Percepción del uso de PyCharm en Estudiantes de Primer y segundo semestre en la carrera de Tecnologías de la Información
Palabras clave:
PyCharm, percepción de estudiantes, enseñanza de programación, comprensión de la programación, tecnologías de la información
Resumen
El presente documento analizó la percepción del uso de PyCharm en estudiantes de primer y segundo semestre de la carrera de Tecnologías de la Información en la Universidad Estatal Amazónica. El objetivo fue evaluar cómo el uso de PyCharm impacta en el aprendizaje de conceptos de programación, la productividad y el rendimiento académico de los estudiantes. Se realizó un estudio cuantitativo de tipo descriptivo y comparativo, mediante una encuesta estructurada aplicada a 246 estudiantes. Los resultados mostraron que los estudiantes de segundo semestre percibieron significativamente más positiva la herramienta que los de primer semestre, particularmente en cuanto a la facilidad de uso y la familiaridad con las funciones de PyCharm. No se encontraron diferencias significativas en las percepciones según el género. En general, los estudiantes reconocieron que el uso de PyCharm les ayudó a mejorar su comprensión de los conceptos de programación, destacando características como la depuración y el autocompletado de código. Se concluye que PyCharm es una herramienta valiosa en la enseñanza de la programación y su uso prolongado potencia la adquisición de competencias técnicas necesarias para el ámbito profesional.
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Aires, J. P., Aires, S. B. K., Pereira, M. J. V., & Alves, L. M. (2023b). Using the Methodology Problem-Based Learning to Teaching Programming to Freshman Students. International Journal of Information and Education Technology. https://api.semanticscholar.org/CorpusID:257443671
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https://doi.org/10.1021/acs.jctc.3c00364
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https://api.semanticscholar.org/CorpusID:244553839
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https://api.semanticscholar.org/CorpusID:244919688
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Hulls, C. C. W., & Rennick, C. J. (2020). Use of a Cornerstone Project to Teach Ill-Structured Software Design in First Year. IEEE Transactions on Education, 63, 98–107.
https://api.semanticscholar.org/CorpusID:214256561
Murillo Zavala, A. M., Cañarte Castro, E. M., & Verduga Toala , M. M. (2025). Malnutrición y deficiencias hematológicas en mujeres en edad fértiles . Arandu UTIC, 12(1), 4480–4494. https://doi.org/10.69639/arandu.v12i1.906
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Agrela Rodrigues, F. de A. (2025). A Relação entre os Neurotransmissores Excitatórios, como o Aspartato e o Glutamato, e o Transtorno do Déficit de Atenção com Hiperatividade (TDAH). Ciencia Y Reflexión, 4(1), 2686–2700. https://doi.org/10.70747/cr.v4i1.306
González Coronel , F. A., Veloso Bogarín, J. M., & Gauna Quiñones, C. E. (2025). Impacto de las Nuevas Tecnologías de la Información y Comunicación (TIC) en el proceso de Enceñanza y Aprendizaje del Instituto de Formación Docente-Gral. José Eduvigis Díaz 2024. Ciencia Latina Revista Científica Multidisciplinar, 9(2), 6916-6934. https://doi.org/10.37811/cl_rcm.v9i2.17414
Chicaiza Valle, V. L., Campos Guillén, M. F., Cadena Pasquel, A. P., & Chicaiza Rosero, M. L. (2025). Estrategias para Fomentar la Inteligencia Emocional y Mejorar la Comprensión en el Aula de Primaria. Estudios Y Perspectivas Revista Científica Y Académica , 5(2), 706–735. https://doi.org/10.61384/r.c.a.v5i2.1155
Escalante Jiménez, J. L., Rodríguez Colón, P. L., & Polanco García, C. Y. (2025). Inteligencia artificial en contextos educativos: un acercamiento desde una revisión documental sistemática. Ciencia Y Reflexión, 4(2), 325–349. https://doi.org/10.70747/cr.v4i2.241
Khatser, G., & Khatser, M. (2022). Online Learning Through LMSs: Comparative Assessment of Canvas and Moodle. Int. J. Emerg. Technol. Learn., 17, 184–200.
https://api.semanticscholar.org/CorpusID:249938054
Ling, H.-C., Hsiao, K.-L., & Hsu, W.-C. (2021). Can Students’ Computer Programming Learning Motivation and Effectiveness Be Enhanced by Learning Python Language? A Multi-Group Analysis. Frontiers in Psychology, 11. https://api.semanticscholar.org/CorpusID:231654367
Lukkarinen, A., Malmi, L., & Haaranen, L. (2021). Event-driven Programming in Programming Education. ACM Transactions on Computing Education (TOCE), 21, 1–31.
https://api.semanticscholar.org/CorpusID:237250643
Macedo, F., Yamin, J. L., Silva, W. J., de Holanda, M. T., & Oliveira, R. B. (2022). AsPIn: A Moodle Plugin for Introductory Programming Teaching. 2022 17th Iberian Conference on Information Systems and Technologies (CISTI), 1–6. https://api.semanticscholar.org/CorpusID:250567544
Nguyen, B.-A., Ha, T.-V. T., & Chen, H.-M. (2023). ANALYZING GIT LOG IN AN CODE-QUALITY AWARE AUTOMATED PROGRAMMING ASSESSMENT SYSTEM: A CASE STUDY. TRA VINH UNIVERSITY JOURNAL OF SCIENCE; ISSN: 2815-6072; E-ISSN: 2815-6099. https://api.semanticscholar.org/CorpusID:265335617
Nguyen, Q. (2019). Hands-on application development with PyCharm: Accelerate your Python applications using practical coding techniques in PyCharm. Packt Publishing Ltd.
Nikandrov, A. A. (2023). Multifunctional and flexible online platforms for creating educational materials. Informatics and Education. https://api.semanticscholar.org/CorpusID:256256581
Noor, N. M., Saad, A., Ibrahim, A. B., & Noor, N. M. (2023a). THE ACCEPTANCE OF AN EDUCATIONAL INTEGRATED DEVELOPMENT ENVIRONMENT TO LEARN PROGRAMMING FUNDAMENTALS. Information Technologies and Learning Tools.
https://api.semanticscholar.org/CorpusID:257274115
Noor, N. M., Saad, A., Ibrahim, A. B., & Noor, N. M. (2023b). THE ACCEPTANCE OF AN EDUCATIONAL INTEGRATED DEVELOPMENT ENVIRONMENT TO LEARN PROGRAMMING FUNDAMENTALS. Information Technologies and Learning Tools.
https://api.semanticscholar.org/CorpusID:257274115
Omeh, C. B., Olelewe, C. J., & Nwangwu, E. C. (2022). Impact of teaching computer programming using innovative pedagogy embedded with live online lectures and related tools: A randomized control trial. Computer Applications in Engineering Education, 30, 1390–1405.
https://api.semanticscholar.org/CorpusID:248758905
Protasevich, Yu. A., Zmeev, O. A., & Sokolov, D. A. (2021). Tools for organizing teachers-students interaction using version control systems. Informatics and Education.
https://api.semanticscholar.org/CorpusID:243314307
Skorohodov, D., & Kurochkina, M. A. (2021). On the Use of Artificial Intelligence for Student Distribution in Dormitories: MEPhI University Campus Case. 2021 IEEE Conference of Russian Young Researchers in Electrical and Electronic Engineering (ElConRus), 690–694.
https://api.semanticscholar.org/CorpusID:233226075
Smirnov, O., Lobanov, A., Golubev, Y., Tikhomirova, E., & Bryksin, T. (2021). Revizor: A Data-Driven Approach to Automate Frequent Code Changes Based on Graph Matching. 2021 36th IEEE/ACM International Conference on Automated Software Engineering (ASE), 1242–1246.
https://api.semanticscholar.org/CorpusID:237290097
Tan, J., Chen, Y., & Jiao, S. (2023). Visual Studio Code in Introductory Computer Science Course: An Experience Report. ArXiv, abs/2303.10174.
https://api.semanticscholar.org/CorpusID:257631579
Thorat, S. A., & Kshirsagar, D. P. (2021). Developing Logic Building, Problem Solving, and Debugging Programming Skills Among Students. Journal of Engineering Education Transformations.
https://api.semanticscholar.org/CorpusID:234093564
Wang, P., & Zhao, Y. (2022). Research of online teaching management system based on artificial intelligence. 2022 7th International Conference on Intelligent Computing and Signal Processing (ICSP), 1004–1008. https://api.semanticscholar.org/CorpusID:249048989
Xu, F. F., Vasilescu, B., & Neubig, G. (2021). In-IDE Code Generation from Natural Language: Promise and Challenges. ACM Transactions on Software Engineering and Methodology (TOSEM), 31, 1–47. https://api.semanticscholar.org/CorpusID:231718679
Zhang, Z., Xing, Z., Xu, X., & Zhu, L. (2023). RIdiom: Automatically Refactoring Non-Idiomatic Python Code with Pythonic Idioms. 2023 IEEE/ACM 45th International Conference on Software Engineering: Companion Proceedings (ICSE-Companion), 102–106.
https://api.semanticscholar.org/CorpusID:259835438
Zhou, W., Kim, S., Murali, V., & Aye, G. A. (2021). Improving Code Autocompletion with Transfer Learning. 2022 IEEE/ACM 44th International Conference on Software Engineering: Software Engineering in Practice (ICSE-SEIP), 161–162.
https://api.semanticscholar.org/CorpusID:234482526
Aires, J. P., Aires, S. B. K., Pereira, M. J. V., & Alves, L. M. (2023b). Using the Methodology Problem-Based Learning to Teaching Programming to Freshman Students. International Journal of Information and Education Technology. https://api.semanticscholar.org/CorpusID:257443671
Allison, M., Turner, S., & Kwasny, M. (2021). Assessing Cognitive Load for Junior Software Engineers: A Mixed-Method Study. 2021 International Conference on Computational Science and Computational Intelligence (CSCI), 883–888.
https://api.semanticscholar.org/CorpusID:249929699
Buckner, J., Liu, X., Chakravorty, A., Wu, Y., Cervantes, L. F., Lai, T. T., & Brooks, C. L. I. I. I. (2023). pyCHARMM: Embedding CHARMM Functionality in a Python Framework. Journal of Chemical Theory and Computation, 19(12), 3752–3762.
https://doi.org/10.1021/acs.jctc.3c00364
Cheng, G. (2021). The Effects of Self-regulated Learning Strategies on Computer Programming Achievement in Teacher Education. Frontiers in Education Technology.
https://api.semanticscholar.org/CorpusID:244553839
Dirks-Naylor, A. J. (2023). Perceived value and use of assessment software exam summary reports by student pharmacists. Physiology. https://api.semanticscholar.org/CorpusID:258981598
Elvina, E., Karnalim, O., Ayub, M., & Wijanto, M. C. (2018). Combining program visualization with programming workspace to assist students for completing programming laboratory task. Journal of Technology and Science Education.
https://api.semanticscholar.org/CorpusID:56394504
Garcia, M. B., & Revano, T. F. (2021a). Assessing the Role of Python Programming Gamified Course on Students’ Knowledge, Skills Performance, Attitude, and Self-Efficacy. 2021 IEEE 13th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment, and Management (HNICEM), 1–5.
https://api.semanticscholar.org/CorpusID:244919688
Garcia, M. B., & Revano, T. F. (2021b). Assessing the Role of Python Programming Gamified Course on Students’ Knowledge, Skills Performance, Attitude, and Self-Efficacy. 2021 IEEE 13th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment, and Management (HNICEM), 1–5.
https://api.semanticscholar.org/CorpusID:244919688
Guerrero-Higueras, Á. M., Llamas, C. F., González, L. S., Fernández, A. G., Costales, G. E., & Gonzalez, M. A. C. (2020). Academic Success Assessment through Version Control Systems. Applied Sciences. https://api.semanticscholar.org/CorpusID:214121518
Hackett, P., Wermelinger, M., Kear, K., & Douce, C. (2023). Using a Virtual Computing Lab to Teach Programming at a Distance. Proceedings of the 7th Conference on Computing Education Practice. https://api.semanticscholar.org/CorpusID:254975541
Hliš, T., Četina, L., Beranič, T., & Pavlič, L. (2023). Evaluating the Usability and Functionality of Intelligent Source Code Completion Assistants: A Comprehensive Review. Applied Sciences (Switzerland), 13(24). https://doi.org/10.3390/app132413061
Hu, M., Assadi, T., & Mahroeian, H. (2021). Teaching Visualization-first for Novices to Understand Programming. 2021 IEEE International Conference on Engineering, Technology & Education (TALE), 654–660. https://api.semanticscholar.org/CorpusID:246291765
Hulls, C. C. W., & Rennick, C. J. (2020). Use of a Cornerstone Project to Teach Ill-Structured Software Design in First Year. IEEE Transactions on Education, 63, 98–107.
https://api.semanticscholar.org/CorpusID:214256561
Murillo Zavala, A. M., Cañarte Castro, E. M., & Verduga Toala , M. M. (2025). Malnutrición y deficiencias hematológicas en mujeres en edad fértiles . Arandu UTIC, 12(1), 4480–4494. https://doi.org/10.69639/arandu.v12i1.906
Agrela Rodrigues, F. de A., Grizel Morales, N., Paco Carvajal, R., Velasco Valverde, D., Mayta Cruz, M., Avendaño Endara, E., & Simons Aparicio, C. P. (2025). Desafíos en el Desarrollo Lingüístico y Cognitivo en una Niña con Sordera Profunda: Estudio de Caso de Maria . I+D Internacional Revista Científica Y Académica , 4(1), 65–77. https://doi.org/10.63636/3078-1639.v4.n1.27
Agrela Rodrigues, F. de A. (2025). A Relação entre os Neurotransmissores Excitatórios, como o Aspartato e o Glutamato, e o Transtorno do Déficit de Atenção com Hiperatividade (TDAH). Ciencia Y Reflexión, 4(1), 2686–2700. https://doi.org/10.70747/cr.v4i1.306
González Coronel , F. A., Veloso Bogarín, J. M., & Gauna Quiñones, C. E. (2025). Impacto de las Nuevas Tecnologías de la Información y Comunicación (TIC) en el proceso de Enceñanza y Aprendizaje del Instituto de Formación Docente-Gral. José Eduvigis Díaz 2024. Ciencia Latina Revista Científica Multidisciplinar, 9(2), 6916-6934. https://doi.org/10.37811/cl_rcm.v9i2.17414
Chicaiza Valle, V. L., Campos Guillén, M. F., Cadena Pasquel, A. P., & Chicaiza Rosero, M. L. (2025). Estrategias para Fomentar la Inteligencia Emocional y Mejorar la Comprensión en el Aula de Primaria. Estudios Y Perspectivas Revista Científica Y Académica , 5(2), 706–735. https://doi.org/10.61384/r.c.a.v5i2.1155
Escalante Jiménez, J. L., Rodríguez Colón, P. L., & Polanco García, C. Y. (2025). Inteligencia artificial en contextos educativos: un acercamiento desde una revisión documental sistemática. Ciencia Y Reflexión, 4(2), 325–349. https://doi.org/10.70747/cr.v4i2.241
Khatser, G., & Khatser, M. (2022). Online Learning Through LMSs: Comparative Assessment of Canvas and Moodle. Int. J. Emerg. Technol. Learn., 17, 184–200.
https://api.semanticscholar.org/CorpusID:249938054
Ling, H.-C., Hsiao, K.-L., & Hsu, W.-C. (2021). Can Students’ Computer Programming Learning Motivation and Effectiveness Be Enhanced by Learning Python Language? A Multi-Group Analysis. Frontiers in Psychology, 11. https://api.semanticscholar.org/CorpusID:231654367
Lukkarinen, A., Malmi, L., & Haaranen, L. (2021). Event-driven Programming in Programming Education. ACM Transactions on Computing Education (TOCE), 21, 1–31.
https://api.semanticscholar.org/CorpusID:237250643
Macedo, F., Yamin, J. L., Silva, W. J., de Holanda, M. T., & Oliveira, R. B. (2022). AsPIn: A Moodle Plugin for Introductory Programming Teaching. 2022 17th Iberian Conference on Information Systems and Technologies (CISTI), 1–6. https://api.semanticscholar.org/CorpusID:250567544
Nguyen, B.-A., Ha, T.-V. T., & Chen, H.-M. (2023). ANALYZING GIT LOG IN AN CODE-QUALITY AWARE AUTOMATED PROGRAMMING ASSESSMENT SYSTEM: A CASE STUDY. TRA VINH UNIVERSITY JOURNAL OF SCIENCE; ISSN: 2815-6072; E-ISSN: 2815-6099. https://api.semanticscholar.org/CorpusID:265335617
Nguyen, Q. (2019). Hands-on application development with PyCharm: Accelerate your Python applications using practical coding techniques in PyCharm. Packt Publishing Ltd.
Nikandrov, A. A. (2023). Multifunctional and flexible online platforms for creating educational materials. Informatics and Education. https://api.semanticscholar.org/CorpusID:256256581
Noor, N. M., Saad, A., Ibrahim, A. B., & Noor, N. M. (2023a). THE ACCEPTANCE OF AN EDUCATIONAL INTEGRATED DEVELOPMENT ENVIRONMENT TO LEARN PROGRAMMING FUNDAMENTALS. Information Technologies and Learning Tools.
https://api.semanticscholar.org/CorpusID:257274115
Noor, N. M., Saad, A., Ibrahim, A. B., & Noor, N. M. (2023b). THE ACCEPTANCE OF AN EDUCATIONAL INTEGRATED DEVELOPMENT ENVIRONMENT TO LEARN PROGRAMMING FUNDAMENTALS. Information Technologies and Learning Tools.
https://api.semanticscholar.org/CorpusID:257274115
Omeh, C. B., Olelewe, C. J., & Nwangwu, E. C. (2022). Impact of teaching computer programming using innovative pedagogy embedded with live online lectures and related tools: A randomized control trial. Computer Applications in Engineering Education, 30, 1390–1405.
https://api.semanticscholar.org/CorpusID:248758905
Protasevich, Yu. A., Zmeev, O. A., & Sokolov, D. A. (2021). Tools for organizing teachers-students interaction using version control systems. Informatics and Education.
https://api.semanticscholar.org/CorpusID:243314307
Skorohodov, D., & Kurochkina, M. A. (2021). On the Use of Artificial Intelligence for Student Distribution in Dormitories: MEPhI University Campus Case. 2021 IEEE Conference of Russian Young Researchers in Electrical and Electronic Engineering (ElConRus), 690–694.
https://api.semanticscholar.org/CorpusID:233226075
Smirnov, O., Lobanov, A., Golubev, Y., Tikhomirova, E., & Bryksin, T. (2021). Revizor: A Data-Driven Approach to Automate Frequent Code Changes Based on Graph Matching. 2021 36th IEEE/ACM International Conference on Automated Software Engineering (ASE), 1242–1246.
https://api.semanticscholar.org/CorpusID:237290097
Tan, J., Chen, Y., & Jiao, S. (2023). Visual Studio Code in Introductory Computer Science Course: An Experience Report. ArXiv, abs/2303.10174.
https://api.semanticscholar.org/CorpusID:257631579
Thorat, S. A., & Kshirsagar, D. P. (2021). Developing Logic Building, Problem Solving, and Debugging Programming Skills Among Students. Journal of Engineering Education Transformations.
https://api.semanticscholar.org/CorpusID:234093564
Wang, P., & Zhao, Y. (2022). Research of online teaching management system based on artificial intelligence. 2022 7th International Conference on Intelligent Computing and Signal Processing (ICSP), 1004–1008. https://api.semanticscholar.org/CorpusID:249048989
Xu, F. F., Vasilescu, B., & Neubig, G. (2021). In-IDE Code Generation from Natural Language: Promise and Challenges. ACM Transactions on Software Engineering and Methodology (TOSEM), 31, 1–47. https://api.semanticscholar.org/CorpusID:231718679
Zhang, Z., Xing, Z., Xu, X., & Zhu, L. (2023). RIdiom: Automatically Refactoring Non-Idiomatic Python Code with Pythonic Idioms. 2023 IEEE/ACM 45th International Conference on Software Engineering: Companion Proceedings (ICSE-Companion), 102–106.
https://api.semanticscholar.org/CorpusID:259835438
Zhou, W., Kim, S., Murali, V., & Aye, G. A. (2021). Improving Code Autocompletion with Transfer Learning. 2022 IEEE/ACM 44th International Conference on Software Engineering: Software Engineering in Practice (ICSE-SEIP), 161–162.
https://api.semanticscholar.org/CorpusID:234482526
Publicado
2025-07-11
Cómo citar
Nuñez Zamora , W. R., Hernández Ramos, H., Gutiérrez de León, E. T., & Rivera Vergara, B. A. (2025). Percepción del uso de PyCharm en Estudiantes de Primer y segundo semestre en la carrera de Tecnologías de la Información. Ciencia Latina Revista Científica Multidisciplinar, 9(3), 6489-6512. https://doi.org/10.37811/cl_rcm.v9i3.18282
Número
Sección
Ciencias y Tecnologías
Derechos de autor 2025 Walter Rodrigo Nuñez Zamora , Hirám Hernández Ramos, Eberto Tuniesky Gutiérrez de León, Beivy Amarilis Rivera Vergara
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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