<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0266</journal-id>
<journal-title><![CDATA[Revista Tecnológica-Educativa Docentes 2.0]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Docentes 2.0]]></abbrev-journal-title>
<issn>2665-0266</issn>
<publisher>
<publisher-name><![CDATA[Grupo Docentes 2.0 C.A.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02662026000100366</article-id>
<article-id pub-id-type="doi">10.37843/rted.v19i1.779</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La Comunicación Audiovisual en la Percepción de la Divulgación Científica de Estudiantes Universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Audiovisual Communication in University Students&#8217; Perceptions of Science Communication in Tumbes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bayona-Ramirez]]></surname>
<given-names><![CDATA[Jean Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaona-Lopez]]></surname>
<given-names><![CDATA[Sarely Jaseydi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabrera Atoche]]></surname>
<given-names><![CDATA[Marco Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Izquierdo-Valladares]]></surname>
<given-names><![CDATA[Sherly Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Tumbes  ]]></institution>
<addr-line><![CDATA[Tumbes ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Tumbes  ]]></institution>
<addr-line><![CDATA[Tumbes ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Tumbes  ]]></institution>
<addr-line><![CDATA[Tumbes ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional de Tumbes  ]]></institution>
<addr-line><![CDATA[Tumbes ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>366</fpage>
<lpage>377</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02662026000100366&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02662026000100366&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02662026000100366&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los videos constituyeron una herramienta relevante para la difusión de material académico y científico, especialmente en contextos digitales, donde los estudiantes consumen información principalmente en formatos audiovisuales. El objetivo del estudio fue analizar qué elementos o factores de la comunicación audiovisual predicen la percepción de la divulgación científica en estudiantes de Ciencias Sociales de la Universidad Nacional de Tumbes durante el periodo 2025. La investigación se enmarcó en el paradigma positivista, con método hipotético-deductivo y enfoque cuantitativo, bajo un diseño no experimental de tipo correlacional-explicativo y corte transversal. La población estuvo conformada por 1124 estudiantes y se seleccionó una muestra probabilística de 347 participantes. Se aplicaron dos cuestionarios estructurados con escala Likert de cinco opciones, organizados por dimensiones y validados mediante juicio de expertos; la confiabilidad se estimó a través del coeficiente Omega de McDonald. Los datos se analizaron mediante estadística descriptiva, pruebas de normalidad de Kolmogorov-Smirnov, correlación de rho de Spearman y regresión logística ordinal para identificar factores predictivos. Los resultados evidenciaron que la probabilidad de ubicarse en niveles superiores de divulgación científica aumentó cuando los videos presentaron un mensaje coherente y fácil de comprender (P10; OR=1,805; p=0,004), un contenido relevante (P11; OR=1,579; p=0,011), integración de texto o gráficos (P14; OR=1,580; p=0,037) y fluidez en los planos y ángulos (P4; OR=1,435; p=0,042). Asimismo, la correlación global entre la comunicación audiovisual y la divulgación científica fue positiva y significativa (rho=0,194; p=0,001), aunque de baja magnitud. Por dimensiones, morfología, semántica y estética presentaron asociaciones significativas, aunque débiles, mientras que sintaxis y expresión no alcanzaron significancia estadística.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Videos constituted a relevant tool for the dissemination of academic and scientific material, especially in digital contexts, where students consume information mainly through audiovisual formats. The objective of the study was to analyze which elements or factors of audiovisual communication predict the perception of science communication among Social Sciences students at the National University of Tumbes during the 2025 period. The research followed the positivist paradigm, with a hypothetico-deductive method and quantitative approach, under a non-experimental, correlational-explanatory, cross-sectional design. The population consisted of 1,124 students, and the researchers selected a probabilistic sample of 347 participants. They applied two structured questionnaires with a five-option Likert scale, organized by dimensions and validated through expert judgment; the researchers estimated reliability with McDonald&#8217;s Omega coefficient. Data analysis included descriptive statistics, Kolmogorov-Smirnov normality tests, Spearman&#8217;s rho correlation, and ordinal logistic regression to identify predictive factors. The results showed that the probability of reaching higher levels of science communication increased when the videos presented a coherent and easy-to-understand message (P10; OR=1.805; p=0.004), relevant content (P11; OR=1.579; p=0.011), integration of text or graphics (P14; OR=1.580; p=0.037), and fluidity in shots and angles (P4; OR=1.435; p=0.042). Likewise, the global correlation between audiovisual communication and science communication showed a positive and significant result (rho=0.194; p=0.001), although with low magnitude. By dimensions, morphology, semantics, and aesthetics showed significant but weak associations, whereas syntax and expression did not reach statistical significance.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comunicación audiovisual]]></kwd>
<kwd lng="es"><![CDATA[divulgación científica]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[percepción.]]></kwd>
<kwd lng="en"><![CDATA[Audiovisual communication]]></kwd>
<kwd lng="en"><![CDATA[science communication]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[perception.]]></kwd>
</kwd-group>
</article-meta>
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