volume i innodoct/19

INNODOCT/19INTERNATIONAL CONFERENCE ON INNOVATION,

DOCUMENTATION AND EDUCATION

EditorsFernando Garrigós Simón Sofía Estellés MiguelIsmael Lengua LenguaJosé Onofre MontesaCarlos M. Dema PérezJuan Vicente Oltra GutiérrezYeamduan NarangajavanaMaría José Verdecho SáezSilvia Sanz Blas

INNODOCT/19INTERNATIONAL CONFERENCE ON INNOVATION,

DOCUMENTATION AND EDUCATION

Volume II

The conference aims at providing a forum for academics and practitioners to come together to share research, discuss ideas, present projects, experience, results and challenges related to New Information and Communication Technologies, Innovations and Methodologies applied to Education and Research, in areas such as Sciences, Engineering, Social Sciences, Economy, Ma-nagement, Marketing, and also, this year, Tourism and Hospitality.

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INNODOCT/19 “ INTERNATIONAL CONFERENCE ON INNOVATION,

DOCUMENTATION AND EDUCATION”

Editors:

Fernando Garrigós Simón

Sofía Estellés Miguel

Ismael Lengua Lengua

José Onofre Montesa

Carlos M. Dema Pérez

Juan Vicente Oltra Gutiérrez

Yeamduan Narangajavana

María José Verdecho Sáez

Silvia Sanz Blas

Editores: Fernando J. Garrigós Simón

Sofía Estellés Miguel Ismael Lengua Lengua José Onofre Montesa Carlos M. Dema Pérez

Juan Vicente Oltra Gutiérrez Yeamduan Narangajavana María José Verdecho Sáez

Silvia Sanz Blas

INNODOCT/19

“INTERNATIONAL CONFERENCE ON INNOVATION, DOCUMENTATION AND

EDUCATION”

Congresos UPV INNODOCT/19 INTERNATIONAL CONFERENCE ON INNOVATION, DOCUMENTATION AND EDUCATION Valencia 16-17 de diciembre de 2019

Los contenidos de esta publicación han sido evaluados por el Comité Científico que en ella se relaciona y según el procedimiento que se recoge en http://ocs.editorial.upv.es/index.php/INNODOCT/INN2019/about/editorialPolicies

© Editores científicos Fernando Jose Garrigos-Simo Sofía Estellés Miguel Ismael Lengua Jose O. Montesa-Andres Carlos Manuel Dema Juan Vte. Oltra Yeaduam Narangajavana María José Verdecho Sáez Silvia Sanz Blas

Diseño portada: Ismael Lengua Lengua

© de los textos: los autores

© 2019, de la presente edición: Editorial Universitat Politècnica de València. www.lalibreria.upv.es Ref.: 6539_01_01_01

ISBN: 978-84-9048-799-0

DOI: http://dx.doi.org/10.4995/INN2019.2019.11694

INNODOCT/19. International Conference on Innovation, Documentation and Education Se distribuye bajo licencia de Creative Commons 4.0 Internacional Basada en una obra en http://ocs.editorial.upv.es/index.php/INNODOCT/INN2019

In memory of Isabel Estellés Miguel

INTERNATIONAL CONFERENCE ON INNOVATION, DOCUMENTATION AND

EDUCATION INNODOCT/19

I

Editors II

Organization Committee II

Chairs of program Committee II

Program Committee III

Chairs of the sessions III

Chair of the Scientific Committee IV

Secretary of the Scientific Committee IV

Scientific Committee IV

Sponsors VI

Prologue VII

Index VIII

II

INNODOCT 2019 Valencia, Spain, on 16th-17th December, 2019

Editors / Editores Fernando Jose Garrigos-Simo Sofía Estellés Miguel Ismael Lengua Jose O. Montesa-Andres Carlos Manuel Dema Juan Vte. Oltra Yeaduam Narangajavana María José Verdecho Sáez Silvia Sanz Blas

Organization Committee / Comité Organizador Fernando Jose Garrigos-Simo Sofía Estellés Miguel Ismael Lengua Jose O. Montesa-Andres Carlos Manuel Dema Juan Vte. Oltra Yeaduam Narangajavana María José Verdecho Sáez Silvia Sanz Blas

Chairs of program committee / Presidentes del comité de programa Fernando Jose Garrigos-Simo Sofía Estellés Miguel



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Program committee / Comité de programa José Miguel Albarracin Guillem Alexis Bañon Sara Blanc Clavero Carlos Manuel Dema Ana Fernández Llorente Ester Guijarro Tarradellas Aurelio Herrero Blasco Amable Juárez Tarraga Ismael Lengua Rui Lopes Joaquín Máximo Loras Cristina Mesquita Jose O. Montesa-Andres Yeaduam Narangajavana Heriberto Niccolas Morales Raul Oltra Badenes Juan Vte. Oltra Marta Elena Palmer Gato Marta Peris-Ortiz Gregorio Rius Sorolla Carlos Rueda Armengot María José Verdecho Sáez

Chairs of the sessions / Moderadores de las sesiones Sofía Estellés Miguel Teresa Lucio Nieto Jacqueline Caballero Carrascal Carlos Manuel Dema Juan Vte. Oltra Angela Mª Grisales del Río Alba Soraya Aguilar Jiménez Fernando Jose Garrigos-Simo Sra. Yeaduam Narangajavana



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Silvia Sanz Blas Larisa Dunai Dunai José Onofre Montesa-Andrés Rui Lopes Cristina Mesquita

Chair of the Scientific Committee / Presidente del Comité Científico Fernando Jose Garrigos-Simo Silvia Sanz Blas

Secretary of the Scientific Committee / Secretaria del Comité Científico Sofía Estellés Miguel

Scientific Committee / Comité Científico Alba Soraya Aguilar-Jiménez José Álvarez García Lynn Alves Desai Arcot Narasimhalu Manuel Armayones Ruiz Johan Gustav Bellika Dag Bennett Sefisa Quixadá Bezerra John Cardiff Boris Choy María Pilar Conesa Garcia Orlando E. Contreras-Pacheco Carlos Manuel Dema Perez Carlos Alberto Devece Carañana Larisa Dunai Dunai Sofía Estellés Miguel Amparo Fernández March Ana Fernández Llorente Fernando Jose Garrigos-Simo Ignacio Gil-Pechuan



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Alberto Grájeda Angela María Grisales del Rio Eliana C. M. Ishikawa Rungrawee Jitpakdee Victoria Kalogerou Ismael Lengua Jean-Pierre Lévy Mangin José Mª Maiques March Juan Ignacio Martín Castilla María Teresa Méndez Picazo Cristina Mesquita Guilhermina Miranda Jose O. Montesa-Andres Heriberto Niccolas Morales Yeaduam Narangajavana Yeamdao Narongkachawana Somjai Nauperng Antonio Navarro Simone Nasse Daniel Neagu, University of Bradford Juan Vte. Oltra António Osório Eugenio Pellicer Panuwat Phakdee-auksorn Edson do Prado Pfutzenreuter Gregorio Rius Sorolla Liane Margarida Rockenbach Tarouco Francisco José Ródenas Rigla María José Rodrigues Carlos Rueda Armengot Javier Sánchez García Silvia Sanz Blas Frederic Teulon Pimpika Thongrom Gary Tian María José Verdecho Sáez



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Cristina Vieira Craig Webster Paul Willems Chien-Fu Yang

Sponsors Escuela Técnica Superior de Ingeniería Informática Departamento de Organización de Empresas



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PROLOGUE In the 21st century, there are significant changes of educational culture in particu-

lar culture of learning leading to employability and creating innovation for entrepre-neurship, therefore, the learning outcome need to be focus on 1) applying knowledge to create innovation 2) creative learning by active learning 3) learning for public and participation on making social responsibility and awareness 4) leaning for practice in real life.

School of Management, Walailak University, Thailand aims to manage education by using “Work Integrated Learning and Engagement with Community”. We integrate learning by using projects and utilize in reality. The Project Planning and Manage-ment for Tourism Industry subject is one example from many subjects in our faculty to apply theories in the class approaching in reality at the fields. The local communities get involvement in learning together with students. The project assignments are de-livered by students using real case in the field. The significant successful projects can lead the development in the communities, otherwise, the less successful project can be lesson learnt for students and local people for improving in the future learning. We use digital environment both in the class and satellite place to pursue the students learning from the starting of the subject in particular “Zeetings” using for collaborate students’ motivation and “Google form using for formative assessment in each topic. Moreover, we use other social network to be close with students 24hs 7 days e.g. “Fa-cebook and Line Chat”. We have done the project by using field work and real com-munities to practice. Students are assigned to do the real thing for developing the real community. Local people would work with students, they can learn and exchange knowledge each other. The lecturer would be as a facilitator. When students obtain collaborative learning tools from lecturer who roles as a felicitator, and using digital environment that suites for new generation, it clearly positive impacts to tri-participants: students, lecturer and local people in the scenario of the subject. As the result, students more understand about applying theory to real life and can give bene-fits to local communities who join in learning process to develop their area and ca-reers at the same time.

This is a great opportunity that International Conference on Innovation, Documen-tation and Education (INNODOCT) provide a forum for academics and practitioners to share innovations, research, results and experiences in innovation, documentation or education related to new information and communication technologies, innovations and methodologies applied to education and research. Tourism and Hospitality is one of many fields need to contribute efficient learning and apply technological tools for encouraging innovation of learning in the current century. In this regard, INNODOCT can be a good platform for various scholars to share and exchange good practices from around the world by using digital environment without barrier.

Assistant Professor Dr. Rungrawee Jitpakdee Head of Research unit, School of Management

Walailak University, Thailand



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INDEX / ÍNDICE

ENGLISH What the Brand brands: A reading from the contribution of Sectoral Brands to the competitiveness of the regions 1 Ariana Daniela Del Pino Espinoza and Freddy Ronald Veloz de la Torre

Evaluation of discovery learning in the field of cultural heritage 11 Virginia Santamarina-Campos, María-Ángeles Carabal-Montagud, Maria-Victoria Esgueva-Lopez, and José-Manuel Taroncher-Ballestero

Lessons learned from the implementation of a Service Management Office: the case of a World Food company in Latin America 21 Teresa Lucio Nieto and Dora Luz Gonzalez-Bañales

A Momentum-First Approach to Teaching Force in High School 35 Jarier Wannous and Peter Horváth

Measuring the Speed of Light in Water Using a CD 43 Peter Horváth, Jarier Wannous

Accesible co-creation tools for people with intellectual disabilities: working for and with end-user 53 Rosa Almeida, Raquel Losada Durán, Teresa Cid Bartolomé, Andrea Giaretta, Alice Segalina, Anna Bessegato, Simone Visentin, Sandra Martínez-Molina, Jor-ge Garcés, Valentina Conotter, Davide Lissoni, Dana Migaliova, Natalija Olėsova, Aidas Gudavičius and Miguel Lancho

Cooperative learning and brainstorming as didactic strategies in conserva-tion and restoration of cultural assets 63 María-Ángeles Carabal-Montagud, Virginia Santamarina-Campos, María Victo-ria Esgueva López and Sofía Vicente Palomino

Development of an interactive tool based on Education ERPs Software to support the learning of Transversal Competences 71 Lina Montuori, Manuel Alcázar-Ortega, Carlos Vargas-Salgado and Cristian Chiñas Palacios



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A considerable improvement of the traditional FPGA-based digital design methodology by using an Arduino sensor board 81 Marcos Martínez-Peiró, Miguel Larrea Torres, Jose-Vte Lidón Roger, Yolanda Jiménez Jiménez, Rubén Torres-Curado and Angel Tebar Ruiz

Introducing a gender perspective in engineering degrees, a case of study in an Energy Markets course 91 David Ribó-Pérez, Paula Bastida-Molina, Carlos Vargas-Salgado and Cristian D. Chiñas-Palacios

Leadership and supervision in pre-service Economics and Accounting teacher education in Portugal 101 Ana Luísa Rodrigues

ICT management in Latin America educational institutions. Between poli-cies and innovation. 111 Patricia Avitia Carlos, Bernabé Rodríguez Tapia and Norma Candolfi Arballo

Creativity, Meaning, and Purpose: Mixing cultures in creative collaboration 121 Mary Ellen Haupert

Preparation of New Physics Teachers in the Light of Goals of Physics Edu-cation 131 Peter Demkanin

Assessment of the transversal competences: analysis and resolution of prob-lems and, planning and time management 139 Carlos Vargas-Salgado, Paula Bastida-Molina, David Ribó-Pérez and David Al-fonso-Solar

The development of pupils´ Science process skills at secondary school 149 Peter Demkanin, Lucia Klinovská and Peter Horváth

“Innovation, creativity and entrepreneurship” transversal competence evaluation by technical-economic analysis of commercial electrical trans-formers 159 Paula Bastida Molina, David Ribó-Pérez, Lina Montuori and Carlos Vargas-Salgado



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Using Apps in Formal Education to Improve Executive Functions in Pre-schoolers 169 Sabrina Panesi and Lucia Ferlino

Leaders’ ambidexterity traits 179 Montserrat Boronat-Navarro and Alexandra García-Joerger

Visually-impaired children and apps: sharing informal and formal infor-mation to guide choice 189 Sabrina Panesi, Giovanni Paolo Caruso, Jeffrey Earp, Lucia Ferlino and Silvia Dini

Visually-impaired children and apps: sharing informal and formal infor-mation to guide choice 199 Jesús Águila-León, Carlos Vargas-Salgado, David Ribó-Pérez and Paula Bastida Molina

Questionnaire design in gamification process for education: a case study at Universidad de Guadalajara – Mexico 209 Cristian D. Chiñas-Palacios, Jesús Aguila-León, Carlos Vargas-Salgado and Ma-nuel Alcázar-Ortega

Improving the effective communication soft skill in higher education engineering studies: an experience through written reports 219 Marcos Carreres, Luis Miguel Garcia-Cuevas, Pedro Marti-Aldaravi and Roberto Navarro

From specialized to core course in Telecommunications degree: Experiences from digital electronic design and verification 229 Antonio Martinez-Millana, Alejandro Liberos, Jose M. Monzo, Marcos Martinez, Jorge Daniel Martinez and Rafael Gadea

Improvement of transversal professional skills through cooperative work and group dynamics in the UPV Master's Degree in Energy Technologies for Sustainable Development (MUTEDS) 239 David Alfonso-Solar, Carlos Vargas-Salgado, Carla Montagud and José Miguel Corberán



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The case method: study of a corrosion problem 249 María José Muñoz-Portero, Rita Sánchez-Tovar and Ramón Manuel Fernández-Domene

Learning to transform: The pillar that reshapes education 259 Ivonne Margarita Montaudon-Tomas and Cynthia María Montaudon-Tomas

The development of Business English courses using online technology to ad-dress the emerging needs in the Cypriot context 269 Victoria Kalogerou

Innovative Business Models in Tourism Industry 279 Stavros Valsamidis, Dimitrios Maditinos and Athanasios Mandilas

An empirical evaluation of e-learning usage in the higher education context 291 Ioannis Petasakis, Sotirios Kontogiannis, Elias Gounopoulos, Ioannis Kazanidis and Stavros Valsamidis

Next Generation Programming for Chinese Kids’ Education 301 Jinjun Zhu, Kuo-Kun Tseng, Mincong Wang and Pin-Jen Tseng

The effect of Music Festivals on Perceived Destination Images 309 Pimpika Thongrom

Reflections on the creative process, analysis of strategic models for the de-velopment of creative thinking in the Industrial Designer 319 Omar Eduardo Sánchez Estrada, Mario Gerson Urbina Pérez and Karla Georgina Pérez González

TED talk as a simulation tool in a higher education for the learning process and improvement students´ motivation: an academic practice with students of the Degree in Business Intelligence and a prospective 331 Rosa Sanchidrian Pardo, Pilar Yubero Hermoso and Begoña Torrente Barredo

Training the working memory in older adults with the “Reta tu Memoria” video game 341 Diana Ximena Puerta-Cortés, Jennifer Karina Hernández, Ana María Olaya, José Tovar and Daniel Varela



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Digital skills for workplace mentors in construction sector apprenticeships (CONDAP) 351 Javier Cárcel-Carrasco, Elisa Peñalvo-López, Jaime Llinares-Millán and Manuel Valcuende-Payá

Utilization of consumer electronics for an economically affordable motor-ized wheelchair 363 Benedikt Prusas, Karim Mansoor, L. Engelhardt, Saku Pirtilä, Bas Walgers, Louisa Lukoschek, Ismael Lengua, María Moncho-Santonja and Guillermo Pe-ris-Fajarnés

Design of an add-on device for transform a standard wheelchair on an af-fordable and motorized 371 Benedikt Prusas, Karim Mansoor, L. Engelhardt, Saku Pirtilä, Bas Walgers, Louisa Lukoschek, Beatriz Defez García, Ismael Lengua and Guillermo Peris-Fajarnés

The dynamics of the relationship between just-for-fun online harassment and perceived school safety 381 Dana Rad, Alina Roman, Tiberiu Dughi, Edgar Demeter and Gavril Rad

The identification of improvement strategies in continuous assessment using sentiment analysis in the Operational Research course 389 Leonardo H. Talero-Sarmiento, Julián A. Duran-Peña, Kevin A. Salcedo-Rugeles, and Sergio M. Garcia-Franco

Destination Satisfaction in Senior Tourism: A Case Study 399 María-José Gómez-Aguilella and John Cardiff

Digital game-based learning for D&I: conceptual design of an educational digital game Chuzme 409 Elena Shliakhovchuk and Adolfo Muñoz García

What Do They Eat? A Survey of Eat-Out Habit of University Students in Taiwan 421 Kuang-Yu Shih, Ming-Yuan Wang, Hsueh-Chieh Shih, S.Y. Lee and Ta-Yu Lin



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Analysis of segmentation methods for acne vulgaris images. Proposal of a new methodology applied to fluorescence images 431 María Moncho Santonja; María Begoña Sanz Alamán; Beatriz Defez García; Is-mael Lengua Lengua and Guillermo Peris-Fajarnés

Perceptions and behaviour of cruise tourists during their visit to a port of call 441 Silvia Sanz-Blas and Daniela Buzova

CASTELLANO

Estudio histórico y epistemológico de la óptica como base para la enseñanza en 2º de Bachillerato 451 Elena Álvarez Jubete, Isabel Hevia Artime y Luigi Toffolatti Ballarin

La sostenibilidad en las universidades públicas valencianas: una comparati-va cronológica y con otros campus españoles 461 María Luisa Martí Selva, Rosa Puertas y Consuelo Calafat

Lecciones aprendidas a partir de la experiencia de la aplicación del aprendi-zaje basado en proyectos en el Grado en Ingeniería Química de la UPV 471 Beatriz García Fayos, María Sancho y José Miguel Arnal

Estado del arte en la valoración de la propiedad industrial en Santander a partir de la Metodología de Lógica Difusa 483 Samuel Jaimes Barajas y Pascual Rueda F.

Monitorización de la cooperación alcanzada y estimación del rendimiento en trabajos en equipo 497 Francisco J. Suárez, Víctor Corcoba, María J. Suárez-Cabal y Pablo J. Tuya

Los Objetivos de Desarrollo Sostenible en el plan de estudios del Grado en Ingeniería Civil de la Universitat Politècnica de València 507 M. Esther Gómez-Martín, Ester Gimenez-Carbo y Ignacio Andrés-Doménech



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Docencia inversa en la asignatura Fundamentos Químicos para la Ciencia y Tecnología de los Alimentos 517 Fernando Cardona y Juan A. Llorens-Molina

Metodología docente para la enseñanza técnica online. La experiencia Cur-sosagua 527 Elvira Estruch-Juan, Roberto del Teso-March, Elena Gómez-Sellés y Javier So-riano-Olivares

Desarrollo de competencias transversales mediante la creación de screen-casts por los estudiantes 537 Juan A. Llorens-Molina y Fernando Cardona Serrate

Aprendizaje y divulgación de las técnicas antiguas en la industria creativa de las fallas. Aproximación a la falla conmemorativa del València C.F. de 1925 546 Antoni Colomina Subiela y José Luis Regidor Ros

Intereses y tendencias de la educación musical hoy: un estudio a partir de sus revistas científicas 555 Amparo Porta

Buscando respuestas a los tres grandes hitos de la Música en los últimos 70 años en una asignatura de master 565 Amparo Porta

¿La metodología Flipped Classroom contribuye a crear un aprendizaje sig-nificativo? 575 Ana-Belén Escrig-Tena, Mercedes Segarra-Ciprés, Alexandra Badoiu y Beatriz García-Juan

Influencia del orden de matrícula en la elección de grupo, en los resultados académicos y la encuesta de valoración del profesorado 587 Fernando Cardona y Juan A. Llorens-Molina

Docencia inversa en prácticas de laboratorio. Desarrollo y autoevaluación de competencias transversales 593 Juan A. Llorens-Molina y Fernando Cardona



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Identificación de factores influyentes en el proceso de aprendizaje en estu-dios de máster 603 Vicenta Calvo Roselló, Mª Isabel López Rodríguez y Félix Ruiz Ponce

Análisis bibliométrico de la evolución de los estudios en Educación Superior 613 Norat Roig-Tierno y Alicia Mas-Tur

Una librería gráfica para la enseñanza de la programación en primeros cur-sos universitarios 623 Assumpció Casanova Faus y Francisco Marqués Hernández

Desarrollo de una herramienta para el cálculo de ciclos de refrigeración con Excel y Coolprop 633 Emilio J. Sarabia Escriva, Víctor M. Soto Francés y José Manuel Pinazo Ojer

Innovación a través del arte en la Escuela 643 María del Rocío Ripoll Lluquet

Nuevas herramientas para la docencia de la historia del arte 649 Núria Feliu Beltrán

Las Tecnologías de Información y Comunicaciones en la formación del in-geniero industrial 657 Alba Soraya Aguilar-Jiménez y Manuel Arturo Jiménez Ramírez

El estudio de aplicaciones de los sistemas de ecuaciones diferenciales ordina-rias a través de artículos científicos 671 Anna Vidal Meló y Vicent D. Estruch Fuster

Uso de la gamificación para trabajar paradojas estadísticas y mejorar el es-píritu crítico de los estudiantes 681 Daniel Palací-López y Jesús Palací

Evaluación y autoevaluación de los estudiantes mediante la gamificación y el uso de recursos tecnológicos 691 Daniel Palací-López y Jesús Palací

Una biografía tecnológica de la industria 701 Norma Candolfi Arballo, Alfredo Hualde Alfaro, Patricia Avitia Carlos y Berna-bé Rodriguez Tapia



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Evaluación de competencias docentes de instituciones públicas mexicanas de nivel medio superior 711 Yakelinea Ruiz Gil, Jesús Ortiz Espinoza y Carreto Bernal Fernando

Aprendizaje basado en problemas, PBL y aprendizaje basado en equipos, TBL aplicado a las prácticas de laboratorio universitario 719 Josep M. Fernández Novell

Plan de Conservación para la Maquinaria del area de Producción de la Em-presa Calzado Selecto Zolinka S.A. de C.V. 729 Juan Carlos Barragan Barajas, Jorge Armando Ramos Frutos, Juan Pedro Quiño-nes Reyes y Juan Carlos Magallón Pulido

Diferencias significativas en el uso de redes sociales entre universitarios es-pañoles y colombianos 741 Alba Soraya Aguilar-Jiménez, Marianela Luzardo-Briceño, Ludym Jaimes-Carrillo y Luis Matosas-López

La interdisciplinariedad en el proceso de enseñanza-aprendizaje en postgra-do. Una experiencia 749 Marga Vives y Lydia Sánchez

La opinión de los alumnos en cuanto a qué recursos y tipos de clases favore-cen su aprendizaje 757 Eva Domenech, Jorge Zamorano, Marisol Juan-Borrás y Isabel Escriche

El perfil del alumno en el marco universitario de la enseñanza-aprendizaje 765 Eva Domenech, Jorge Zamorano, Marisol Juan-Borrás y Isabel Escriche

Aprendiendo del siglo XXI a través de la experiencia. Un ejemplo universi-tario 773 Carmen Orte, Lydia Sánchez, Marga Vives

Análisis de los Ambientes virtuales para el diseño de una propuesta de inter-fase que sirva como herramienta en el desarrollo de proyectos de investiga-ción 783 Mario Gerson Urbina Pérez, Josué Deniss Rojas Aragón y Omar Eduardo Sán-chez Estrada



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Incorporación del aula invertida en prácticas preclínicas de Odontopedia-tría 793 Nuria E. Gallardo López, Antonia M. Caleya Zambrano, Esperanza Sánchez Sánchez, Gonzalo Feijóo García, Rosa Mourelle Martínez y Joaquín de Nova García

Reestructuración preventiva frente a insolvencia. Aproximación didáctica a la novísima normativa de la Unión Europea (2019) ilustrada por la xilogra-fía de Katsushika Hokusai (1760-1849) 801 María Isabel Huerta Viesca

Participación activa de las y los estudiantes en el diseño de su aprendizaje. Una experiencia educativa en Trabajo Social 811 Elena Mut Montalvá y Llum Campos Sanchis

Selección de Aplicación para Gamificación en una Asignatura de los Grados en Ingeniería Eléctrica y Electrónica Industrial y Automática 821 Carnero María Carmen

Reutilización de componentes en la producción de MOOC: un caso de estu-dio 831 Guillermo Castilla Alcalá, José Ignacio Ortiz González y Alfonso Durán Heras

Arquitecturas híbridas para el diseño de prácticas docentes con recursos on-line: un caso de studio 843 Guillermo Castilla Alcalá, José Ignacio Ortiz González y Alfonso Durán Heras

Percepción de la felicidad en jóvenes universitarios no unidos en pareja, ver-sus, jóvenes no estudiantes universitarios y unidos en pareja 853 Asael Ortiz Lazcano

Plataforma web para torneos de juegos 2x2 863 José Antonio Barbero Aparicio, Viriginia Ahedo García y José Ignacio Santos Martín

Proyecto IDDEA: realización de una instalación artística en Educación In-fantil 873 Sonia Rodríguez Cano, Vanesa Delgado Benito y Vanesa Ausín Villaverde



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Estudio comparativo de la normativa europea en materia de residuos de construcción y demolición, enmarcado en el proyecto CONDEREFF 881 Elisa Peñalvo-López, Javier Cárcel Carrasco, Miguel Beltrán-Rodríguez y José Manuel Gandía Romero

Una asignatura universitaria para el desarrollo de las competencias perso-nales transversales 891 Paula Crespí Rupérez y José Manuel García Ramos

La importancia de la información documentada. Caso de actualización do-cumental de un Sistema de Gestión de la Calidad para certificación bajo la norma ISO 9001:2015 899 Ángel Monzalvo Hernández, Heriberto Niccolas Morales, Germán Reséndiz Ló-pez, Jaime Garnica González, Noel Iván Toto Arellano y Heriberto Canales Gu-tiérrez

Propuesta de rúbrica para coevaluación de trabajos en asignaturas de más-ter 911 Juan V. Oltra Gutiérrez y Yeamduan Narangajavana-Kaosiri

Análisis de la firma electrónica en el contexto de la Transformación Digital en la Unión Europea 919 Juan V. Oltra Gutiérrez, José Onofre Montesa Andrés, Doina Stratu, Hermene-gildo Gil-Gómez y Raúl Oltra-Badenes

Gamification & Education: Una Revisión Bibliomética 927 Fernando J. Garrigos-Simon, Yeamduan Narangajavana-Kaosiri, Sofía Estelles- Miguel, Juan Vicente Oltra-Gutierrez, Silvia Sanz-Blas, Ismael Lengua-Lengua y José Onofre Montesa Andrés

Análisis de la factura electrónica en el contexto de la Transformación Digital en la Unión Europea 939 Raúl Oltra Bádenes, Vicente Guerola-Navarro, Doina Stratu, Juan V. Oltra Gu-tiérrez y Hermenegildo Gil Gómez Hacia un Mercado Único Digital: Caso práctico del Proyecto europeo: Pro-moting the AS4 between PEPPOL Access Points around EU 951 Hermenegildo Gil-Gómez, Doina Stratu-Strelet, José Antonio-Lozano y Vicente Guerola-Navarro



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Uso de ecuaciones alometricas sobre ArcGis para el cálculo de biomasa: Aplicación para la medición de la biomasa del Pinus Halepensis Mill de la Comunidad Valenciana 961 Silvia Aparisi-Navarro, Ismael Lengua, María Moncho-Santonja y Guillermo Peris-Fajarnés.

PORTUGUÊS

Active learning – uma experiência com alunos do 1.º ano de Educação Bási-ca 971 Clarinda Barata

Evolução do campo das dificuldades de aprendizagem específicas em Portu-gal: Das implicações nacionais às internacionais 979 Ana Paula Loução Martins e Paula Marisa Fortunato Vaz

A influência e a percepção das cinco forças competitivas de Michael Porter: um estudo no setor empresarial de Sobral – CE 989 Evandro Souza, Sefisa Quixadá Bezerra, Levi Leonido, Luís André Aragão Fro-ta e Elsa Morgado

Interdisciplinaridade no Ensino Superior: uma experiência na licenciatura em Educação Básica 999 Carla Guerreiro, Paula Fortunato Vaz, João Gomes e Marco Costa

Outros modos de ensinar a aprender no 1. º Ciclo do Ensino Básico: Escape Room 1007 Ana Catarina Pereira, Elsa Sampaio, Paula Quadros-Flores e Daniela Mascaren-has

Um olhar sobre as práticas docentes na avaliação de alunos com currículo específico individual 1017 António Guerreiro e Maria Teresa Roque



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O Ser e o Trabalho: um estudo de avaliação de fatores indicativos de satis-fação 1027 Samuel Rodrigues Lima, Sefisa Quixadá Bezerra, Levi Leonidoç, Mário Cardo-sod e Elsa Morgado

A inclusão no 1.º ciclo do ensino básico através da literatura para a infancia 1037 Lídia Machado dos Santos

A gestão escolar inclusiva, cosmopolita e multicultural 1047 Marisa Batista

Tarefas matemáticas: interseção entre a avaliação e a comunicação 1059 António Guerreiro e Cristina Martins

Estratégias de Ensino Ativas e Desenvolvimento de Competências de Estu-dantes de Administração: proposta de uma escala de mensuração 1069 Anielson Barbosa da Silva, José Jorge Lima Dias Júnior e Lourdes Canós-Darós

Corpus - possibilidade metodológica para o ensino da variação linguística na aula de PLNM 1079 Carla Sofia Araújo

Projeto EGID3: ensino da Geometria, investindo no diagnóstico, dificulda-des e desafíos 1089 Marcela Seabra, Paula Maria Barros, Manuel Vara Pires e Cristina Martins

Supervisão pedagógica de professores na Universidade Pedagógica de Moçambique: averiguando opiniões 1099 Maria José Rodrigues, Cristina Martins, Dario Santos, Lubacha Zilhão e Rogério Almoço

Reflexão sobre a prática: o que e como reflete uma futura professora de ma-temática 1107 Manuel Vara Pires

Um jogo de gestão de caos para aprendizagem informal 1117 Bruno Mendes de Souza, Rui Pedro S. de Castro Lopes e Marcos Silvano Almeida



XX

PAPERS

ENGLISH

INNODOCT 2019

Valencia, 6th-8th November 2019

DOI: http://dx.doi.org/10.4995/INN2019.2019.10020

Editorial Universitat Politècnica de València

What the Brand brands: A reading from the contribution of

Sectoral Brands to the competitiveness of the regions.

Ariana Daniela Del Pino Espinoza, Ph.D

a, Freddy Ronald Veloz de la Torre, MS.c.

b

aEscuela Superior Politécnica del Litoral, Vía Perimetral 30.5 km, 090903, Guayaquil, Ecuador. bEscuela Superior Politécnica del Litoral, Vía Perimetral 30.5 km, 090903, Guayaquil, Ecuador.

Abstract

Global brands have encouraged the penetration of products in markets, but

new contexts have emerged, where brands add value to the productive

sectors and promote the creation and growth of new companies. An approach

and analysis of the contemporary construction of the sector brand and the

value it provides to insert countries, territories, cities and products in global

markets is carried out. On the other hand, in the Latin American context, we

can observe the emergence of emerging brands that have their origin in the

need to meet the demand of priority sectors or undertakings derived from the

identification of unattended market niches, with the potential to become

trademarks in a higher level.

Keywords: sectoral brand; country brand; commercial brand; brand

territory; brand product; brand city; nation brand; global brand.

1. Introduction

The etymology of the word BRAND comes from the old Norwegian word BRANDR,

which means to burn, as a representative symbol through the marking of fire, with the

purpose of distinguishing one cattle from another through the brand; in classical Rome,

potters marked the vases to be linked to the quality of the object, a practice that can be

associated with exoteric and esoteric words, which represents the exterior or the visible for

all, what we see of the brand, and the interior as the hidden, what we understand or

transmit, respectively (Keller, 2005). The brand is "a name and / or signal whose purpose is

to identify the product of a vendor or group of sellers, to differentiate it from rival

products" (Stanton, Etzel and Walker, 2000:264). Therefore, the brand sector or sectoral

brand is a group of products of a specific sector of a country; For example, we can say Fruit

of Chile (it brings together several products), relating certain standards (quality, taste, price,

1

What the Brand brands: A reading from the contribution of Sectoral Brands to the competitiveness of

the regions.


among.) with the origin. Lazo makes a reference of the sectoral brand in the aspect of its

positioning, where it indicates that the brand works based on "comparative advantage" and

"competitive advantage", from an initial perspective of production to international

distribution. Lazo also associates the sectoral brand with "the existence of a territorial

concentration", which is related to the grouping of a product or a sector (Lazo, 2006: 37).

These brands also have the impact of projection and perception; according to Crompton

(1979) and Kotler, Haider and Rein (1994), the image is the sum of beliefs, ideas and

impressions, so that the image of a country or a product allows a mental and social

construction (Crompton, 1979) (Kotler, Haider, & Rein, 1994).

The region brand is the brand designated by regions of countries or regions of production,

the basis of city-marketing, which shows the values of a product-destination and positions

the territorial identity through its brand, for example, the Coffee Cultural Landscape. The

information available on the creation process and methodologies for the implementation of

sectoral brands is limited and, in some cases, restricted. The methodology used corresponds

to theoretical works, and a review of the literature related to the brands will be carried out,

from the macro aspect in the global sense, and then the contemporary construction of the

micro of the sector or sectoral brand will be addressed. This article incorporates some of the

concepts referred to brands of: country, territory, city, trade, sector, product and its link

with the competitiveness of the regions, based on the bibliographic review and the critical

and interpretative analysis of the most relevant contents.

2. Decomposition of the Global Brand to the Country Brand: Construction

process

Based on the contributions presented by Lazo (2006: 37), and the previous investigations

that we carried out, we have proceeded to delimit the levels according to the position of the

brands:

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Ariana Daniela Del Pino Espinoza, Freddy Ronald Veloz de la Torre


Fig. 1 Brand Position

Font: Based on Lazo (2006: 37)

The global brand can be perceived differently by each culture, which allows some products

to distinguish themselves from others (Hernani, 2008: 44-45). As can be seen in figure 1,

the global brand functions as an umbrella brand of all the others until it reaches the

emerging brand. The role of brands is to present a differentiating concept that satisfies the

needs of consumers and enhances a positive image of a country's identity, contributing to

the improvement of competitiveness and its positioning in global markets, which is a goal

for modern states. The term Nation Brand or Country Brand was employed academically by

Simon Anholt in 1998; the Country Brand of the 21st century is not entirely defined by the

author, who refers to the term by means of cases and examples, indicating that the majority

of successful brands really come from countries that in turn are a brand. In this sense, the

association of the brand of a product given to a nation certainly gives a positive image and

generates mutually reinforcing relationships. Anholt believes that:

―At its simplest level, this association between commercial and national brand is merely a

case of positive associations with national products: a country is famous for producing

certain items, and brands in related product categories benefit by association‖ (Anholt,

1998: 396).

Building a positive image for the country, based on identity attributes that gives value to

products and services in a global context, is a state policy in many countries, with specific

rules and goals established by agreements and public-private partnerships. This idea is

driven by the new commercial relationships and policies that are established precisely

through globalization. The country brand concept, therefore, gains strength as an indicator

of positioning that contributes to the competitiveness of countries, and becomes part of

government programs, transcending ideological or political differences. At the brand and

country image observation, Echeverri indicates that:

―the image of a country is the perception that direct, indirect, real and potential countries

consumers have; and it is equivalent to the sum of all the elements that make up the country,

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http://creativecommons.org/licenses/by-nc-nd/4.0/


the regions.


plus those that are generated to communicate its characteristics; these perceptions contain

differentiating connotations. All countries are different, that’s how they share common

elements‖ (Echeverri Cañas, 2015).

In this scenario, the products, in addition to the intrinsic quality that they must have, must

also be capable of providing significant experiences based on the production traditions that

link the product with the country of origin. Before addressing this, we must point out that

culture can be defined as "the collective programming of the mind that distinguishes the

members of one category or group of people from another" (Hofstede, 1999: 34). It is

important, therefore, that the country becomes an adjective of the products, and that the

products build their own associations as a nation's culture of making. This means moving

from a "Made in" product to a "Made by" product. In other words, it means designing, in a

systemic way, the attributes and relationships that allowed us to pass, for example, from

chocolate of Swiss to Swiss chocolate, from wine of Chile to Chilean wine, from cocoa of

Ecuador, to Ecuadorian cocoa. This approach makes the Product Nation or Product Country

relationship an attribute reference that acts as a syllogism for other products brands from

the same country.

Fan explains that country is an area of land occupied by a group of people who constitute

the nation, and manifests two concepts: nation branding and nation brand; the branding

focuses on marketing techniques and promotion of the image of a national space. (Fan

2006: 5) "The really innovative thing is to baptize it with the name of nation branding" (de

San Eugenio Vela 2012: 152). Therefore, Country Brand refers to the country, but not to

the concept of nation. Similarly, the country brand precept that includes a graphic

representation are attributes of association to the place by some unique particular concept.

3. The focus of the developing Commercial Brand for Sectoral Brands

The trademark is linked to the doctrines of industrial property, manufacturing and

geographical indications (Schmitz Vaccaro, 2012: 11), but over time the demand for

"products in all sectors" has increased (Trout, 2001: 2). It can be linked to a particular place

or be a global factor that graphically represents a specific product or service.

According to Morales:

―The trademark is a legal institution that associates a sign with specific products or services

and whose purpose is to distinguish the latter from other analogs in the market, which in its

definition already warns of its use vocation. In this sense, a brand that is not used does not

fulfill its own function and may end up being a subterfuge of paper destined to hinder

commercial competition‖ (Morales, 2010)

4



Therefore, the conglomerates of determined products contribute to the development of a

productive sector, from the point of view of the sector or sectoral brand, the associativity

would be the motor to potentiate the productive development of a nation. We can associate

the commercial brand with the product-company brand that, according to Lazo, is at the

first level of international market positioning, where the products that are exported are

differentiated and adapted to international requirements (Lazo, 2006: 36), these attributes

being typical of the sector brand. A trademark that is from a region or an area of a country

can be transformed into a sectoral brand with the right properties and the right associativity

of producers to respond to a global demand, with the support of the nation and adequate

state policies. It is clear that the sectoral or sectorial brand aims to expose the important

points of a region or of the whole country, with particular attributes and characteristics,

such as the geographical space that externalizes a productive export potential for an

economic growth of a specific public. One point to be taken into account is the number of

companies of different sizes around these particular sectors, which commercialize their

trademarks autonomously, while through a sectoral brand the inclusion, grouping or

association of small, medium and large companies linked to the same product/sector is

characteristic.

4. The contribution of the Sectoral Marks to the Country Brand and

Territory Brand

The territory brand, also known as brand place (Alameda & Fernández, 2012: 1), has the

particularity of bringing together the differential attributes of a space, with an added value

(Monerris, 2008), which is a unifying element referring to the geographical aspect, to

obtain a certain positioning (López-Lita and Benlloch, 2005 and 2006), based on a strategy

whose main objective is the increase of tourism, regional or national (de San Eugenio Vela,

2012: 148); the territory brand is not the same as the country brand, nor the city brand,

since a territory brand could only refer to a single tourist place. If a territory possesses a

single product from a fruitful sector, it contributes directly to a double diffusion, not only

for the country but also for the territory in particular, which translates into an increase in

tourism potential, and acquisition of that potential product, generating a double economic

flow.

The territory brand can support a sectoral brand, position and relate a product to its place of

origin, which contributes to the recognition of the territory associated with a product,

tangible or intangible. Examples such as ―empanadas salteñas‖ from Salta in Argentina,

―deep dish pizza‖ from Chicago in the United States, ―cocido madrileño‖ from Madrid,

―taquitos al pastor‖ from Mexico, ―mate‖ from Argentina or ―calimocho‖ (Kalimotxo) from

5


the regions.


San Sebastián in Spain can be the origin of new sectoral brands, for their realization, place

of origin or product differentiation. Likewise, the link of a trademark with a specific

country, for example, Juan Valdés coffee from Colombia, which is also a clear example of

the association of a product with a country, allows us to infer that this type of associations

can also, with an appropriate strategy, lead to the creation of sectoral brands.

5. The contribution of the Sectoral Brands

Diario El Comercio del Perú exposed through an article the power of a sectoral brand and

how it can become a sign of productive differentiation, analyzing how Chile has managed

to increase its participation in global markets in less than five years, using positioning

strategies powered by sectoral brands (El Comercio, 2015). Anholt says that the effect of

the country of origin is powerful and complex, therefore, sectoral brands to promote a

product from the economic point of view generate a systemic change that allows the

improvement of the visibility of products, promoting exports. Chile, which is a case of

interest in Latin America, has generated a change in the management of the products that it

offers to the world markets. (Anholt, Competitive Identity: The New Brand Management

for Nations, Cities and Regions, 2007). At this point it is important to point out that the

sectoral brand gathers a conglomerate of perspectives, and its success is directly related to

the strength of the public-private alliance that supports it.

García indicates that "Product is what the advertiser factory or distributes and, ultimately,

what it offers to consumers. Brand is what consumers buy, it goes beyond the materiality of

the product itself " (García Uceda, 2001: 71). The sectoral brand has two very important

properties, as they are: distinguish and differentiate. According to the Merriam Webster,

distinguishing is "2. tr. Make something different from something else by means of some

particularity, signal, currency" (Real Academia Española, 2018) and differentiate is "1. tr.

Make distinction, know the diversity of things" (Real Academia Española, 2018). Within

figure 1, where the position of the brands is shown through a hierarchical structure, the

sector brand is under the country brand. The evidence shows that the sector brand

contributes to the improvement of the penetration of products in world markets, positively

impacts the reputation of countries, fosters cooperation in a fair competition environment

with clear rules, promotes economic growth, encourages to small and medium enterprises

to incorporate good manufacturing practices, waste management, new technologies and

social responsibility policies, in addition to adding value to products and contributing to

satisfying the demand for products or services in various segments of the population.

6



6. Projection of emerging brands in Latin America

According to Merca 2.0 "emerging brands or Clean Slate Brands are those that have no

past. That is, they are new, better, open and receptive." Due to the generational changes of

consumers, they show greater willingness to consume new products and accept new brands.

In this context, in Brazil, cataloged as an emerging market and also as a Latin American

benchmark, the level of consumer confidence in emerging brands reaches 65%. (Gonzalez,

2015) Most emerging brands have their origins in ventures and the emergence of new

markets, established based on new experiences for consumers, and promoted largely by the

so-called influencers; They seek to differentiate themselves from traditional brands and

offer new shopping experiences or products. According to a report presented by the

consultancy comScore, "Latin America is the region most involved in social networks

globally." (comScore, 2017) Emerging brands can be, in terms of their time of existence,

seasonal or temporary brands, which they sell through social networks, conquering the

centennial or Z generation, who seek options beyond the scope of traditional brands, with

emphasis in the products and the properties or attributes that distinguish them from others.

Could these brands arise from a new demand of productive sectors and become sectoral

brands? The change in the preferences of new users is evident and imminent.

7. Conclusions

The sectoral brands, in their various fields of application, present several difficult adoption

challenges to the states, regions, cities, industries, entities and people involved in the

development, manufacture and marketing of products. The political, economic and legal

implications that go hand in hand with the implementation of a sectoral brand require a firm

commitment that transcends the limits of a company. How to compete and cooperate at the

same time, how to resolve differences without affecting the achieved objectives and the

achievement of common goals are issues to be addressed and resolved before outlining the

first aspects of the sectoral brand design. In this sense, be aware that agreements imply a

change in old practices, accept a set of rules, foster an environment of trust among

competitors, share information and collaborate to achieve the level of expected quality that

is essential.

If we take as reference, the Chilean experience, we observe that the state plays a

fundamental role in the creation and promotion of sectoral brands through ProChile. It is

an entity attached to the Ministry of Foreign Affairs of that country. It is enough to have a

first look at its website to clearly observe its objectives: to train producers of exportable

7


the regions.


products, to promote the exportable offer of Chilean products to world markets, and to link

potential buyers with Chilean exporters able to satisfy their demand, with emphasis on

food, industries and services. According to the indicators published by the Central Bank of

Chile, exports from January to September of 2018 totaled 57.651 USD million, 16.5% more

in relation to the same period of the previous year.

This positive trend has been maintained in recent years—remarkable results of the

effectiveness of the sectoral brands. Regarding the analysis and figures presented in relation

to emerging brands, it is logical to point out that these may arise from a single sector of a

region or territory, and have the potential to become sectoral brands, as well as be linked to

promote—in addition to the consumption of products—tourism.

References

Alameda, D., & Fernández, E. (2012). La comunicación de las marcas territorio. Actas – IV Congreso

Internacional Latina de Comunicación Social – IV CILCS (pp. 1-28). La Laguna: Revista Latina

de Comunicación Social.

Anholt, S. (1998). Nation-Brand of the twenty-first century. Journal of Brand Management, 5(6), 395-

406.

Anholt, S. (2007). Competitive Identity: The New Brand Management for Nations, Cities and

Regions. Nueva York: Palgrave Macmillan.

comScore. (2017, Febrero 27). Evento. Retrieved from El Estado de Social Media en América

Latina.: https://www.comscore.com/lat/Prensa-y-Eventos/Presentaciones-y-libros-

blancos/2017/El-Estado-de-Social-Media-en-America-Latina

Crompton, J. (1979). An assessment of the image of Mexico as a vacation destination and the

influence of geographical location upon the image. Journal of Travel Research, 17(4), 18-23.

De San Eugenio Vela, J. (2012, Agosto 27). Del Estado-nación al Estado-marca. El rol de la

diplomacia pública y la marca de país en el nuevo escenario de las relaciones internacionales.

Revista de Estudios Sociales, 145-157.

Echeverri Cañas, L. M. (2015). ¿QUÉ ES MARCA PAÍS? Retrieved Junio 2018, from Pais Marca

OBS: https://paismarca.com/que-es-marca-pais-2/

El Comercio. (2015, Enero 18). El poder de una marca sectorial. La efectividad del signo distintivo de

un rubro productivo. Retrieved from El Comercio:

https://search.proquest.com/docview/1646275973?accountid=171402

Fan, Y. (2006). Branding the Nation: What Is Being Branded? Journal of Vacation Marketing, 12(1),

5-14.

García Uceda, M. (2001). Las Claves de la Publicidad (5a ed.). Madrid: Esic Editorial.

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