<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000300370</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-3.21</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Técnica para la evaluación del aburrimiento en tiempo real en estudiantes de nivel universitario]]></article-title>
<article-title xml:lang="en"><![CDATA[Real-time boredom evaluation technique in college students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Técnica de avaliação do tédio em tempo real em estudantes universitários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garro-Mena]]></surname>
<given-names><![CDATA[Leonardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calderón-Castro]]></surname>
<given-names><![CDATA[Jenny Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>370</fpage>
<lpage>380</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000300370&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000300370&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000300370&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción. El aburrimiento en los procesos educativos ha sido asociado en diversos estudios con variedad de efectos negativos. Se cree que el aburrimiento es causado por una falla del entorno para satisfacer nuestra necesidad de excitación. Muchas herramientas (escalas) han sido desarrolladas para su medición; sin embargo, dichas escalas están diseñadas para la medición del aburrimiento global, es decir, al final del proceso, no en las etapas de este. El presente estudio busca desarrollar una metodología para evaluar el efecto del aburrimiento en las etapas de una clase universitaria, con el fin de contar con una herramienta para la evaluación cuantitativa de actividades específicas.  Metodología.  Se propone una escala de medición del aburrimiento junto con una herramienta de intervención mínimamente disruptiva. Los datos así obtenidos se someten a un procesamiento matemático con el propósito de reducir el efecto de la subjetividad (percepción del nivel de aburrimiento) en la escala. La metodología propuesta se aplicó a un grupo de estudiantes de la Universidad de Costa Rica.  Resultados. El resultado más importante fue la correlación entre actividades específicas en una clase y el gradiente de aburrimiento.  Discusión.  La reducción en la variabilidad interestudiantil lograda con el procesamiento matemático permite que la metodología propuesta sea utilizada para el análisis cuantitativo de las etapas de una clase en función del aburrimiento percibido. Dicha información se puede utilizar para el diseño de procesos de aprendizaje centrados, no solo en el proceso global, sino en cada etapa de este, lo cual, a nuestro mejor entender, no logra ninguna de las escalas comúnmente utilizadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction. Various studies have associated boredom in educational processes with a variety of negative effects. It is believed that boredom is caused by a failure in the environment to fulfill our need for motivation. Many tools (scales) have been developed to measure it. However, these scales are designed to measure global boredom, that is, at the end of the process, not in its stages. The present study seeks to develop a methodology to evaluate the effect of boredom in the stages of a university class to have a tool for the quantitative evaluation of specific activities.  Method.  This study proposed a boredom measurement scale with a minimally disruptive intervention tool. The data obtained undergo mathematical processing to reduce the effect of subjectivity (perceived level of boredom) on the scale. The proposed methodology was applied to a group of students from the University of Costa Rica.  Results.  The most important result was the correlation between specific activities in a class and the gradient of boredom.  Discussion.  The reduction in the variability between students achieved with mathematical processing allows the proposed methodology to be used for the quantitative analysis of the stages of a class based on perceived boredom. This information can be used to design learning processes focused not only on the global process but on each stage of it, which, to the best of our knowledge, is not achieved by any of the commonly used scales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  O tédio nos processos educacionais tem sido associado em vários estudos a uma variedade de efeitos negativos. Acredita-se que o tédio seja causado por uma falha do ambiente em satisfazer nossa necessidade de excitação. Muitas ferramentas (escalas) foram desenvolvidas para sua medição, porém, essas escalas são projetadas para a medição do tédio global, ou seja, ao final do processo, não em suas etapas. O presente estudo busca desenvolver uma metodologia para avaliar o efeito do tédio nas etapas de uma aula universitária a fim de ter uma ferramenta para avaliação quantitativa de atividades específicas.  Metodologia.  Uma escala de medição do tédio é proposta em conjunto com uma ferramenta de intervenção minimamente disruptiva. Os dados assim obtidos são submetidos a processamento matemático para reduzir o efeito da subjetividade (nível percebido de tédio) na escala. A metodologia proposta foi aplicada a um grupo de estudantes da Universidade da Costa Rica.  Resultados.  O resultado mais importante foi a correlação entre atividades específicas em uma aula e o gradiente de tédio.  Discussão.  A redução da variabilidade entre alunos obtida com o processamento matemático permite que a metodologia proposta seja utilizada para a análise quantitativa das etapas de uma aula com base no tédio percebido. Essas informações podem ser utilizadas para o desenho de processos de aprendizagem focados não apenas no processo global, mas em cada etapa dele, o que, até onde sabemos, não é alcançado por nenhuma das escalas comumente utilizadas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Boredom]]></kwd>
<kwd lng="en"><![CDATA[boredom scale]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="es"><![CDATA[Aburrimiento]]></kwd>
<kwd lng="es"><![CDATA[escalas de aburrimiento]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="pt"><![CDATA[Tédio]]></kwd>
<kwd lng="pt"><![CDATA[escalas de tédio]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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