar decisions. times and their conduct is
The user’s conduct would be governed by variables that are
similar in different situations specific to each individual or
information problem
Source: (Dervin and Nilan, 1986).

User Survey Objectives and Procedures

**

SYSTEM-ORIENTED USER-ORIENTED
Purpose of the Study Describing behavior patterns in Understanding the user in his
relation to information to obtain context and his actions in
results that can be extrapolated specific and defined
to other users with similar situations
characteristics
Methodological Procedures Quantitative: Seeks to determine Qualitative: It aims to
general characteristics of a understand, as deeply as
population based on the possible, a phenomenon or a
observation of many individual given situation
cases
Source: (Dervin and Nilan, 1986).

Need, Desire and Demand for Information

The user may demand information which he objectively does not need, but which he per-
ceives as necessary, and the opposite also occurs, as the user may not demand necessary
information, but which is not perceived as such (WILSON, 1997).
The user may or may not transform the perceived need into a demand for an
information system, depending on variables such as: lack of knowledge of sources;
unpreparedness to use sources; negative experiences; language barriers, among others
(Fig. 8).
426 F. C. Paletta

DEMAND

NEED DESIRE

USE

Fig. 8. Need, Desire, and Demand for Information. Source: author - CBD0244

Information Need: Experiences of the individual with the search for information,
implies cognitive processes that operate from different levels of consciousness:

• Visceral: need for information related to a feeling of dissatisfaction, not expressed

in linguistic terms. Situation that may change in terms of form and content as more
information is obtained and becomes more concrete.
• Conscious: conscious mental description of an ill-defined area of indecision.
Ambiguous and confusing situation that can be better defined in consultations and
conversations with other people.
• Formalized: formal statement of the need and expressed by rational question and
qualified according to the source. It may be reformulated according to the source.
• Adapted: question reworked to be understood or processed by the information system.

Information Desire:
More subjective concept than information need. It considers the user’s own perception
of his/her information needs:
• that which the individual would wish to have or that information which the user thinks
they need (LINE, 1971).
• the way in which the user expresses his or her desire to satisfy a need. They would
be the information needs recognized by the user himself (SANZ CASADO, 1994).
• in an ideal situation, desire and need should be equal, but several obstacles deter-
mine that not everything one needs becomes a desire and not every desire is a need
(NICHOLAS, 1996).
 Information User Studies Concepts, Models and Applications 427

Information Demand: What the individual requests from the system - the formalized
and adapted request to the system that is perceived as necessary for the user (LINE,
1974)

Information Use, Relevance and Context

The information user makes choices among the messages he receives when he perceives
a meaningful relationship between the content of the message and the task or prob-
lem at hand: relationship with relevance to the clarification or solution of the problem
(TAYLOR, 1968).

Relevance

• Subjective (human judgement);

• Cognitive (knowledge and perception of the individual);
• Situational (particular problems of the user);
• Multidimensional (influenced by several factors);
• Dynamic (changes over time);
• Measurable (at defined moments)

Use of Information

• Clarification: to create a context or give meaning to a situation (answers to questions)

• Understanding the problem: used in a more specific way
• Instrumental: to answer what and how to do
• Factual: to describe reality and determine facts
• Confirmative: for verification, involves seeking a second opinion
• Projective: forecasts, estimates, probabilities
• Motivational: initiating or maintaining the individual’s involvement in ongoing
actions
• Personal or political: building relationships, promoting status enhancement, reputa-
tion, or personal satisfaction.

Information Context

• Information needs are motivated by the context in which the user is inserted. The
environment conditions the search process, but it is necessary to define the variables
to be observed in the context.

• Context: set of past, present, and future situations that can encompass different
situations.
• Situations: actions, activities or conduct that occur over time.
428 F. C. Paletta

6 The Information Search Process

The Information Search Process is associated with user behavior when interacting with
information systems either under the bibliographic paradigm: certainty and order or
under the user paradigm: uncertainty and disorder.
As interactions at the physical level, we can highlight the act of marking texts to
highlight relevance and pertinence, as well as comparing new information with previous
knowledge. (MIRANDA, 2006).
Mediation is a space of interaction between the areas of production and reception,
to provide conditions for new interactions. Mediation in Information Services creates
opportunities for users to take ownership of information content. The experience of
mediated learning can be understood by:
• Mediation of intentionality/reciprocity: there is a conscious sharing between mediated
and mediator, based on the experience and the bond between people;
• the mediation of meaning: contextualization and construction of meaning take place;
• the mediation of transcendence provokes a relationship between the knowledge that
has been acquired and its projections and meanings for future situations.
The user is motivated by a stress where there is a lack of information generated by
uncertainty or frustration. In this situation the user avoids or faces the problem; in the
latter case, he/she will be led to the information search process. Such a process will
be permeated by barriers both characteristics of the sources (accessibility, credibility),
as well as psychological, demographic, and environmental ones. Wilson (1997) apud
González Teruel (2005).
The search for the search for information is seen as a sense-making process -
constructivist. Considers mastery activities:
• Physical: actions executed
• Affective: feelings experienced
• Cognitive: ideas related to process and content
The various reasons that lead the user to the information search process can be
verified when we analyze the anomalous state of knowledge, that is, the information
gap perceived by the researcher - user, and which needs to be filled (BELKIN; ODDY;
BROOKS, 1982).
There is consensus among cognitivist research scientists that people construct a world
view actively and constantly, assimilating and constructing new information according
to their experiences.
A theory described by Dervin in 1983, Sense Making is a set of assumptions, the-
oretical perspective, methodological approach, set of research methods and practice
designed to make sense of a chaotic reality.
The Knowledge Cycle is associated with the flow that connects 3 processes related
to the use of information:
• the creation of meaning
• the construction of knowledge
• decision making
 Information User Studies Concepts, Models and Applications 429

The Sense Making Stages

• To identify and give meaning to the signs of the environment that allow guiding the
process of knowledge construction
• New knowledge leads to potential innovation
• Decisions are made based on the selection of elements that are important to the
organization.
Appropriation and meaning attribution of information considers the elements of the
information transfer process, extending its application to the moment when the user starts
to apprehend the information, not only when the information is transmitted. In addition
to the acquisition of knowledge, it brings cultural and social values that the individual
takes to his learning throughout life, his cultural baggage and capacity for synthesis and
cognitive organization. (CARVALHO, 2010).
Users go through several cognitive and affective states during the search stages, where
their judgments, relevance, relevance, and motivation for the search change, Kuhlthau
(2008), designated the Search Process as ISP - Information Search Process:

Research Objects

• Subject selection
• Setting the focus
• Procedures for gathering information
• Research work
• Frequency of use of the Library
• Role of mediators

Stages of the Common Common Ideas Actions Common Appropriate

Information Sentiments at at Each Stage to Each Stage tasks according
Search Process each stage to Kuhlthau’s
model
1. Initiation Uncertainty Vacancy Looking for Recognition
information
Complementary
2. Selection Optimism Trust Searching for Identify
Relevant
Information
3. Exploration Confusion Frustration Seeking Focused Investigate
Doubt Information
4. Formulation Accuracy Your need Looking for Formulate
Reliable
Information
5. Collection Trust Increased Looking for Collect
Interest Valuable
Information
(continued)
430 F. C. Paletta

(continued)
Stages of the Common Common Ideas Actions Common Appropriate
Information Sentiments at at Each Stage to Each Stage tasks according
Search Process each stage to Kuhlthau’s
model
6. Presentation Relief faction or Clearer or Seeking Complete
Disappointment Focused Information
Meaning
Source: Information Search Process as ISP - Information Search Process Kuhlthau (2008)

7 User and Community Studies and Their Characteristics

The first studies on information users sought to establish a series of demographic, social
and human indicators of the populations served by libraries, but with a very particular
focus: the data survey, as a kind of diagnosis, for the improvement or adequacy of library
products and services (Araújo, 2010).
Community studies are basic to library management because, like any organization,
the library exists to perform specific functions, which were valuable enough, at the time
of its inception, to justify its creation, and which, presumably, continue to motivate the
library’s survival and growth. The term community studies precede the term user studies
(Figueiredo, 1994).
According to Dias and Pires (2004), the term community is used when referring to
the public that attends or might attend the library […]. Whether the library is a public,
school, university, thematic, community, or specialized library, we consider all potential
users who may use it.
The study of user communities aims to know the environment in which the infor-
mation service is located and the characteristics of its users. It can be analyzed users
in general - potential public, or users participating in certain services or activities - real
public. (SILVA, 2017).
The study of the community presupposes analysis and coordination of economic,
social, and other interrelated aspects of a selected group. This analysis will have no
value if it does not consider the peculiar characteristics of the community and each of
its elements (DIAS; PIRES, 2004).

Stages of a Community Study

• Identify users and uses of information

• Describe the target population and environment
• Identify the needs of this population
• Assessing needs
• Describe, communicate, and implement the solutions
For each type of community study: for example of a public library or a university
library, there will be a specific data set to be collected or methodology depending on the
population to be analyzed.
 Information User Studies Concepts, Models and Applications 431

8 Information Use Studies

We can define the use of information as the use of data obtained for the understanding
of existing gaps (FERREIRA, 1995). According to the use of information, the creation
of meaning is guided by beliefs or actions. (Choo, 2003a, 2003b).

[…] For Taylor (1968), the information use environment (geographical, organi-
zational, social, intellectual, cultural) is defined as a set of elements that affects
the flow and use of messages, defines entities or communities, and determines the
criteria by which the value of information will be judged in a given context […].

Several emotional factors such as uncertainty, stress, fear, and insecurity can interfere
in the search for information. Affective factors are also feelings experienced by users in
the information search process. For example: security, uncertainty, doubt.

Cognitive, Emotional and Situational Dimensions of Information Use

• Cognitive in Dervin, Choo and Kuhlthau; meaning making approach;

• Emotional in Kuhlthau;
• Situational in Taylor, linked to problem-solving situations and reduction of ambigu-
ities.
Kuhlthau (1991; 1993) characterizes the ‘uncertainty principle’ to consider the range
of indeterminacy in mental associations that characterizes human thought.
According to Wilson (1996; 1999) this process is systemic, involving several envi-
ronmental and emotional factors. For example: the fear of making mistakes or breaking
regulations.
In his model of information search, the Information Search Process, Kuhlthau (1998)
describes the feelings experienced by users during the information search process, start-
ing from the ambiguity of thoughts at the beginning of the search to the specificity at
the end. These feelings follow the sequence of uncertainty, optimism, confusion and
frustration, clarity, sense of direction, confidence and satisfaction or disappointment.
Decisions can be made based on incomplete information or based on beliefs, preju-
dices, faith, or ideology. Which means that need may not always result in information
seeking. Information can satisfy not only cognitive needs but also affective needs such as
security, achievement, or recognition (Wilson, 2006). Some situational or environmental
factors influence the performance of information seeking:

• the economy and its strata, which determines resources, i.e., determining information-
rich or information-poor environments and the choice of communication channels.
• the political system that will determine information of public or private access.
• the physical location, which determines the relevance and pertinence of the topic in
each region, e.g., climate in the Amazon, energy in Europe.
432 F. C. Paletta

Factors influencing user behavior in university libraries: lack of training in the use
of search tools and adequate research environment.

Models and Classes of Use of Information

The result of information use is a change in the user’s state of knowledge or ability to
search, access, retrieve and appropriate information.
Information use involves selecting and processing information to answer a question,
solve a problem, decide, negotiate a position, or understand a situation.
Whether information is to be selected or ignored depends largely on its relevance to
clarifying the question or solving the problem (Choo, 2003a, 2003b).
The use of information is associated with factors such as:
• Clarification
• Understanding the Problem
• Instrumental
• Factual
• Confirmed
• Projective
• Motivational
• Personal or Political
Relevance is considered a good indicator of information use, and the relationship
between relevance and use can be explored from both the system and user perspectives.

9 Conclusions
To develop and implement Information User Studies should be on the agenda of every
library: Children’s, School, Public, University, Thematic, Community, Specialized, Rare
Works, Prison. It is up to the Librarian to use the available resources in the methodological
process of user studies that allows the Library to identify the concepts of relevance and
pertinence established by the user and community of information users. User Studies
enable the Library to innovate in its services and concentrate efforts in offering an
experience that makes sense to the Information User. A powerful management and
decision-making tool.
Due in part to rapid technological change and uptake by most of the community,
libraries are in a constant state of transformation when it comes to engaging and using
new technologies in ways that are relevant to users and meet the main objectives of the
Library as an organization.
Libraries should pay attention to future trends by releasing information about changes
and what is relevant to the Library’s objectives and operating guidelines.
Web 3.0 has already integrated itself into online library activities through the new
generation of social media applications, the semantic web, and the ease of finding and
sharing information. (Belling et al., 2011). The semantic web has changed the face of the
internet; it will continue to change and develop the way libraries conduct their operations
and develop services to users.
Library 3.0 is still under development, but library services need to be aligned with
the demands of a networked society.
 Information User Studies Concepts, Models and Applications 433

Acknowledgments. FAPESP Processo 16/07358-6.

References
Araújo, C.A.V.: Estudos de usuários conforme o paradigma social da ciência da informação:
desafios teóricos e práticos de pesquisa. Informação Informação 15(2), 23–39 (2010). https://
doi.org/10.5433/1981-8920.2010v15n2p23
Azevdo, A.R.: Inclusão digital e competência informacional: proposta de abordagem metodológica
para estudo de usuários da informação digital. Múltiplos Olhares em Ciência da Informação,
1(1) (2011). http://hdl.handle.net/20.500.11959/brapci/67580
Baptista, S.G., Cunha, M.B.: Estudo de usuários: visão global dos métodos de coleta de dados.
Perspectivas em Ciência da Informação 12(2), 168–184, maio/ago.2007. https://repositorio.
unb.br/handle/10482/905
Baptista, M.M., Gonçalves, M.S.: Estudo do Usuárionas Bibliotecas da Universidade de Caxias
do Sul. Bibliotecas Universitárias: Pesquisas, Experiências e Perspectivas 4(2), 32–48 (2018).
https://periodicos.ufmg.br/index.php/revistarbu/article/view/3108
Belling, A., et al.: Exploring Library 3.0 and Beyond (2011). https://dokumen.tips/documents/exp
loring-library-30-and-beyond-pdf-investigate-collaborative-purchasing.html?page=1
Bogdan, R.C., Biklen, S.K.: Qualitative Research for Education: An Introduction to Theories
Methods (2006)
Campanher, B.D., Daneluz, I., Piva, C.R.M., Souza, M., Gonçalves, R.B.B., Silveira, J.P.B.: Estu-
dos de usuários em tempos de pandemia por Covid-19 (2021). https://periodicos.ufpb.br/index.
php/biblio/article/view/60064
Campebel, P., Pryce, T.: A Biblioteca: Uma História Mundial. Edições Sesc São Paulo (2016)
Choo, C.W.: Como ficamossabendo – um modelo de uso da informação. In: A organização
do conhecimento: como as organizações usam a informação para criar significado, construir
conhecimento e tomar decisões, pp. 63–120. Ed. Senac São Paulo, São Paulo (2003)
Choo, C.W.: A Administração da ambiguidade – as organizaçõescomo comunidades criadoras de
significados. In: A organização do conhecimento, pp. 121–178. Senac, São Paulo (2003)
da Cunha, M.B., do Amaral, S.A., Dantas, E.B.: Manual de estudo de usuários da informação.
Atlas, São Paulo (2014)
Dantas, N.C.d.F., Carvalho, L.M.: Necessidades de informação de gestores públicos: o caso de
um Centro Acadêmico Universitário. Informação em Pauta, Fortaleza 2(esp.), 160–180 (2017).
http://repositorio.ufc.br/bitstream/riufc/28418/1/2017_art_ncfdantaslmcarvalho.pdf
Demo, P.: Metodologia científica em ciências sociais. Atlas, São Paulo (1992)
Dias, M.M.K., Pires, D.: Usos e Usuários da Informação, 48 p. Edufscar, São Carlos (2010).
ISBN 9788576000228. https://bibliotextos.files.wordpress.com/2012/12/usos-e-usuc3a1rios-
da-informac3a7c3a3o.pdf
Dervin, B., Nilan, M.: Information needs and uses. In: williams, M.E. (ed.) Annual Review of
Information Science and Technology, vol. 21, pp. 03–33. Knowledge Industry Publications,
Chicago, IL (1986). http://www2.hawaii.edu/~donnab/lis670/dervin_nilan.pdf
Ellet, W.: Manual de Estudo de Caso. 269 p. Bookman, São Paulo (2007)
Ferreira, S.M.S.P.: Novosparadigmas da informação e novas percepções do usuário. Ciência da
Informação [S. l.] 25(2) (1996). http://revista.ibict.br/ciinf/article/view/660
de Figueiredo, N.M.: Estudos de uso e usuários da informação. IBICT, Brasília (1994). https://liv
roaberto.ibict.br/handle/1/452
Foskett, D.J., et al.: A contribuição da psicologia para o estudo dos usuários da informação técnico-
científica, pp. 11–30. Calunga, Rio de Janeiro (1980). http://livroaberto.ibict.br/handle/1/452
434 F. C. Paletta

González Teruel, A.: Los estudios de necesidades y usos de la información: fundamentos y

perspectivas actuales. Trea, Gijón (2005)
Harbo, K., Biegel, R.: A field trip to library user land. 2010. Deff—Denmark’s electronic research
library and changepilot. Denmark’s Electronic Research Library. https://silo.tips/download/a-
field-trip-to-library-user-land
Harbo, K., Hansen, T.V.: Getting to know library users’ needs experimental ways to user centred
library innovation, LIBER Q. 21(3/4), 367–385 (2012). https://doi.org/10.18352/lq.8031
Kremer, J.M.: A técnica do incidentecrítico. Rev. Bib. UFMG 9(2), 165–176 (1980). https://per
iodicos.ufmg.br/index.php/reb/article/view/36364/28451
Kremer, J.M.: Consideraçõessobre estudos de usuários em bibliotecas universitárias. R. Esc.
Bibliotecon. UFMG 13(2), 234–259 (1984). https://periodicos.ufmg.br/index.php/reb/article/
view/36475/28534
Kuhlthau, C.C.: Inside the search process: seeking from the user’s perspective. J. Am. Soc. Inf.
Sci. 42(5) (1991). https://ils.unc.edu/courses/2014_fall/inls151_003/Readings/Kuhlthau_Ins
ide_Search_Process_1991.pdf
Kuhlthau, C.: Developing a Model of the library search process: cognitive and affective
aspects. Ref. Q. 28(2), 232–242 (1988). https://www.jstor.org/stable/25828262?seq=1#met
adata_info_tab_contents
Kuhlthau, C.C.: Seeking Meaning: A Process Approach to Library and Information Services.
Libraries Unlimited. (2004)
Lancaster, F.W.: Avaliação de serviços de bibliotecas. Briquet de Lemos, Brasília (1996)
Lessard-Hébert, M., Goyette, G., Boutin, G.: InvestigaçãoQualitativa: fundamentos e práticas. 184
p. Instituto Piaget, Lisboa (2012)
de Lima, A.B.A.: Aproximaçãocrítica à teoria dos estudos de usuários de bibliotecas. Londrina:
Embrapa- CNPSo; Brasília: Embrapa/SPI (1994)
Marconi, M.d.A., Lakatos, E.M.: Fundamentos de MetodologiaCientífica. 9th edn. Atlas, São
Paulo (2021)
Martucci, E.M.: A abordagem sense-making para estudo de usuário, vol. 3. Documentos
ABEBD, Porto Alegre (1997). https://abecin.org.br/wp-content/uploads/2021/03/Docume
ntos_ABEBD_3.pdf
Medeiros, A.L.: As bibliotecasna antiguidade. Memória e Informação 3(2), 69–85 (2019). http://
hdl.handle.net/20.500.11959/brapci/127434
Miranda, S.: Como as necessidades de informação podem se relacionar com as competências infor-
macionais. Ciência da Informação 35(3), 99–114 (2006). https://www.scielo.br/j/ci/a/SWCTzh
jB8dLZpNwfhYKKq9f/?format=pdf&lang=pt
Monfasani, R., Curzel, M.: Usuarios de la información: formación y desafíos. Alfagrama, Buenos
Aires (2006)
Nascimento, M.d.J., Sommer, C.:Usuário da informação: estudo aplicado a um grupo de
jornalistas. Informação & Sociedade: Estudos, João Pessoa 16(2), 141–155 (2006)
Presser, N.H., Fukahori, M.A.V.: Necessidades de informação: uma análise sociocognitiva
na gestão acadêmica no contexto da regulação. Encontros Bibli: revista eletrônica de
Biblioteconomia e Ciência da Informação, Florianópolis 17(35), 27–46 (2012)
da Silva, A.P.C., Costa, M.d.F.O., Cavalcante, L.E.: Necessidades informacionais de idosos em
bibliotecas comunitárias: estudo realizado em uma biblioteca no município de Fortaleza, Ceará.
Informação em Pauta, Fortaleza 2(esp.), 29–46 (2017)
Taylor, R.S.: Question negotiation and information seeking in libraries. Coll. Res. Libr. 29(3)
(1968). https://crl.acrl.org/index.php/crl/article/view/12027/13473
Sá, R.M.M., Veloso, H.V., Silveira, J.P.B.: Reflexões sobre o funcionamento e qualidade dos
serviços oferecidos por uma biblioteca Universitária do interior paulista: Um estudo de Caso.
Biblionline (2016). https://periodicos.ufpb.br/index.php/biblio/article/view/32251
 Information User Studies Concepts, Models and Applications 435

da Silva, A.M., Ribeiro, F.: Das ciênciasdocumentais à ciência da informação: ensaio episte-
mológico para um novo modelo curricular, 2nd edn, 174 p. Edições Afrontamento, Porto
(2008). ISBN 9789723606225
Trivinos, A.N.S.: Introdução à pesquisa em ciências sociais: a pesquisa qualitativa em educação.
Atlas, São Paulo (2008)
Wilson, T.D.: On user studies and information needs. J. Doc. 62(6), 658–670 (2006). http://new
doc.nccu.edu.tw/teasyllabus/1072155818001/R3%2060%20YEARS%20OF%20THE%20B
EST%20IN%20INFORMATION%20RESEARCH.pdf
Wilson, T.D.: Information behavior: an interdisciplinary perspective. Inf. Process Manag. Elmsford
33(4), 551–572 (1997). On user studies and information needs. J. Doc. 37(1), 3–15 (1981).
https://www.sciencedirect.com/science/article/abs/pii/S0306457397000289
 Author Index

A F
Alves, Jorge 76 Fernandes, António 76
Antalík, Imrich 214 Fernandes, Joana M. S. R. 368
Aranguren, Ricardo Luciano Chaparro 265 Fernandes, Paula Odete 76
Arcos-Argudo, Miguel 3 Fernandez-Hurtado, Gisela 397
Arellanos-Huaylinos, Enrique 397 Fiallos, Betty Valle 167
Arias, Edmundo Jalón 208 Figueredo-Morales, Chabely 349
Arias, Susana A. 208
Arias-Flores, Hugo 45 G
Artieda–Ponce, Mauricio Patricio 378 Galego, Nuno Miguel Carvalho 89
Ashqar, Huthaifa I. 323 García, Nelson P. 122
Ashqar, Rashed Isam 323 Garcia, Rodrigo 122
Gaspar, Pedro Miguel 199, 224
Gomez A., Hector F. 167
B Gonçalves, Bruno F. 56, 155
Barnuevo-Solis, Xavier Andrés 378 Gonçalves, Vitor 56, 155
Brandão, Pedro Ramos 89
Bravo-Buri, Sofía 13
Buele, Jorge 233, 243, 255 H
Haro-Velasteguí, Andrés 132, 303

C I
Cabrera-Bermeo, Adrián 34 Ibarra, Frank 122
Cazorla-Logroño, Francisca 132 Imbaquingo -Narváez, Silvia 378
Chacón-Castro, Marcos 45
Chacón-Rangel, José Gerardo 45 J
Chango- Cañaveral, Patricia Marisol 378 Jadán-Guerrero, Janio 45
Coelho, João Pinto 313 Julio, Yair Rivera 122
Cordova-Buiza, Franklin 397
Corredor, Breed Yeet Alfonso 114, 265, 335
Correia, Ricardo 199 K
Crespo, Rubén González 114, 335 Karacsony, Peter 214
Cruz-Salazar, Rodrigo 233
Cuello, Vionis Patricia García 265 L
Cuevas-Contreras, Tomás Jesús 185 Leal, Carmem 199
Cumbicus, Fanny Carmen 144 Leal, Carmen 224
Lema-Jaramillo, Tonny 34
Leones, Nicolás 243
E Lončarić, Laura 23
Elisa Sousa, Ana 291 Lopes, Isabel 360
Escudero-Villa, Pedro 243 Luís, Ana Lúcia 174

© The Editor(s) (if applicable) and The Author(s), under exclusive license
to Springer Nature Switzerland AG 2024
C. Montenegro et al. (Eds.): ICMTT 2023, LNNS 773, pp. 437–438, 2024.
https://doi.org/10.1007/978-3-031-44131-8
438 Author Index

M Q
Madeira, Rui 199 Quezada-Sarmiento, Pablo Alejandro 378
Mangones, Angel Pinto 122
Marín, Carlos Enrique Montenegro 114, 335 R
Marques, Célio Gonçalo 313 Ramos, Célia M. Q. 323
Marques, Mariana 174, 388 Redouane, Abdesselam 282
Martelo, Carlos Augusto Sánchez 114, 265, Ribeiro, Maria Isabel 360
335 Ribeiro, Nuno 76
Martínez-Mesías, Juan Pablo 97 Robles-Bykbaev, Vladimir 13, 34
Mateus, Lígia 313 Romo-Rojas, Mario 303
Morales - Molina, Tania 349 Ruiz, C. Dionicio Ponce 208
Morales-Urrutia, Elizabeth 106 Ruiz, Jaime 303
Morales-Urrutia, Ximena 69, 97
S
Sailema-Palan, Maritza 132
N Sánchez-Guerrero, Javier 132, 303
Nacipucha-Zhañay, Rodrigo 13 Sinailin-Peralta, José 106
Naranjo, Fausto Vizcaino 208 Sofia Viana, Ana 291
Naranjo, Mario Leon 167 Szabo, David 214
Naranjo-Santamaría, Joselito 69
Nguyen, Le Quyen 76 T
Nogueira, Sónia P. 368 Teixeira, Natália 174
Nunes, Alcina 76 Tierra-Arévalo, José 255
Núñez-Naranjo, Aracelly 106, 144 Tierra-Arévalo, Miryam Liliana 255
Tovio, Juan M. Torres 122

O U
O’Neill, Alexandra 388 Urrutia, Ximena Morales 349
Ocaña, José Miguel 144
Orehovački, Tihomir 23 V
Valle-Álvarez, Tatiana 97
Vanegas, Jorge Alberto Briceño 265
P Vásquez, Geri Belén Bucheli 349
Padrão, Pascoal 360 Vayas-Ortega, Germania 69
Pais, Sónia 291 Victor, José A. M. 199, 224
Palacio-Fierro, Andrés 97 Villacís-Guerrero, Jacqueline del Pilar 255
Paletta, Francisco Carlos 409 Višnjić, Matej 23
Pascoal, Rui Miguel 89 Vivar, Silvio Machuca 167
Pereira, João Paulo 76
Pestana, Hélder 313 Z
Pires, Luís C. M. 368 Zizaldra-Hernández, Isabel 185