Guía práctica para redactar y publicar manuscritos científicos

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Abramo, G. & D’Angelo, C. A. (2025). Inter-and intra-domain knowledge flows: Examining their relationship with impact at the field level over time. Journal of Informetrics, 19(1). https://doi.org/10.1016/j.joi.2024.101614

Al Anaissy, C., Vesic, S. & Nevejans, N. (2023). Towards Ethical Argumentative Persuasive Chatbots BT - Coordination, Organizations, Institutions, Norms, and Ethics for Governance of Multi-Agent Systems XVI. In N. Fornara, J. Cheriyan, & A. Mertzani (Eds.), COINE 2023, (pp. 141–160), Cham. Springer Nature Switzerland. https://doi.org.ecups.idm.oclc.org/10.1007/978-3-031-49133-7_8

Al-Zubaidi, K., Jaafari, M. & Touzani, F. Z. (2024). Impact of ChatGPT on Academic Writing at Moroccan Universities. Arab World English Journal, 1(1), 4–25. https://doi.org/10.24093/awej/ChatGPT.1

Ambati, S. H., Stakhanova, N. & Branca, E. (2025). Learning ai coding style for software plagiarism detection. In H. Duan, M. Debbabi, X. de Carné de Carnavalet, X. Luo, X. Du, & M. H. A. Au (Eds.), BT - Security and Privacy in Communication Networks, (pp. 467–489), Cham. Springer Nature Switzerland. https://doi.org/10.1007/978-3- 031-64954-7_24

Amirzhanov, A., Turan, C. & Makhmutova, A. (2025). Plagiarism types and detection methods: a systematic survey of algorithms in text analysis. Frontiers in Computer Science, 7. https://dx.doi.org/10.3389/fcomp.2025.1504725

Ayala-Carabajo, R. & Llerena-Izquierdo, J. (2023a). Modelo preventivo para minimizar estudiantes en riesgo académico para las asignaturas del primer año universitario. CODES, 5. https://doi.org/10.15443/codes1917

Ayala-Carabajo, R. & Llerena-Izquierdo, J. (2023b). Proyectos de investigación y publicaciones de estudiantes de grado. Caso de éxito en universidad ecuatoriana. CODES, 5. https://doi.org/10.15443/codes1906

Ayub, T., Ahmad Malla, R., Khan, M. Y. & Ganaie, S. A. (2024). The art of deception: humanizing AI to outsmart detection. Global Knowledge, Memory and Communication, ahead-of-print(ahead-of-print). https://doi.org/10.1108/GKMC-03-2024-0133

Bai, Y., Kosonocky, C. W. & Wang, J. Z. (2024). How our authors are using AI tools in manuscript writing. Patterns, 5(10). https://doi.org/10.1016/j.patter.2024.101075

Balmaseda Espinosa, C., Mederos Machado, M., Sarduy Lugo, A. & García Perdigón,

Barrot, J. S. (2025a). Balancing Innovation and Integrity: An Emerging Technology Report on SciSpace in Academic Writing. Technology, Knowledge and Learning, 30(1), 587–592. https://doi.org/10.1007/s10758-024-09802-w

Barrot, J. S. (2025b). Leveraging Google Gemini as a Research Writing Tool in Higher Education. Technology, Knowledge and Learning, 30(1), 593–600. https://doi.org/10.1007/s10758-024-09774-x

Behroozinia, M. & Khosrawi, S. (2025). A Review of Physical Medicine and Rehablitation Journals’ Guidelines Regarding the Use of Artificial Intelligence in Manuscript Writing. Archives of Rehabilitation Research and Clinical Translation, 7(1). https://dx.doi.org/10.1016/j.arrct.2024.100419

Bellini, V., Federico, S., Jonathan, M., Marco, C., & Bignami, E. (2024). Between human and AI: assessing the reliability of AI text detection tools. Current Medical Research and Opinion, 40(3), 353–358. https://doi.org/10.1080/03007995.2024.2310086

Bellino, A. & Bascunan, D. (2020). Design and Evaluation of Write Better: A Corpus-Based Writing Assistant. IEEE Access, 8, 70216–70233. https://doi.org/10.1109/ACCESS.2020.2982639

Benlidayi, I. C. (2025a). Cartoons in Scholarly Publishing: Considerations for Authors, Reviewers, and Editors. Journal of Korean Medical Science, 40(4). https://doi.org/10.3346/jkms.2025.40.e83

Benlidayi, I. C. (2025b). Recommendations for Image and Video Articles in Scholarly Publishing. Journal of Korean Medical Science, 40(5). https://doi.org/10.3346/jkms.2025.40.e84

Bernal Navarro, J. C., Nebot Díaz, E. & Madrid García, J. A. (2022). Mendeley, el gestor de referencias bibliográfico y su aplicación en la docencia de Conservación y Restauración de Bienes Culturales, vista desde la transversalidad de la perspectiva de género (gender mainstreaming). In In-Red 2022 - VIII Congreso Nacional de Innovación Educativa y Docencia en Red, València. Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2022.2022.15900

Bhattaru, A., Yanamala, N. & Sengupta, P. P. (2024). Revolutionizing Cardiology With Words: Unveiling the Impact of Large Language Models in Medical Science Writing. Canadian Journal of Cardiology, 40(10), 1950–1958. https://doi.org/10.1016/j.cjca.2024.05.022

Bleher, H. & Braun, M. (2023). Reflections on Putting AI Ethics into Practice: How Three AI Ethics Approaches Conceptualize Theory and Practice. Science and Engineering Ethics, 29(3), 21. https://doi.org/10.1007/s11948-023-00443-3

Bodnenko, D., Lytvyn, O., Radchenko, S. & Proshkin, V. (2021). The Templates Methods in E-Learning of Higher Mathematics. In E-learning in the Time of COVID-19, (pp. 199–209). Scientific Editor Eugenia Smyrnova-Trybulska. https://doi.org/10.34916/el.2021.13.17

Borchers, C., Liu, X., Lee, H. H. & Zhang, J. (2024). Ethical AIED and AIED Ethics: Toward Synergy Between AIED Research and Ethical Frameworks BT - Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky. In A. M. Olney, I.-A. Chounta, Z. Liu, O. C. Santos, & I. I. Bittencourt (Eds.), AIED 2024, (pp. 18–31), Cham. Springer Nature Switzerland. https://doi.org.ecups.idm.oclc.org/10.1007/978-3-031-64315-6_2

Bornmann, L. & Haunschild, R. (2016). Overlay maps based on mendeley data: The use of altmetrics for readership networks. Journal of The Association for Information Science and Technology, 67(12), 3064–3072. https://doi.org/10.1002/asi.23569

Bravo Quezada, J. H. (2025). Microlearning como estrategia de apoyo al modelo de aprendizaje de las instituciones educativas de enseñanza media. Master’s thesis, Universidad Politécnica Salesiana. https://dspace.ups.edu.ec/handle/123456789/30171

Butler, C. R., O’Hare, A. M., Kestenbaum, B. R., Sayre, G. G. & Wong, S. P. Y. (2021). An Introduction to Qualitative Inquiry. Journal of the American Society of Nephrology, 32(6). https://doi.org/10.1681/ASN.2021040473

C. Fidopiastis, M. Antona, Q. Gao, J. Zhou, P. Zaphiris, A. Ioannou, R. Sottilare, J. Schwarz, & M. Rauterberg (Eds.), HCI International 2021 - Late Breaking Papers: Cognition, Inclusion, Learning, and Culture, HCII 2021, volume 13096 of Lecture Notes in Computer Science, (pp. 77–89). https://doi.org/10.1007/978-3-030-90328-2_5

Cano Ruíz, A., Espino Rosendo, H. M. & Espinosa Gerónimo, L. (2023). Desafíos en la formación de docentes rurales de México. Revista Iberoamericana de Educación, 91(1), 85–98. https://doi.org/10.35362/rie9115566

Castillo-Martínez, I. M., Flores-Bueno, D., Gómez-Puente, S. M. & Vite-León, V. O. (2024). AI in higher education: a systematic literature review. Frontiers in Education, Volume 9 - 2024. https://doi.org/10.3389/feduc.2024.1391485

Chandrasekera, T., Hosseini, Z., Perera, U. & Bazhaw Hyscher, A. (2024). Generative artificial intelligence tools for diverse learning styles in design education. International Journal of Architectural Computing, (pp. 14780771241287345). https://doi.org/10.1177/14780771241287345

Cissey Usman, A., Al-Hendawi, M. & Bulut, S. (2025). Approaches to qualitative research: A narrative literature review. Advances in Medicine, Psychology, and Public Health, 2(2), 81–95. https://doi.org/10.5281/zenodo.12804998

Clift, L. & Petrovska, O. (2025). Learning without Limits: Analysing the Usage of Generative AI in a Summative Assessment. In Proceedings of the 9th Conference on Computing Education Practice, CEP ’25, (pp. 5–8), New York, NY, USA. Association for Computing Machinery. https://doi.org/10.1145/3702212.3702214

Costas, R., Zahedi, Z. & Wouters, P. (2015). The thematic orientation of publications mentioned on social media large-scale disciplinary comparison of social media metrics with citations. ASLIB Journal of Information Management, 67(3), 260–288. https://doi.org/10.1108/AJIM-12-2014-0173

Covvey, J. R., Mcclendon, C. & Gionfriddo, M. R. (2024). Back to the basics: Guidance for formulating good research questions. Research in Social & Administrative Pharmacy, 20(1), 66–69. https://doi.org/10.1016/j.sapharm.2023.09.009

da Silveira, L., Méndez-Solano, A. & Mora Campos, A. (2022). La ciencia abierta desde la perspectiva de expertos: una propuesta de taxonomía brasileños. Encontros Bibli: revista eletrônica de biblioteconomia e ciência da informação, 27(1 SE - Traduções), 1–31. https://doi.org/10.5007/1518-2924.2022.e86251

Davidovic, J. (2023). On the purpose of meaningful human control of AI. Frontiers in Big Data, 5. https://doi.org/10.3389/fdata.2022.1017677

de Borst, G. J., Boyle, J. R., Dick, F., Kakkos, S. K., Mani, K., Mills, J. L. & Björck, M. (2025). Editor’s Choice – European Journal of Vascular and Endovascular Surgery Publication Standards for Reporting Vascular Surgical Research. European Journal of Vascular and Endovascular Surgery, 69(1), 9–22. https://doi.org/10.1016/j.ejvs.2024.10.009

Deanda, D., Alsmadi, I., Guerrero, J. & Liang, G. (2025). Defending mutation-based adversarial text perturbation: a black-box approach. Cluster Computing, 28(3), 196. https://doi.org/10.1007/s10586-024-04916-3

Deep, P. D., Martirosyan, N., Ghosh, N. & Rahaman, M. S. (2025). ChatGPT in ESL Higher Education: Enhancing Writing, Engagement, and Learning Outcomes. INFORMATION, 16(4). https://dx.doi.org/10.3390/info16040316

Deleg-Vera, L. & Llerena-Izquierdo, J. (2025). Estrategias de aprendizaje ubicuo para entornos educativos de enseñanza media utilizando Google Classroom. Revista InGenio, 8(2 SE - Artículos), 19–42. https://doi.org/10.18779/ingenio.v8i2.943

Desaire, H., Isom, M. & Hua, D. (2024). Almost Nobody Is Using ChatGPT to Write Academic Science Papers (Yet). https://doi.org/10.3390/bdcc8100133

Dias, C. G. d. S. (2024). Data sharing policies in Brazilian Applied Social Sciences journals indexed in SciELO. Encontros Bibli-Revista Eletronica de Biblioteconomia e Ciencia da Informacao, 29. https://doi.org/10.5007/1518-2924.2024.e95038

Eachempati, P., Komattil, R. & Arakala, A. (2025). Should oral examination be reimagined in the era of AI? Advances in Physiology Education, 49(1), 208–209. https://doi.org/10.1152/advan.00191.2024

Elsey, B. (2024). “Workplaces in the mind” as metaphor: advising industry managers doing doctoral research about organisational change management. Journal of Workplace Learning, 36(6), 417–427. https://doi.org/10.1108/JWL-04-2024-0070

Fatehi, F., Smith, A. C., Maeder, A., Wade, V. & Gray, L. C. (2017). How to formulate research questions and design studies for telehealth assessment and evaluation. Journal of Telemedicine and Telecare, 23(9), 759–763. https://doi.org/10.1177/1357633X16673274

Feldner, K. & Dutka, P. (2024). Exploring the evidence: Generating a research question: Using the picot framework for clinical inquiry. Nephrology Nursing Journal, 51(4), 393–395. https://pubmed.ncbi.nlm.nih.gov/39230468/

Folgueiras-Bertomeu, P. & Sandin-Esteban, M. P. (2023). The research question in hermeneutic phenomenology and grounded theory research. Qualitative Report, 28(5). https://doi.org/10.46743/2160-3715/2023.5715

Garzón Beltrán, Y. & Echenique Ortiz, M. L. (2024). TIC como estrategias de mediación en la comprensión lectora de la educación básica y media. Praxis, 20(1), 179–197. https://doi.org/10.21676/23897856.3974

Garzón Beltrán, Y. & Echenique Ortiz, M. L. (2024). TIC como estrategias de mediación en la comprensión lectora de la educación básica y media. Praxis, 20(1), 179–197. https://doi.org/10.21676/23897856.3974

Gherhes, , V., Fa˘rcas, iu, M. A., Cernicova-Buca, M. & Coman, C. (2025). AI vs. Human- Authored Headlines: Evaluating the Effectiveness, Trust, and Linguistic Features of ChatGPT-Generated Clickbait and Informative Headlines in Digital News. Information, 16(2), 150. https://doi.org/10.3390/info16020150

Goldschmidt, G. & Matthews, B. (2022). Formulating design research questions: A framework. Design Studies, 78. https://doi.org/10.1016/j.destud.2021.101062

Gowda Ramesh, H., Jana, M. & Bhalla, A. S. (2025). Approach to Publishing a Scientific (Radiology) Book. Indian Journal of Radiology and Imaging, 35(S 01), S163–S170. https://doi.org/10.1055/s-0044-1792043

Gunderman, H. C., Scherer, D. & Behrman, K. (2020). Leveraging library technology resources for internal projects, outreach, and engagement: A case study of Overleaf, LaTeX, and the KiltHub Institutional Repository Service at Carnegie Mellon University Libraries. College & Undergraduate Libraries, 27(2-4), 164–175. https://doi.org/10.1080/10691316.2021.1885549

H. (2025). Impact of eXeLearning on Interactive Educational Content in Secondary Education. In 2025 IEEE Engineering Education World Conference (EDUNINE), (pp. 1–6). https://doi.org/10.1109/EDUNINE62377.2025.10981368

Hashemi, A., Shi, W. & Corriveau, J.-P. (2024). AI-generated or AI touch-up? Identifying AI contribution in text data. International Journal of Data Science and Analytics. https://doi.org/10.1007/s41060-024-00693-9

He, H. & Xiong, B. (2025). A Bibliometric Analysis of Translator’s Style in Translation Studies: A Chinese Perspective (1980-2022). Sage Open, 15(1). https://doi.org/10.1177/21582440251322591

He, J., Cao, T. & Duffy, V. G. (2023). Machine learning techniques and privacy concerns in human-computer interactions: A systematic review. In H. Degen, S. Ntoa, & A. Moallem (Eds.), HCI International 2023 Late Breaking Papers, HCII 2023, PT VI, volume 14059 of Lecture Notes in Computer Science, (pp. 373–389). https://doi.org/10.1007/978-3-031-48057-7_23

Howard, F. M., Li, A., Riffon, M. F., Garrett-Mayer, E. & Pearson, A. T. (2024). Characterizing the Increase in Artificial Intelligence Content Detection in Oncology Scientific Abstracts From 2021 to 2023. JCO Clinical Cancer Informatics, 8(8), e2400077. https://doi.org/10.1200/CCI.24.00077

Ipanaqué-Zapata, M., Figueroa-Quiñones, J., Bazalar-Palacios, J., Arhuis-Inca, W., Quiñones-Negrete, M. & Villarreal-Zegarra, D. (2023). Research skills for university students’ thesis in E-learning: Scale development and validation in Peru. Heliyon, 9(3). https://doi.org/10.1016/j.heliyon.2023.e13770

Isanoa-Sinche, M. & Llerena-Izquierdo, J. (2025). Recursos digitales significativos para estrategias del aprendizaje invertido mediante el uso de la tecnología educativa de Ardora. Revista InGenio, 8(2 SE - Artículos), 43–65. https://doi.org/10.18779/ingenio.v8i2.1001

Jácome Mármol, C., Inga Ortega, E. M. & Llerena Izquierdo, J. (2025). Cambios en la formación docente en el marco del modelo TPACK considerando el concepto de ingeniería educativa. Revista InGenio, 8(1 SE - Artículos), 114–136. https://doi.org/10.18779/ingenio.v8i1.847

Jeon, J., Kim, L. & Park, J. (2025). The ethics of generative AI in social science research: A qualitative approach for institutionally grounded AI research ethics. Technology in Society, 81, 102836. https://doi.org/10.1016/j.techsoc.2025.102836

Jolly, J. L., Hodges, J. & Vlaamster, T. (2024). Australian gifted education scholarship: A bibliometric analysis. High Ability Studies, 35(2), 135–165. https://doi.org/10.1080/13598139.2024.2341617

Jumadi, J., Perdana, R., Wilujeng, I., Kuswanto, H. & Putra, R. (2024). Analyzing Students’ Publication Skill with Blended Learning Model in Masters’ Study Program of Physics Education. Pegem journal of Education and Instruction, 14(4). https://doi.org/10.47750/pegegog.14.04.34

Kabir, A., Shah, S., Haddad, A. & Raper, D. M. S. (2025). Introducing Our Custom GPT: An Example of the Potential Impact of Personalized GPT Builders on Scientific Writing. World Neurosurgery, 193, 461–468. https://doi.org/10.1016/j.wneu.2024.10.041

Kanade, S. G. & Duffy, V. G. (2020). A systematic literature review of game-based learning and safety management. In V. Duffy (Ed.), Digital Human Modeling and Applications in Health, Safety, Ergonomics and Risk Management. Human Communication, Organization and Work, DHM 2020, PT II, volume 12199 of Information Systems and Applications, incl. Internet/Web, and HCI, (pp. 365–377). https://doi.org/10.1007/978- 3-030-49907-5_26

Kar, S. K., Bansal, T., Modi, S. & Singh, A. (2024). How Sensitive Are the Free AI-detector Tools in Detecting AI-generated Texts? A Comparison of Popular AI-detector Tools. Indian Journal of Psychological Medicine, 47(3), 275–278. https://doi.org/10.1177/02537176241247934

Kramar, N., Bedrych, Y. & Shelkovnikova, Z. (2024). Ukrainian Phd Students’ Attitudes Toward AI Language Processing Tools in the Context of English for Academic Purposes. Advanced Education, 12(24 SE - Articles), 41–57. https://doi.org/10.20535/2410- 8286.305061

Kumar, S., Pan, H., Wang, R. & Tseng, L. (2020). LiteDoc: Make Collaborative Editing Fast, Scalable, and Robust. In 2020 IEEE International Conference on Pervasive Computing and Communications Workshops (PerCom Workshops), (pp. 1–6). IEEE. https://doi.org/978-1-7281-4716-1

Lantsoght, E. O. L. (2018). Formulating your research question. In The A-Z of the PhD Trajectory: A Practical Guide for a Successful Journey, Springer Texts in Education, (pp. 75–87). Gewerbestrasse 11, Cham, Ch-6330, Switzerland, Springer International Publishing AG. https://doi.org/10.1007/978-3-319-77425-1_5

Laroche, H. (2024). Liberate the Article! Proposals for Simplified Scientific Writing Conventions. M@n@gement, (pp. 103–120). https://doi.org/10.37725/mgmt.2024.9758

Lauer, F., Silva, R. R., Sartori, L. R., Collares, K., Sarkis-Onofre, R., Faggion Jr, C. & de Moraes, R. R. (2025). Resinbased adhesives, composites, and luting agents: Investigation of article citations and altmetrics. Brazilian Oral Research, 39. https://doi.org/10.1590/1807-3107bor-2025.vol39.041

Lei, L. Y., Lee, O. N. Y., Yong-Hing, C. J., Murray, N., Ali, I. T., Sheikh, M., Cheema, H. & Khosa, F. (2025). Impact factors and publication times of original scientific research in radiology journals. Clinical Imaging, 118. https://doi.org/10.1016/j.clinimag.2024.110370

Lin, X. (2024). Copyright Protection and Risk Assessment Based on Information Extraction and Machine Learning: The Case of Online Literary Works. Scalable Computing: Practice and Experience, 25(5), 3822–3831. https://doi.org/10.12694/scpe.v25i5.3002

Liu, J. Q. J., Hui, K. T. K., Al Zoubi, F., Zhou, Z. Z. X., Samartzis, D., Yu, C. C. H., Chang, J. R. & Wong, A. Y. L. (2024a). The great detectives: humans versus AI detectors in catching large language model-generated medical writing. International Journal for Educational Integrity, 20(1), 8. https://doi.org/10.1007/s40979-024-00155-6

Liu, Y. Y., Kong, W. T. & Merve, K. (2025). ChatGPT applications in academic writing: a review of potential, limitations, and ethical challenges. Arquivos Brasileiros de Oftalmologia, 88(3). https://dx.doi.org/10.5935/0004-2749.2024-0269

Liu, Z., Yao, Z., Li, F. & Luo, B. (2024b). On the Detectability of ChatGPT Content: Benchmarking, Methodology, and Evaluation through the Lens of Academic Writing. In Proceedings of the 2024 on ACM SIGSAC Conference on Computer and Communications Security, CCS ’24, (pp. 2236–2250), New York, NY, USA. Association for Computing Machinery. https://doi.org/10.1145/3658644.3670392

Llerena Izquierdo, J. F. (2022). Capacitación a profesores y acompañamiento a jóvenes universitarios para contrarrestar la ansiedad. In Experiencias docentes en tiempo de pandemia, (pp. 321–338). Ediciones Abya-Yala. https://dspace.ups.edu.ec/handle/123456789/21823

Llerena-Izquierdo, J. & Ayala-Carabajo, R. (2021). Training Methodology for Applied Research in the Graduation Mentoring Process of Engineering Students. In 2021 IEEE URUCON, (pp. 531–535). IEEE. https://doi.org/10.1109/URUCON53396.2021.9647382

Llerena-Izquierdo, J. & Ayala-Carabajo, R. (2021a). La acción de acompañamiento salesiano del joven investigador universitario desde un proceso formativo. In Memorias del IV Congreso de Educación Salesiana: desafíos juveniles para una transformación social, (pp. 137–147). https://dspace.ups.edu.ec/handle/123456789/20973

Llerena-Izquierdo, J. & Ayala-Carabajo, R. (2021a). La acción de acompañamiento salesiano del joven investigador universitario desde un proceso formativo. In Memorias del IV Congreso de Educación Salesiana: desafíos juveniles para una transformación social, (pp. 137–147). https://dspace.ups.edu.ec/handle/123456789/20973

Llerena-Izquierdo, J. & Ayala-Carabajo, R. (2021b). Training Methodology for Applied Research in the Graduation Mentoring Process of Engineering Students. In 2021 IEEE URUCON, (pp. 531–535). IEEE. https://doi.org/10.1109/URUCON53396.2021.9647382

Llerena-Izquierdo, J. & Ayala-Carabajo, R. (2021b). Training Methodology for Applied Research in the Graduation Mentoring Process of Engineering Students. In 2021 IEEE URUCON, (pp. 531–535). IEEE. https://doi.org/10.1109/URUCON53396.2021.9647382

Llerena-Izquierdo, J. & Ayala-Carabajo, R. (2022). Desarrollo de competencia investigativa de estudiantes universitarios de ingeniería en proceso de titulación: propuesta metodológica y experiencia. Memoria Investigaciones en Ingeniería, 0(23 SE - Artículos), 50–62. https://doi.org/10.36561/ING.23.5

Llerena-Izquierdo, J. & Ayala-Carabajo, R. (2022). Preparing undergraduate computer engineering students for publishable research. In 2022 IEEE World Engineering Education Conference (EDUNINE), (pp. 1–6). IEEE, IEEE. https://doi.org/10.1109/EDUNINE53672.2022.9782361

Llerena-Izquierdo, J. & Ayala-Carabajo, R. (2022a). Desarrollo de competencia investigativa de estudiantes universitarios de ingeniería en proceso de titulación: propuesta metodológica y experiencia. Memoria Investigaciones en Ingeniería, 0(23 SE - Artículos), 50–62. https://doi.org/10.36561/ING.23.5

Llerena-Izquierdo, J. & Ayala-Carabajo, R. (2022a). Development of research competence of undergraduate engineering students in the process of graduation: methodological proposal and experience. Portal de revistas académicas de la Universidad de Montevideo. https://redum.um.edu.uy/handle/20.500.12806/2571

Llerena-Izquierdo, J. & Ayala-Carabajo, R. (2022a). Development of research competence of under-graduate engineering students in the process of graduation: methodological proposal and experience. Portal de revistas académicas de la Universidad de Montevideo. https://redum.um.edu.uy/handle/20.500.12806/2571

Llerena-Izquierdo, J. & Ayala-Carabajo, R. (2022b). Development of research competence of under-graduate engineering students in the process of graduation: methodological proposal and experience. Portal de revistas académicas de la Universidad de Montevideo. https://redum.um.edu.uy/handle/20.500.12806/2571

Llerena-Izquierdo, J. & Ayala-Carabajo, R. (2022b). Preparing undergraduate computer engineering students for publishable research. In 2022 IEEE World Engineering Education Conference (EDUNINE), (pp. 1–6). IEEE, IEEE. https://doi.org/10.1109/EDUNINE53672.2022.9782361

Llerena-Izquierdo, J. & Ayala-Carabajo, R. (2022b). Preparing undergraduate computer engineering students for publishable research. In 2022 IEEE World Engineering Education Conference (EDUNINE), (pp. 1–6). IEEE, IEEE. https://doi.org/10.1109/EDUNINE53672.2022.9782361

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