The high volume of information produced by project management and its quality have become a challenge for organizations. Due to this, emerging technologies such as big data, data science and artificial intelligence (ETs) have become an alternative in the project life cycle. This article aims to present a systematic review of the literature on the use of these technologies in the architecture, engineering, and construction industry. A methodology of collection, purification, evaluation, bibliometric, and categorical analysis was used. A total of 224 articles were found, which, using the PRISMA method, finally generated 57 articles. The categorical analysis focused on determining the technologies used, the most common methodologies, the most-discussed project management areas, and the contributions to the AEC industry. The review found that there is international leadership by China, the United States, and the United Kingdom. The type of research most used is quantitative. The areas of knowledge where ETs are most used are Cost, Quality, Time, and Scope. Finally, among the most outstanding contributions are as follows: prediction in the development of projects, the identification of critical factors, the detailed identification of risks, the optimization of planning, the automation of tasks, and the increase in efficiency; all of these to facilitate management decision making.

Gamification and game-based learning (GBL) has been widely implemented in educational processes, mainly in elementary education; it has been applied less frequently in university education. The objective was to test the effect of game-mediated teaching strategies on mathematics teaching in first-year engineering students. A quantitative study was done within the framework of a design-based research. Eighty-one (81) students participated in the research, all from the Dif-ferential Calculus course. Twelve (12) didactic units were designed. The instru-ment used was the Synthesized Instructional Materials Motivation Survey (SIMMS), adapted to record the categories of Attention, Relevance, Confidence and Satisfaction (Keller's motivational model). A significant contribution of the pedagogical strategy and the different categories of motivation was verified, whereas the significance between collaboration and motivation was also evident (intervention 2). Finally, the strategy can provide preliminary evidences in reduc-ing dropout. In conclusion, game-based learning can be used to strengthen educa-tional processes in engineering.

El objetivo de este artículo es presentar una revisión sistemática sobre el aprendizaje basado en juegos, aplicado a la enseñanza de las matemáticas en la educación superior. La tecnología en las aulas ha generado cambios notables y nuevos entornos de aprendizaje, entre los cuales los juegos logran captar la atención de muchos usuarios, generar compromiso y mejores resultados de aprendizaje. Se utilizó una metodología de revisión de registros a partir de cinco índices bibliográficos y bases de datos de interés en el área educacional, se realizó el análisis bibliométrico correspondiente, la evaluación de calidad y la generación de conclusiones. Los resultados muestran 19 registros que abordan diferentes mediaciones y que se orientan al desarrollo cognitivo, emocional, afectivo, de habilidades blandas y de comportamiento. Estos hallazgos permiten a los investigadores interesados en el tema y a las instituciones educativas analizar la relevancia y los aportes positivos de los juegos (digitales o no digitales) en los procesos de enseñanza-aprendizaje.

The development of mathematical skills for future engineers is essential. Game-based learning (GBL) and gamification have been widely used in elementary education, but less applied in higher education. The objective of this article was to evaluate the effect of didactic strategies mediated by games in the teaching of mathematics in first-year engineering students. A qualitative study was carried out. Five (5) teaching units were designed. Seven (7) focus groups were developed with 81 participants from the differential calculus course. The keyword in context-KWIC technique was used for the focus group analysis. The categories attention, relevance, confidence, and satisfaction (Keller’s motivational model) were evaluated. An important contribution of the pedagogical strategy to student motivation, teamwork, commitment, and argumentation was verified. In conclusion, game-based learning makes it possible to strengthen the motivation of students in the educational processes of mathematics in engineering.

Esta investigación tiene como objetivo evaluar el efecto sobre la motivación y el rendimiento académico en los estudiantes al implementar el aprendizaje basado en juegos como estrategia pedagógica e introducir el tema de redes definidas por software en un programa de ingeniería. El uso de la tecnología en educación ayuda a mejorar los resultados en los procesos de enseñanza y aprendizaje en todos los niveles. Existen variedad de plataformas y herramientas de apoyo que facilitan la labor del docente al crear nuevas opciones de metodologías didácticas. La metodología es cuantitativa de tipo cuasi-experimental sobre 26 participantes, divididos en dos grupos: experimental y control. Los resultados muestran que el grupo experimental presenta mejores niveles de rendimiento académico y motivación. En conclusión, el aprendizaje basado en juegos es una opción estratégica que permite explotar la afinidad que tienen los estudiantes a los juegos y al uso de la tecnología en pro de mejorar los procesos de enseñanza.

Training and capacity building for students in engineering programs, including developing competencies and skills in mathematics, have been well-established in literature. There is less known about lowering rates of desertion (understood as the non-completion of an academic program). While it is generally agreed that there are multiple causes (individual, institutional, and state), several authors suggest that low academic results and low motivation in an educational process are important causes. In the case of Santo Tomás University, the site of study for this research project, the desertion index in engineering programs is close to 45%. The course with the highest failure rates is introductory mathematics (offered in the first year). Given this context, this research project proposed innovative pedagogical strategies and mediations , targeting the motivation indexes of university-aged students enrolled in mathematics courses. Game-based learning and mixed methods were employed to design a set of two didactic strategies: (A) Kahoot Online Testing Tool, and (B) Online Crossword. The target population was represented by 20 students enrolled in a differential calculus course, as part of the first-year engineering program. For benchmarking purposes, the participants were given a diagnostic calculus test. Next, an adaptation of Instructional Material Motivation Survey was applied, which allowed me to measure the dimensions of attention, confidence, satisfaction, and relevance . The results demonstrated that the pedagogical innovation positively impacted student motivation. The most significant results include the importance of planning rigorous learning activities, incorporating problems from the real student environment, and the importance of offering immediate feedback.