Authors Volume XVI, Fall Issue
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Article 1: Gamification and Student Retention in Virtual Courses: Evidence from Language Teaching Practice
Author: Dr. Elga Sepúlveda Suárez, Culinary Institute LeNotre, elga.sepulvedasuarez@gmail.com
Abstract: Student retention in online education continues to be a major challenge, particularly in language courses where consistent practice, feedback, and motivation are key to success. This study examines how gamification tools can enhance engagement and persistence among online Spanish students. Four tools—Kahoot, Quizlet, Gimkit, and Quizzes—were integrated into asynchronous and synchronous activities in online Spanish courses. Data from Learning Management System (LMS) analytics and student feedback surveys were analyzed descriptively to assess engagement trends. Results show increased participation (85–92%), higher completion rates, and improved motivation, especially among students identified as at risk of dropout. This article illustrates the practical application of gamification in language education and offers evidence of its role in supporting student retention. The discussion highlights pedagogical implications, the need for accessible design, and recommendations for sustainable, inclusive gamification strategies in higher education.
Article 2: Competencias profesionales para enseñar en entornos virtuales, de maestros de matemáticas de los grados 9 a 12 del Departamento de Educación de Puerto Rico
Author: De Jesús, Blenda, Egresada del Programa Graduado, Universidad Interamericana de Puerto Rico, Bdej7290@interponce.edu
Abstract: El propósito de esta investigación fue determinar el nivel de competencia profesional autopercibida de los maestros de matemáticas de los grados 9 al 12 del Departamento de Educación de Puerto Rico para enseñar en entornos virtuales de aprendizaje. Los resultados revelaron que los docentes se autopercibieron con un nivel alto de competencia profesional en todas las dimensiones evaluadas y se evidenció que factores como la formación académica graduada, la certificación en entornos virtuales y la experiencia docente influyen significativamente en el nivel de competencia percibida. Se concluyó que el fortalecimiento de las competencias profesionales en entornos virtuales debe ser una prioridad para el liderazgo escolar, a fin de garantizar una educación de calidad, equitativa y contextualizada en escenarios de enseñanza mediados por tecnología.
Article 3: The Adverse Digital Childhood Experiences (ADCEs) Framework: A Transformative Paradigm for Decoding Digital Adversity and Safeguarding Human Agency in Child Development and Lifespan Trajectories
Author: Asrat Genet Amnie, Hostos Community College, CUNY, aamnie@hostos.cuny.edu
Abstract: Childhood is no longer confined to physical spaces; It increasingly unfolds within digitally saturated environments where algorithmically mediated technologies shape attention, learning, and identity formation from the earliest years. Traditional adversity frameworks, particularly the Adverse Childhood Experiences (ACEs) model, do not capture the distinctive, persistent, and often invisible risks of digital life. To address this gap, this study advances the Adverse Digital Childhood Experiences (ADCEs) framework, an empirically informed and theory-driven extension of ACEs that systematizes ten interrelated domains of digital adversity encompassing social, cognitive, and environmental stressors. These include cyberbullying and exploitation, commercial surveillance and privacy harms, technoference and digital neglect, identity distortion, exposure to harmful content, ideological manipulation, and displacement of physical play and nature engagement. Developed through an integrative synthesis of multidisciplinary evidence, the ADCEs framework delineates mechanisms through which digital and AI-mediated systems may influence neurocognitive, socioemotional, and ethical development. A structured research and clinical rubric is proposed to support psychometric validation, longitudinal tracking, and cross-cultural adaptation. By integrating developmental science, digital ethics, and public health, the ADCEs framework provides a coherent scaffold for research, screening, and intervention, enabling policymakers, educators, and clinicians to safeguard children’s well-being and agency across convergent physical–digital ecologies.
Article 4: Perceived Online Teaching–Learning Environment as a Predictor of Student Satisfaction: Evidence from a Spanish Course
Author: Irizarry, Brian, Ed.D., Doctoral Graduate, Inter American University of Puerto Rico, Ponce Campus, Biri9798@interponce.edu
Abstract: This study examines the relationship between students’ perceptions of the online teaching–learning environment and their satisfaction with a Spanish language course at a private university. Using a quantitative, correlational design, we analyzed student survey responses adapted from established online learning environment scales to capture instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, student autonomy, and enjoyment of distance education. Results indicate a significant positive association between perceptions of the online learning environment and overall satisfaction (Kendall’s tau-b = .367, p = .001; N = 43). Findings reinforce the importance of clear course structure, timely feedback, and robust instructor–student interaction in non-traditional modalities. We discuss implications for instructional design, faculty development, and student support services, and offer actionable recommendations to enhance learner experience and satisfaction in online language courses. Limitations and future research directions are outlined to guide subsequent studies within Hispanic-serving contexts and similar higher-education settings.
Article 5: Shaping Problem-Solvers: The Role of Diverse Methods in Advancing Mathematical Confidence
Author: Armando Amador, Ed. D. C.T.A.S, Assistant Professor of Mathematics, Hostos Community College, City University of New York, aamador@hostos.cuny.edu
Abstract: This article investigates how exposure to diverse methods for solving quadratic equations influences the development of mathematical confidence and problem-solving skills among undergraduate students in community college algebra courses. Recognizing that students often enter with varying levels of prior knowledge and limited experience in flexible problem-solving, the instructional model introduced multiple strategies, including Grouping, Completing the Square, Trial and Error, the Quadratic Formula, and Slide-Divide-Bottoms-Up. Student perceptions, preferences, and self-reported confidence were collected through surveys and analyzed to assess both procedural proficiency and conceptual understanding. Findings reveal that engaging with multiple solution methods enhances students’ confidence, encourages strategic thinking, and promotes adaptability in selecting appropriate approaches for different problem types. The results also demonstrate that students develop greater mathematical maturity, characterized by reflective reasoning, method comparison, and persistence in problem-solving. These insights suggest that integrating diverse methods into algebra instruction fosters a mindset of flexible and independent problem-solving, providing a pathway for students to approach complex mathematical challenges with confidence and resilience.
Article 6: Generational Cybersecurity: Helping Parents Understand Teens’ Online Risks
Author: Fokam, Dejolie Christelle, Assistant Professor, Hostos Community College (CUNY), dejoliechristelle@gmail.com
Abstract: This study uses parallel surveys of parents and adolescents to examine intergenerational understanding of teens’ online activities and risks. Thirty anonymous responses (majority teens) were analyzed descriptively. While 71% of parents reported being very or somewhat confident about their teen’s online life, only 4% of teens said they always share their online activities with parents; 57% turn to friends first when problems arise. Nearly half (48%) of teens reported experiencing cyberbullying or harassment. Both groups expressed strong interest in learning together (teens: 87% yes/maybe; parents: 86% yes/maybe). Findings highlight gaps in knowledge and communication that can be addressed through family-based education and structured workshops. We conclude with practical recommendations for parent–teen joint learning, privacy‑respectful dialogue, and basic technical safeguards.
Article 7: Academic, Social, and Emotional Impacts of COVID-19 on University Students in Puerto Rico
Authors: Angel Ginorio-Martínez Ph.D., AT/R, aginorio@uagm.edu; Sandra Guzmán Figueroa Ed.D., guzmans2@uagm.edu; Edna Oyola Nunez Ed.D., Ut_eoyola@uagm.edu from Universidad Ana G. Méndez
Abstract: Findings revealed that 52.6% of participants reported negative academic impacts, particularly difficulties with concentration, motivation, and adapting to distance learning. Social interaction was significantly affected for 58.5% of students, with reports of isolation, reduced peer interaction, and limited access to student services. Emotional and mental health challenges were reported by 50% of participants, with stress, frustration, and anxiety as the most prevalent symptoms. These results highlight the urgent need for Puerto Rican IHEs to strengthen remote learning support systems, mental health services, and crisis resilience policies. Strengthening faculty readiness and student services are essential for future emergencies.
Article 8: La importancia de los planes de inducción para docentes de enfermería en Puerto Rico: hacia una educación de calidad
Author: Angel José Muriel Valcárcel, EDP University of Puerto Rico, Hato Rey Campus
amuriel@edpuniversity.edu
Abstract: La transición de enfermeros clínicos a docentes en Puerto Rico presenta múltiples desafíos, especialmente por la ausencia de planes de inducción estructurados. Este artículo examina la relevancia de los programas de inducción en la formación y retención de docentes de enfermería, contrastando instituciones acreditadas y no acreditadas. A partir de un análisis realizado en cuatro instituciones de educación superior en Puerto Rico, los hallazgos indican que los programas acreditados enfatizan estrategias sistemáticas y sostenibles, mientras que los programas no acreditados tienden a enfocarse en soluciones a corto plazo con un desarrollo pedagógico limitado a largo plazo. Se analizan también los estilos de liderazgo y su influencia en la efectividad de los procesos de inducción, destacando el impacto del liderazgo transformacional en la mentoría, la retención y la calidad educativa. Finalmente, se proponen diez pasos estratégicos fundamentados en evidencia internacional y local para fortalecer la inducción docente, incluyendo la estandarización de guías, la implementación de mentorías clínico-educativas, el uso de tecnologías innovadoras y el alineamiento con estándares de acreditación. Las evidencias de este análisis sugieren que la implementación de planes de inducción representa un factor decisivo para fortalecer la calidad educativa y la confianza de los educadores, sino que también impacta directamente en la calidad de la enseñanza y en la seguridad del sistema de salud en Puerto Rico.
Article 9: Engaging, Motivating, and Strengthening Learning Preferences with Kahoot! in Higher Education
Authors: Mónica Stanton Koko, Assistant Professor, Borough of Manhattan Community College, CUNY, mstantonkoko@bmcc.cuny; Tammy Lee Christensen, Doctoral Lecturer, Lehman College, CUNY, Tammy.Christensen@lehman.cuny.edu; Michele Méservie Montécalvo, Part-Time Lecturer, Rutgers University, New Jersey, mm2433@tc.columbia.edu
Abstract: Many college learners, especially first-generation and multilingual students, benefit from instruction that is interactive and culturally responsive. This article presents a practical framework for using Kahoot! (1) to boost motivation and engagement, and (2) to help students surface and strengthen their learning preferences through metacognitive reflection. We map core Kahoot! formats (Quiz, Type Answer, Slider, Drop Pin, Puzzle, Poll/Scale, and Word Cloud) to learning modalities (visual, auditory, read/write, kinesthetic; social/collaborative), student-centered pedagogy (active learning, inclusive design, culturally sustaining practices), and flexible delivery modes (online synchronous and in-person with technology). We include ready-to-adopt prompts (e.g., chart interpretation, digestion-sequence puzzle, affective scenario polling) that pair each activity with a brief reflective question, allowing students to identify what helped them learn and why. This approach reframes Kahoot! from a game to a guided practice with rapid feedback and metacognitive checks, supporting persistence while honoring the expressive cultural strengths common among Hispanic/Latinx learners. Faculty can implement this framework in online, HyFlex, and face-to-face courses to increase participation, reduce performance anxiety, and make learning-strategy awareness an explicit outcome.
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