This article aims to describe the process of measuring mental state variables through a brain-computer interface in the interaction of humans with books with augmented reality; specifically, it seeks to analyze the variables commitment, stress, interest, relaxation, excitement, concentration in the interaction of students with a book with augmented reality compared with the measurement of the same variables when reading a traditional text. For the process of measuring emotional signals, two texts were designed for the data structure subject of the systems engineering program, the first in traditional format and the second with augmented reality applications. Subsequently, the mental state measures were taken through the brain-computer interface to the sample of students of the subject interacting with the traditional book and the book with augmented reality. Finally, through the interface software application, the results of the variables of each student interacting with the mentioned texts were downloaded and comparatively analyzed. Through comparative analysis, it is shown that the variable of mental state interest increases in the interaction of higher education students with books with augmented reality compared to reading a traditional text. Brain-computer interface systems have become an effective strategy for the measurement of emotional variables in the incorporation of emerging technologies such as augmented reality into teaching-learning processes in higher education.

Por una parte, las revistas enfrentan retos para mantenerse actualizadas y posicionarse en un entorno muy cambiante y competitivo, lo que afecta su relevancia y citaciones; y, por otra parte, la inteligencia artificial (IA) es cada vez más una tecnología clave en la industria editorial, por su capacidad de procesar grandes volúmenes de datos y optimizar procesos. Con el objetivo de identificar la relevancia y el potencial de las herramientas de IA para mejorar los procesos de las publicaciones científicas, así como para identificar tendencias emergentes, este artículo presenta una investigación con un enfoque mixto, que integra una revisión sistemática de la literatura y recopila y analiza datos en publicaciones científicas, particularmente en ciencias sociales. Se revisan las plataformas de IA disponibles, evaluando su precisión a través de revisiones sistemáticas y análisis comparativos y, como resultado, se proponen directrices para su adecuada implementación en procesos editoriales.

Online laboratories have become an alternative solution for the development of the practical component of subjects of higher education academic programs in settings in which physical access is difficult in person. In particular, emerging technologies such as virtual reality enhances the implementation and integration of software applications that allow the user to observe a three-dimensional scenario causing the feeling of being immersed in it. On the other hand, in a complementary way, the universal diffusion and use of mobile communication devices allow to have scenarios in which students through Smartphone cameras access virtual reality software applications giving the feeling of being immersed in a real context. Regarding the central scope, this work describes a method for the design and implementation of software applications that allow the virtualization of laboratory practices in subjects of higher education academic programs. Additionally, as a test, a virtual reality application was implemented that simulates a laboratory practice of the advanced topics in software engineering course of the systems engineering program of the Universidad de Pamplona, Colombia. Finally, measures of perception of emotional variables such as stress, concentration, commitment, attention and focus were taken through an instrument to a sample of the students of the course regarding the interaction they registered when interacting with the technological product. In conclusion, it can be said that through virtual reality, technological solutions can be implemented for laboratory virtualization in emergency scenarios such as the development of the teaching-learning process through technological mediations.

The integration of knowledge generated by generative artificial intelligence models has shown a significant impact on the efficiency of various productive processes but raises challenges related to misinformation, privacy, security, and biases. In scientific communication, these models face the issue of hallucinations—incorrect or fabricated content—that can be mitigated by configuring the "temperature" variable in prompt design. This study, using a multimethod approach that includes narrative review, quasi-experimental experiments, and methodological triangulation, analyzes how this configuration affects the quality and accuracy of the generated text. The findings reveal that low temperature values (close to 0) enhance precision and reduce hallucinations, while high values increase creativity but also heighten the risk of speculative and inaccurate responses, as well as extend text length. The study concludes that temperature configuration should be tailored to the specific objectives of scientific communication, prioritizing precision in contexts where accuracy is critical. From an ethical perspective, improper use of this variable can lead to misinformation if results are not rigorously verified and validated. The study offers practical recommendations for balancing creativity and precision, emphasizing that careful temperature adjustment not only mitigates risks but also optimizes the generation of reliable content, thereby strengthening scientific communication.