HETS Online Journal

Message from the Chairman

2025-12-11T14:15:05+00:00

Gamificación y retención estudiantil en cursos virtuales: Evidencia desde la práctica docente en la enseñanza de lenguas

2025-10-07T01:30:40+00:00

Student retention in online education remains a pressing challenge, especially in language courses where consistent practice and motivation are critical for success. This article presents evidence from teaching practice in fully online Spanish courses where gamification tools such as Kahoot, Quizlet, Gimkit, and Quizzes were integrated to foster engagement, sustain motivation, and reduce dropout rates. Drawing from both classroom-based evidence and recent scholarly studies, the findings suggest that gamification can positively influence student persistence by creating interactive, rewarding, and community-driven learning environments. Results demonstrate improved engagement, higher completion rates, and positive student perceptions. A discussion highlights the pedagogical implications, challenges such as accessibility and novelty effects, and recommendations for sustainable integration of gamification. This study contributes to the field of higher education by offering practical evidence of how gamification supports student retention, reinforcing its value as a pedagogical tool for online learning environments.

Competencias profesionales para enseñar en entornos virtuales, de maestros de matemáticas de los grados 9 a 12 del Departamento de Educación de Puerto Rico

2025-10-07T01:33:56+00:00

The purpose of this research was to determine the level of self-perceived professional competence of mathematics teachers in grades 9 to 12 of the Puerto Rico Department of Education to teach in virtual learning environments. The results revealed that teachers perceive themselves as having a high level of professional competence in all the dimensions evaluated and it was evidenced that factors such as graduated academic training, certification in virtual environments and teaching experience significantly influence the level of perceived competence. It is concluded that the strengthening of professional competencies in virtual environments should be a priority for school leadership, in order to guarantee quality, equitable and contextualized education in technology-mediated teaching scenarios.

The Adverse Digital Childhood Experiences (ADCEs) Framework: A Transformative Paradigm for Decoding Digital Adversity and Safeguarding Human Agency in Child Development and Lifespan Trajectories

2025-10-14T16:21:01+00:00

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.

Perceived Online Teaching–Learning Environment as a Predictor of Student Satisfaction: Evidence from a Spanish Course

2025-10-16T20:50:12+00:00

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.

The Shaping Problem-Solvers: The Role of Diverse Methods in Advancing Mathematical Confidence

2025-10-07T01:46:12+00:00

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.

Generational Cybersecurity: Helping Parents Understand Teens’ Online Risks

2025-10-14T16:25:48+00:00

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

Academic, Social, and Emotional Impacts of COVID-19 on University Students in Puerto Rico

2025-10-16T20:47:38+00:00

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 HEIs to strengthen remote learning support systems, mental health services, and crisis resilience policies. Strengthening faculty readiness and student services are essential for future emergencies.

Los resultados revelaron que el 52,6 % de los participantes reportó impactos académicos negativos, en particular dificultades de concentración, motivación y adaptación al aprendizaje a distancia. La interacción social se vio significativamente afectada en el 58,5 % de los estudiantes, con reportes de aislamiento, menor interacción con sus compañeros y acceso limitado a los servicios estudiantiles. El 50 % de los participantes reportó problemas de salud emocional y mental, siendo el estrés, la frustración y la ansiedad los síntomas más prevalentes. Estos resultados indican la necesidad urgente de HEIs en Puerto Rico de fortalecer la educación a distancia, el sistema de apoyo, servicios de salud mental y policitas institucionales durante crisis. Mejorar la preparación de la facultad y los servicios a estudiantes es esencial para emergencias en el futuro.

La importancia de los planes de inducción para docentes de enfermería en Puerto Rico: Hacia una educación de calidad

2025-10-07T02:01:03+00:00

The transition from clinical nurses to nurse educators in Puerto Rico poses multiple challenges, largely due to the lack of structured induction programs. This article explores the significance of induction initiatives for the preparation and retention of nursing faculty, comparing practices in accredited and non-accredited institutions. Drawing from an analysis conducted across four higher education institutions in Puerto Rico, findings indicate that accredited programs emphasize systematic and sustainable strategies, whereas non-accredited institutions tend to focus on short-term solutions with limited long-term pedagogical development. Leadership styles and their influence on induction effectiveness are also examined, with particular attention to the positive role of transformational leadership in mentorship, faculty retention, and teaching quality. The paper concludes with ten evidence-based recommendations—including standardized guidelines, clinical-educational mentorship, and innovative technologies—that aim to strengthen induction practices. Ultimately, investing in comprehensive induction programs not only builds pedagogical competence and professional confidence among novice educators but also advances the overall quality of nursing education and contributes to a safer healthcare system in Puerto Rico.

Engaging, Motivating, and Strengthening Learning Preferences with Kahoot! in Higher Education

2025-10-17T12:09:07+00:00

Many college learners, especially first-generation and multilingual students, benefit from instruction that is interactive and culturally responsive. To present a practical framework for using Kahoot! to (1) boost motivation and engagement, and (2) 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.

Message from the Chief Editor

2025-12-11T14:19:00+00:00