Indonesian
J
our
nal
of
Electrical
Engineering
and
Computer
Science
V
ol.
37,
No.
2,
February
2025,
pp.
1085
∼
1092
ISSN:
2502-4752,
DOI:
10.11591/ijeecs.v37.i2.pp1085-1092
❒
1085
Mobile
application
f
or
distrib
uting
inf
ormation
to
students
at
the
Sciences
and
Humanities
Uni
v
ersity
P
atricia
Condori-Obr
egon
1
,
Carlos
Huallpa-J
uar
ez
1
,
Carlos
P
alomino-V
idal
2
1
Business
on
Engineering
and
T
echnology
,
S.A.C.
(BE
T
ech),
Lima,
Per
´
u
2
F
acultad
de
Ingenier
´
ıa,
Uni
v
ersidad
T
ecnol
´
ogica
del
Per
´
u,
Lima,
Per
´
u
Article
Inf
o
Article
history:
Recei
v
ed
Jul
11,
2024
Re
vised
Sep
14,
2024
Accepted
Sep
30,
2024
K
eyw
ords:
Agile
de
v
elopment
Information
distrib
ution
Management
Mobile
de
v
elopment
Nati
v
e
cross-platform
ABSTRA
CT
Currently
,
educational
institutions
around
the
w
orld
ha
v
e
implemented
man
y
standards
and
rules
to
ensure
teaching
quality
.
Man
y
of
these
standards
and
rules
are
related
to
the
use
of
technologies
that
pro
vide
s
tudents
with
services
and
f
acilities
to
learn.
Ho
we
v
er
,
in
Peru,
a
Latin
American
country
,
these
stan-
dards
and
rules
ha
v
e
been
recently
implemented,
and
as
a
result,
information
systems
are
required
to
guarantee
teaching
quality
.
This
research
e
xposes
the
implementation
of
a
mobile
appli
cation
for
distrib
uting
and
managing
informa-
tion
for
s
tudents
and
teachers
who
require
data
about
courses,
grades,
absences,
and
recei
v
e
ne
ws
about
important
uni
v
ersity
announcements.
This
w
ork
applied
both
research
methods
and
Scrum
methodologies
together
to
demonstrate
ho
w
the
education
process
benets
from
the
use
of
technologies.
As
a
result
of
these
implementations,
processes
lik
e
nding
academic
information
impro
v
ed
by
an
a
v
erage
of
50%.
These
results
support
that
the
implementation
of
mobile
appli-
cation
technologies
in
educational
en
vironments
is
benecial
for
guaranteeing
process
impro
v
ement
and
teaching
quality
.
This
is
an
open
access
article
under
the
CC
BY
-SA
license
.
Corresponding
A
uthor:
Carlos
P
alomino-V
idal
F
acultad
de
Ingenier
´
ıa,
Uni
v
ersidad
T
ecnol
´
ogica
del
Per
´
u
A
v
.
Petit
Thouars
116,
Lima
15046,
Per
´
u
Email:
carlospalomino@outlook.com
1.
INTR
ODUCTION
No
w
adays,
dif
ferent
mobile
applications
allo
w
access
to
information
sources.
Some
of
these
applications
support
higher
education
[1],
and
ha
v
e
only
one
requirement:
a
mobile
phone
that
supports
the
use
of
mobile
applications.
The
use
of
mobile
applications
transcends
dif
ferent
areas
and
has
a
great
po
wer
of
inuence
on
v
arious
topics.
F
or
e
xample,
as
mentioned
in
[2],
the
research
sho
ws
ho
w
mobile
application
de
v
elopers
combine
political
content
into
one
app,
uniting
dif
ferent
sources
lik
e
F
acebook,
T
witter
,
ne
ws,
and
statistics,
making
it
easier
for
sympathizers
to
nd
information
related
to
their
political
parties.
Another
use
of
mobile
applications
is
mentioned
in
[3].
This
research
analyzes
the
implementa
tion
of
apps
in
banking
to
impro
v
e
the
customer
service
process.
The
use
of
these
types
of
apps
frees
users
from
the
pressure
and
tension
the
y
feel
when
going
to
the
bank.
In
this
case,
mobile
applications
help
to
impro
v
e
a
process
and
bring
great
benets
to
the
bank.
The
benet
s
include
customer
satisf
action
through
process
automation.
These
k
e
y
benets
moti
v
ate
the
implementation
of
m
obile
apps.
In
research
from
V
acas
et
al.
[4],
a
surv
e
y
w
as
conducted
to
determine
the
le
v
el
of
acceptance
of
apps
in
process
automation
and
increased
satisf
action
among
uni
v
ersity
students.
The
result
w
as
that
students
agreed
that
the
use
of
technologies
to
manage
information
on
campus
is
positi
v
e.
J
ournal
homepage:
http://ijeecs.iaescor
e
.com
Evaluation Warning : The document was created with Spire.PDF for Python.
1086
❒
ISSN:
2502-4752
Consequently
,
the
attendance
process,
which
i
n
m
an
y
cases
w
as
a
manual
process
requi
ring
s
tudents
to
sign
on
a
sheet
of
paper
,
is
impro
v
ed
with
the
use
of
technologies
lik
e
mobile
applications.
The
research
from
F
atah
et
al.
[5]
analyzes
the
implementation
of
a
mobile
app
for
the
automation
of
the
attendance
process.
The
scope
of
this
app
included
a
user
-friendly
interf
ace
and
data
processing.
This
mobile
application
concluded
with
an
impro
v
ed
process
(in
time
and
resources)
and
an
increase
in
student
satisf
action.
The
research
from
Chuang
[6]
sho
ws
another
use
of
mobile
apps,
focusing
on
a
learning
process
that
encourages
student
participation
using
the
Delphi
method.
Mobile
applications
impro
v
e
not
only
administrati
v
e
processes
b
ut
also
learning
processes,
pro
viding
students
with
tools
to
increase
their
academic
performance.
The
use
of
mobile
applications
is
widespread
in
dif
ferent
areas
and
topics,
as
demonstrat
ed
in
the
preceding
researches.
In
Peru,
the
application
of
this
technology
in
educational
processes
is
recent,
due
to
ne
w
re
gulations
requiring
uni
v
ersities
to
under
go
an
accreditation
process,
as
mentioned
in
[7].
The
research
e
x-
plains
ho
w
fteen
digital
platforms
pro
vide
guidance
to
meet
the
requirements
of
the
ne
w
re
gulation.
The
trend
is
that
uni
v
ersities
are
incorporating
technology
into
their
processes
to
impro
v
e
them
and
comply
with
re
gula-
tions
and
la
ws.
The
moti
v
ation
to
incorporate
technologies
in
educational
processes
also
includes
conte
xtual
reasons
lik
e
the
CO
VID-19
pandemic
[8].
This
prompted
a
signicant
ef
fort
to
implement
mobile
applications
to
pro
vide
quality
education
in
indigenous
communities.
These
mobile
applications
pro
vide
services
for
data
collection
and
their
consumption
through
virtual
apps,
ensuring
that
education
continues
despite
obstacles
in
remote
communities.
The
impact
of
using
mobile
applications
in
uni
v
ersity
learning
w
as
measured
in
[9]
through
a
surv
e
y
in
v
e
uni
v
ersities,
applied
to
students
and
teachers.
The
results
sho
w
that
the
majority
of
students
(70%)
ha
v
e
a
mobile
de
vice,
b
ut
only
15%
use
them
as
a
complement
to
their
education.
It
is
inferred
that
this
is
due
to
the
lack
of
specialized
applications
that
incorporate
uni
v
ersity
processes.
Ev
en
so,
the
highest
score
for
the
question
related
to
incorporating
mobile
applications
in
the
educational
process
w
as
3.8
(out
of
5),
indicating
a
high
le
v
el
of
acceptance.
The
high
le
v
el
of
acceptance,
the
conte
xtual
en
vironment,
and
the
ne
w
re
gulations
in
Peru
mak
e
the
mobile
application
de
v
elopment
mark
et
at
tracti
v
e.
It
incenti
vizes
not
only
uni
v
ersities
to
in
v
est
in
this
technology
b
ut
also
brings
ne
w
pro
viders
with
dif
ferent
solutions
to
impro
v
e
processes,
pro
viding
good
results
[10].
The
dif
ferent
solutions
included
man
y
processes
identied
in
[11].
T
o
identify
these,
a
surv
e
y
w
as
conducted
with
students
and
teachers.
The
processes
included:
access
to
academic
information,
collaboration
and
communication,
course
and
home
w
ork
management,
tests
and
feedback,
laboratory
acti
vities,
and
the
de
v
elopment
of
skills
and
competences.
Applied
mobile
technology
entails
process
impro
v
ement
and
time
reduction.
The
de
v
elopment
of
this
mobile
application
included
methodologies
lik
e
Scrum,
focusing
on
o
v
ercoming
uncertain
conditions
and
tight
deadlines.
This
ensures
the
nal
app
has
a
real
and
rele
v
ant
inte
gration
with
uni
v
ersity
processes,
increasing
b
usiness
v
alue.
F
or
these
reasons,
Scrum
is
used
as
a
guide
for
mobile
application
de
v
elopment,
as
mentioned
in
[12]-[15].
F
or
all
the
abo
v
e
reasons,
there
is
e
vidence
that
mobi
le
application
technologies
pro
vide
m
ultiple
benets
to
uni
v
ersities
w
orldwide,
and
their
implementation
in
Peruvian
uni
v
ersities
is
crucial
for
both
im-
pro
ving
processes
and
complying
with
re
gulations.
In
this
research,
the
main
objecti
v
e
is
to
demonstrate
ho
w
mobile
applications
impro
v
e
processes
related
to
distrib
uting
information
to
students
and
teachers.
F
or
that,
specic
processes
were
analyzed
to
create
a
mobi
le
application
using
the
Scrum
methodology
,
and
process
time
measures
were
performed
before
and
after
mobile
implementation
to
demonstrate
the
impro
v
ement
in
the
processes.
2.
METHOD
2.1.
Scrum
methodology
The
methodology
used
for
de
v
eloping
the
mobile
application
w
as
Scrum.
This
methodology
imple-
ments
an
agile
process
that
deli
v
ers
softw
are
incrementally
.
In
this
agile
process,
man
y
instruments,
artif
acts,
and
techniques
are
in
v
olv
ed
[16],
[17].
Figure
1
sho
ws
the
full
process
and
techniques
used.
Throughout
the
process,
agile
techniques
were
used:
−
In
the
proj
ect
en
vision
stage,
an
agile
project
charter
w
as
used
to
dene
the
main
objecti
v
es
of
the
project.
This
document
includes
b
usiness
opportunity
,
scope,
goals,
customer
and
stak
eholder
identication,
metrics
of
success,
risk,
cost,
and
benets
[18].
−
Also
in
the
project
en
vision
stage,
a
story
map
technique
w
as
used
to
visually
identify
requirements
[19].
−
User
personas
is
a
technique
used
to
describe
user
proles
and
map
them
with
requirements
[20].
Indonesian
J
Elec
Eng
&
Comp
Sci,
V
ol.
37,
No.
2,
February
2025:
1085–1092
Evaluation Warning : The document was created with Spire.PDF for Python.
Indonesian
J
Elec
Eng
&
Comp
Sci
ISSN:
2502-4752
❒
1087
−
V
alue
stream
map,
using
in
Scrum
to
eliminate
w
aste,
on
the
project
w
as
used
for
mak
e
measurements
of
the
process
and
calculate
their
ef
cienc
y
before
and
after
the
implementation
of
the
app
[21].
−
Collaborati
v
e
techniques
impro
v
e
communication,
in
v
olv
ement,
and
creati
vi
ty
[22].
These
characteristics
are
important
when
the
Scrum
team
and
stak
eholders
are
in
v
olv
ed
in
requirements
identication.
The
collab-
orati
v
e
techniques
used
to
collect
requirements
and
risks
were
“prune
the
product
tree”
and
“the
speedboat”.
−
Agile
projects
reduce
risk
through
the
impl
ementation
of
all
their
proces
ses,
reducing
the
risk
implicit
in
the
sprints.
Ho
we
v
er
,
it
is
important
to
incorporate
actions
in
the
process
to
reduce
the
risk
[23].
In
this
research,
a
risk-adjusted
backlog
technique
is
used,
incorporating
risk
responses
into
the
backlog
acti
vities.
−
After
determinate
the
backlog
the
ne
xt
step
is
prioritize
the
user
stories,
planning
pok
er
w
as
the
technique
used
in
this
research
[24].
−
The
product
roadmap
is
a
technique
that
represents
the
vision
and
direction
of
the
project
[25].
In
this
implementation,
this
graphic
tool
w
as
helpful
in
k
eeping
stak
eholders
committed
and
informed
about
the
acti
vities
and
the
product.
−
T
echniques
used
in
this
project
for
de
v
eloping
the
product
were
pair
programming
and
continuous
inte-
gration.
The
rst
one
requires
one
programmer
to
write
the
code
and
the
other
to
re
vie
w
the
code
[26],
while
continuous
inte
gration
frequently
incorporates
code
int
o
the
main
repository
[27].
Both
techniques
are
useful
for
identifying
errors
in
the
early
stages
of
de
v
elopment.
Figure
1.
Scrum
methodology
,
tools
and
techniques
2.2.
Case
study
2.2.1.
Planning
stage
Using
the
techniques
e
xplained
in
the
abo
v
e
sections,
the
planning
stage
resulted
in
33
user
stor
ies
di
vided
into
se
v
en
epics,
dened
as:
−
As
a
student,
I
w
ant
to
manage
the
information
of
my
courses
to
kno
w
about
my
academic
performance.
−
As
a
student,
I
w
ant
to
kno
w
the
information
related
to
the
a
v
ailable
laboratories,
to
allocate
the
resources
for
studying.
−
As
a
teacher
,
I
w
ant
to
reserv
e
classrooms
and
laboratories
to
plan
classes
and
mak
e-up
sessions.
−
As
a
teacher
,
I
w
ant
to
send
announcements
to
my
students
to
inform
them
about
ne
ws
or
changes
in
classes.
−
As
an
administrator
,
I
w
ant
to
schedule
teachers,
classes,
and
timetables
to
inform
both
teachers
and
students.
−
As
a
student,
I
w
ant
to
ha
v
e
general
information
in
my
prole
to
remember
details
about
my
re
gistration.
−
As
a
student,
I
w
ant
to
manage
app
conguration
to
set
general
settings.
These
epics
were
later
di
vided
into
33
user
stories.
The
dene
d
user
stories
co
v
er
three
main
processes:
process
of
searching
academic
information
(courses,
grades,
attendance,
schedules),
initially
with
Mobile
application
for
distrib
uting
information
to
students
at
the
...
(P
atricia
Condori-Obr
e
gon)
Evaluation Warning : The document was created with Spire.PDF for Python.
1088
❒
ISSN:
2502-4752
18%
ef
cienc
y;
process
of
reserving
areas
(classrooms,
laboratories,
auditoriums),
initially
with
5%
ef
cienc
y;
process
of
i
nformation
request
(academic
procedures),
initially
with
20%
ef
cienc
y
.
These
metrics
were
calcu-
lated
with
v
alue
stream
mapping
and
measurements
made
to
the
processes.
T
o
de
v
elop
the
mobile
application,
the
33
user
stories
were
prioritized,
estimated,
and
nally
di
vided
into
three
sprints,
each
with
a
duration
of
four
weeks,
as
e
xplained
in
the
follo
wing
sections.
2.2.2.
First
sprint
In
the
rst
sprint,
the
most
important
user
stories
were
de
v
eloped
(12
user
stories).
On
the
story
map,
these
stories
are
located
in
the
backbone
section
and
some
in
the
w
alking
sk
eleton
section.
The
main
objecti
v
e
of
this
sprint
w
as
to
pro
vide
students
and
teachers
with
a
tool
to
visualize
detailed
information
about
courses.
Figure
2
sho
ws
the
most
important
interf
ace
de
v
eloped,
Figure
2(a)
the
list
of
courses
that
students
are
enroll
or
teachers
teach
that
depend
of
the
user
role,
Figure
2(b)
the
detail
of
the
course
sho
wing
important
information
lik
e
schedule,
and
important
dates.
(a)
(b)
Figure
2.
Sprint
1.
Main
interf
aces;
(a)
the
list
of
courses
and
(b)
the
detail
of
the
course
2.2.3.
Second
sprint
In
the
second
sprint,
11
user
stories
were
de
v
eloped
in
four
weeks.
The
main
objecti
v
e
w
as
to
pro
vide
teachers
with
the
t
oo
l
s
to
ma
k
e
reserv
ations
of
areas
and
schedule
cl
ass
reco
v
eries.
Figure
3
illustra
tes
the
primary
interf
aces
for
this
sprint.
Figure
3(a)
the
course
detail
interf
ace
is
designed
to
schedule
a
recuperation
for
a
missed
class.
Figure
3(b)
the
recuperation
can
be
virtual
through
video
conference
or
in-person
in
a
ph
ysical
classroom.
Figure
3(c)
the
recuperation
class
details
include
the
moti
v
ation
for
the
recuperation,
the
specic
schedule,
and
other
rele
v
ant
information.
2.2.4.
Third
sprint
In
the
third
sprint,
10
user
stories
were
de
v
eloped
in
four
weeks.
The
main
objecti
v
e
w
as
to
pro-
vide
administrati
v
e
emplo
yees
with
tools
to
manage
r
eserv
ations
and
distrib
ute
academic
ne
ws
to
students
and
teachers.
Figure
4
illustrates
the
primary
inte
rf
aces,
including
Figure
4(a)
the
interf
ace
for
publishing
academic
adv
ertisements
and
pro
viding
information
on
benets
for
students
and
teachers,
and
Figure
4(b)
the
list
of
adv
ertisements
published.
Indonesian
J
Elec
Eng
&
Comp
Sci,
V
ol.
37,
No.
2,
February
2025:
1085–1092
Evaluation Warning : The document was created with Spire.PDF for Python.
Indonesian
J
Elec
Eng
&
Comp
Sci
ISSN:
2502-4752
❒
1089
(a)
(b)
(c)
Figure
3.
Sprint
2.
Main
interf
aces;
(a)
schedule
setup,
(b)
virtual
or
in-person
option,
and
(c)
detailed
recuperation
info
(a)
(b)
Figure
4.
Sprint
3.
Main
interf
aces;
(a)
adv
ertisement
publishing
interf
ace
and
(b)
adv
ertisements
list
3.
RESUL
TS
AND
DISCUSSION
3.1.
Results
After
the
de
v
elopment
of
the
project,
the
implementation
w
as
carried
out
in
a
test
en
vironment
to
measure
the
e
x
ecution
time
of
the
processes
using
the
app.
The
measurements
were
made
by
observing
dif
ferent
test
cases.
T
able
1
sho
ws
the
measurements
before
and
after
the
implementation
of
the
app.
Mobile
application
for
distrib
uting
information
to
students
at
the
...
(P
atricia
Condori-Obr
e
gon)
Evaluation Warning : The document was created with Spire.PDF for Python.
1090
❒
ISSN:
2502-4752
T
able
1.
As-Is
T
o-Be
measurements
Processes
As-Is
T
o-Be
Impro
v
ement
T
ime
Ef
cienc
y
T
ime
Ef
cienc
y
Searching
academic
information
16
min
18%
1
min
83%
65%
Reserving
areas
611
min
5%
11.5
min
55%
50%
Information
request
15.5
min
20%
1
min
75%
55%
T
able
1
sho
ws
the
results
of
the
measurements
of
the
process
before
and
after
the
implementation.
The
process
named
“searching
academic
information”
reduced
the
e
x
ecution
time
from
15
minutes
to
1
minute,
representing
65%
more
ef
cienc
y
.
In
the
test,
man
y
non-v
alue
times
were
reduced,
primarily
the
w
aiting
time
for
attendance
in
the
of
ce.
The
process
named
“reserving
areas”
reduced
the
e
x
ecution
time
from
611
minutes
t
o
11.5
minutes.
The
reason
for
this
signicant
time
reduction
is
that,
in
the
manual
process,
the
administrati
v
e
emplo
yees
needed
to
compare
information
about
the
a
v
ailabilit
y
of
resources.
T
o
do
that,
the
y
had
to
communicate
with
other
uni
v
ersity
departments
and
cross-check
information,
which
sometimes
took
a
long
time.
Ho
we
v
er
,
with
the
application,
all
the
required
information
is
in
the
database
and
a
v
ailable
instantly
.
This
impro
v
ement
means
50%
more
ef
cienc
y
in
the
process.
Finally
,
the
process
named
“information
request”
reduced
the
e
x
ecution
time
from
15.5
minutes
to
1
minute,
meaning
55%
more
ef
cienc
y
.
The
manual
process
included
a
step
for
publication
and
a
st
ep
to
se
n
d
emails
to
students
and
teachers.
These
steps
in
v
olv
ed
using
tw
o
dif
ferent
systems:
the
web
page
for
publication
and
the
email
system
to
send
the
messages.
W
ith
the
app,
the
process
has
only
one
step
(publication)
in
one
system
(the
mobile
application).
3.2.
Discussion
The
primary
ndings
of
this
research,
presented
in
T
able
1,
demonstrate
that
processes
enhance
their
ef
cienc
y
by
an
a
v
erage
of
56%,
encompassing
information
retrie
v
al,
requests,
and
area
reserv
ations.
Addition-
ally
,
there
is
a
substantial
reduction
in
time,
a
v
eraging
95%.
These
ndings
hold
signicant
rele
v
ance
as
the
y
af
rm
the
tangible
impact
of
mobile
applications
on
the
education
process,
aligning
with
the
primary
objecti
v
e
of
ele
v
ating
educational
quality
.
The
reduction
in
the
process
time
and
the
increase
in
ef
cienc
y
are
directly
correlated
with
the
sa
tis-
f
action
of
students
and
teachers.
Th
i
s
leads
to
f
aster
access
to
information,
thereby
reducing
the
w
aiting
time
for
administrati
v
e
tasks.
This
allo
ws
them
to
focus
solely
on
their
education,
as
e
videnced
by
the
researches
[4]-[6]
that
yielded
similar
results
using
mobile
applications.
Specically
in
Peru,
the
signicance
of
this
en-
hancement
is
particularly
v
aluable
because
the
actual
conte
xt,
where
re
gulations
mandate
the
implementation
of
no
v
el
tools
to
ensure
quality
education
(as
mentioned
in
[7]),
pro
vides
uni
v
ersities
with
a
pro
v
en
solution
that
will
enhance
their
educational
processes.
Despite
these
adv
ancements,
substantial
progress
is
still
required.
F
or
instance,
research
[6]
i
ndicates
that
incorporating
mobile
applications
directly
into
the
learning
process
can
enhance
student
participation
and,
consequently
,
academic
performance.
Ho
we
v
er
,
this
approach
is
not
widely
adopted
in
Peru,
where
the
primary
focus
remains
on
administrati
v
e
and
data
management
processes.
W
ith
this
aggre
g
ation
in
the
educational
processes,
students
could
utilize
their
mobile
de
vices
as
a
rob
ust
tool
for
their
education.
This
inte
gration
aligns
with
the
recommendations
mentioned
in
[9],
yet
there
remains
an
opportunity
for
students
to
incorporate
their
mobile
de
vices
into
their
learning
w
orko
w
.
4.
CONCLUSION
In
conclusion,
this
research
de
v
eloped
a
mobile
application
that
addresses
the
primary
concerns
e
x-
pressed
by
emplo
yees
and
students
of
the
Sciences
and
Humanities
Uni
v
ersity
during
the
initial
data
collection
phase.
The
application
enhances
academic
information
retrie
v
al
processes
for
students
and
teachers
through
a
centralized
database
that
pro
vides
the
necessary
course-related
information
directly
to
their
de
vices.
These
impro
v
ements
signicantly
reduce
time,
particularly
w
aiting
times.
Additionally
,
the
reduced
reliance
on
aca-
demic
departments
for
information
requests
frees
up
administrati
v
e
emplo
yees
to
eng
age
in
other
tasks.
Based
on
the
benets
achie
v
ed,
students
and
teachers
can
e
xperience
an
enhanced
academic
e
xperience,
which
is
essential
for
uni
v
ersities
to
impro
v
e
academic
performance
and
is
re
gulated
by
la
ws
in
Peru.
These
ndings
align
with
the
literature
re
vie
wed,
emphasizing
the
signicance
of
incorporating
mobile
technologies
into
the
educational
process.
As
future
research,
it
is
recommended
to
implement
this
application
across
all
uni
v
ersity
f
aculties
to
further
amplify
its
benets,
ensuring
that
all
students
and
teachers
can
benet
from
it.
Further
-
Indonesian
J
Elec
Eng
&
Comp
Sci,
V
ol.
37,
No.
2,
February
2025:
1085–1092
Evaluation Warning : The document was created with Spire.PDF for Python.
Indonesian
J
Elec
Eng
&
Comp
Sci
ISSN:
2502-4752
❒
1091
more,
inte
grating
this
mobile
application
into
the
learning
process
w
ould
be
adv
antageous,
potentially
leading
to
impro
v
ed
academic
performance.
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Mobile
application
for
distrib
uting
information
to
students
at
the
...
(P
atricia
Condori-Obr
e
gon)
Evaluation Warning : The document was created with Spire.PDF for Python.
1092
❒
ISSN:
2502-4752
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BIOGRAPHIES
OF
A
UTHORS
Ing
.
P
atricia
Condori-Obr
egon
is
a
systems
engineer
(UCH).
Expert
in
pl
anning,
or
g
ani-
zation,
de
v
elopment,
and
constant
feedback
tasks
oriented
to
the
management
of
tools
in
management
and
de
v
elopment
of
projects
under
the
study
of
user
beha
vior
.
She
can
be
contacted
at
email:
ccon-
dori.patricia@gmail.com.
Ing
.
Carlos
Huallpa-J
uar
ez
is
a
systems
engineer
.
Frontend
de
v
eloper
with
more
than
6
years
of
e
xperience
in
web
and
mobile
projects,
using
Ja
v
aScript
as
a
programming
language
and
React
JS
and
R
eact
Nati
v
e
as
modern
technologies,
taking
into
account
good
de
v
elopment
practices,
design
patterns
and
SOLID
principles.
He
can
be
contacted
at
email:
carlos.h.est.96@gmail.com.
Dr
.
Carlos
P
alomino-V
idal
is
a
doctor
in
administration
(Federico
V
illareal
Uni
v
ersity).
Master
in
direct
and
manage
information
technologies
(Science
Applied
Uni
v
ersity).
Graduated
from
the
master’
s
de
gree
in
information
technologies
(Uni
v
ersity
Politecnica
cataluna).
Systems
engineer
(Federico
V
illarreal
Uni
v
ersity).
Project
manager
with
10
years
e
xperience
with
PMP
1643369
and
PMI-A
CP
2782702
credentials
from
PMI.
Professor
at
Sciences
and
Humanity
Uni
v
ersity
,
Callao
Uni
v
ersity
,
Fede
rico
V
illarreal
Uni
v
ersity
,
T
echnological
Uni
v
ersity
of
Peru.
He
can
be
contacted
at
email:
carlospalomino@outlook.com.
Indonesian
J
Elec
Eng
&
Comp
Sci,
V
ol.
37,
No.
2,
February
2025:
1085–1092
Evaluation Warning : The document was created with Spire.PDF for Python.