Ciencia y Educación  
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Vol. 7 No. 5  
Mayo del 2026  
TRACKER UNA HERRAMIENTA PARA COMPRENDER FENÓMENOS FÍSICOS EN  
ESTUDIANTES DIAGNOSTICADOS EN LA I. E. CARACAS MEDELLÍN  
TRACKER A TOOL FOR UNDERSTANDING PHYSICAL PHENOMENA IN STUDENTS  
DIAGNOSED AT THE CARACAS MEDELLÍN EDUCATIONAL INSTITUTION  
Autores: ¹Germán Melo Mondragón y ²Susana Melo Londoño.  
¹ORCID ID: https://orcid.org/0000-0003-3296-1191  
²ORCID ID: https://orcid.org/0009-0009-7953-4024  
¹E-mail de contacto: gmeloelpoli.edu.co  
²E-mail de contacto: susana.melo@udea.edu.co  
¹*Distrito Especial de Ciencia Tecnología e Innovación de Medellín, (Colombia). ²*Universidad de Antioquia, (Colombia).  
Artículo recibido: 26 de Abril del 2026  
Artículo revisado: 28 de Abril del 2026  
Artículo aprobado: 30 de Abril del 2026  
¹Licenciado en Matemáticas y Física, egresado de la Universidad del Tolima, (Colombia). Magíster en Física, egresado de la Universidad  
de Antioquia, (Colombia). Docente Universitario y en Educación Media con más de 30 años de experiencia en el medio.  
²Ingeniería Mecánica, egresada de la Universidad de Antioquia, (Colombia). Ingeniería de Control, egresada de la Universidad Nacional  
de Colombia, (Colombia). Especialista en IA, egresada de la Universidad Nacional de Colombia, (Colombia).  
Resumen  
que tengan otros tipos de diagnósticos  
cognitivos.  
En este artículo se exponen los resultados  
obtenidos en un estudio de caso con dos  
estudiantes diagnosticados de la I. E. Caracas  
de la ciudad de Medellín que hacen parte del  
semillero de investigación (CASFI). El  
objetivo era investigar si la utilización del  
programa Tracker, que es un programa de libre  
descarga para hacer análisis y modelado de  
videos en física a partir de un video grabado de  
la situación mecánica, servía para comprender  
Palabras  
Discapacidad  
Tracker.  
clave:  
intelectual,  
Diagnosticados,  
DUA, PIAR,  
Abstract  
This article presents the results obtained in a  
case study with two students diagnosed at I. E.  
Caracas from the city of Medellín who are part  
of the physics research group (CASFI). The  
objective was to investigate whether the use of  
Tracker, a free downloadable program for  
analyzing and modeling physics videos based  
on a recorded video of the mechanical situation,  
helped students with intellectual disabilities to  
understand these phenomena. The methodology  
is qualitative, observing whether they were able  
to interpret it with this resource. This task had a  
descriptive study purpose, attempting to see if it  
allowed them to distinguish characteristics of  
movement and intrinsic type to see the  
effectiveness of its use as a technological tool.  
The results of using this software were  
satisfactory in the sense that it developed the  
students' understanding of the two topics  
studied and also allowed us to identify that the  
students understood the two phenomena  
analyzed. Tracker, as a program that allows  
repetition, helps reinforce concepts in physical  
situations with a STEM + H approach and  
promotes the development of critical thinking in  
students with intellectual disabilities. It is hoped  
dichos  
fenómenos  
en  
estudiantes  
con  
discapacidad intelectual. La metodología es de  
un enfoque cualitativo observando si ellos con  
este recurso eran capaces de interpretarlo, esta  
tarea tenía un propósito de estudio descriptivo  
intentando ver si les permitía distinguir  
características de movimiento y de tipo  
intrínseco para ver la eficacia de la utilización  
de esta herramienta tecnológica. Los resultados  
de utilizar este Software fueron satisfactorios  
en el sentido que desarrollo en los chicos  
compresión de los dos temas estudiados,  
además permitió identificar que en los  
estudiantes se dio comprensión de los dos  
fenómenos analizados. Tracker por ser un  
programa que permite la repetición ayuda a la  
comprensión de situaciones físicas con enfoque  
STEM + H y al desarrollo del pensamiento  
crítico en los estudiantes. Se espera que este  
estudio sea útil a otros investigadores que  
deseen replicar esta técnica a otros estudiantes  
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that this study will be useful to other researchers  
framework of inclusive education.” This 230-  
page text contextualizes the care of students  
with disabilities in educational institutions in  
Colombia. In 2005 and 2006, the MEN (2006)  
had already produced documents providing  
guidance on pedagogical actions to serve  
who wish to replicate this technological aid for  
other students with other types of cognitive  
diagnoses.  
Keywords: Diagnosed, Intellectual disability,  
DUA, PIAR, Tracker.  
vulnerable  
populations  
with  
hearing  
Sumário  
Este artigo apresenta os resultados obtidos em  
impairments, deafness, blindness, autism, and  
motor and cognitive disabilities.  
um  
estudo  
de  
caso  
com  
dois  
alunos  
diagnosticados da I. E. Caracas, na cidade de  
Medellín, que participam do grupo de pesquisa  
(CASFI). O objetivo era investigar se o uso do  
programa Tracker, que é um programa de  
download gratuito para análise e modelagem de  
vídeos em física a partir de um vídeo gravado  
da situação mecânica, ajudava a compreender  
esses fenômenos em alunos com deficiência  
intelectual. A metodologia adotada é de  
abordagem qualitativa, observando se eles eram  
capazes de interpretar esse recurso. Essa tarefa  
tinha um propósito de estudo descritivo,  
tentando ver se lhes permitia distinguir  
características de movimento e de tipo  
intrínseco para verificar a eficácia do uso dessa  
ferramenta tecnológica. Os resultados obtidos  
com a utilização deste software foram  
satisfatórios no sentido de que desenvolveu nos  
Later in 2014, the Ministry of Education (MEN,  
2014) issued another document to address the  
needs of the disabled population with the aim of  
linking intersectorality in the Colombian  
education system to ensure effective inclusion  
and seeking to provide quality education and  
equal opportunities. This quality education is  
currently  
included  
in  
the  
sustainable  
development goals (UN, 2015). In 2008,  
Colombia established an online enrollment  
system called SIMAT, which was implemented  
as a tool for education secretaries to organize  
student enrollment in the country. This process  
also  
records data that  
allows for the  
identification of students with disabilities  
alunos  
a
compreensão dos dois  
temas  
estudados, além de permitir identificar que os  
alunos compreenderam os dois fenômenos  
analisados. O Tracker, por ser um programa que  
permite a repetição, ajuda na compreensão de  
situações físicas com enfoque STEM + H e no  
desenvolvimento do pensamento crítico nos  
alunos. Espera-se que este estudo seja útil para  
outros pesquisadores que desejem replicar essa  
técnica em outros alunos com outros tipos de  
diagnósticos cognitivos.  
In 2013, the Congress of the Republic of  
Colombia  
enacted  
Statutory  
Law  
1618  
(Congress, 2013), which states: “Whereby  
provisions are established to guarantee the full  
exercise of the rights of persons with  
disabilities.” This represents progress in the  
country in terms of care for vulnerable  
populations.  
In 2017, the president of the  
republic issued Decree 1421, which “regulates  
educational services for people with disabilities  
within the framework of inclusive education”  
MEN (2017). This decree establishes the path  
for serving people with disabilities at the  
country's three levels of education: preschool,  
elementary, and middle school. Three of the  
aspects to highlight within the framework of  
this law are reasonable accommodation plans,  
Palavras-chave: Diagnosticados, Deficiência  
intelectual, DUA, PIAR, Tracker.  
Introduction  
In Colombia, the Ministry of National  
Education (MEN, 2017) published a document  
entitled  
“Technical,  
administrative,  
and  
pedagogical guidelines for the educational care  
of students with disabilities within the  
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which are adaptations to the comprehensive  
assessment system according to the specific  
needs of each diagnosed student. The other  
relevant component to mention is Universal  
Design for Learning (UDL), which are designs  
for products, environments, and programs to  
make meaningful experiences accessible.  
serving  
the  
population  
with  
disabilities  
(Colombiaaprende, 2004).  
The Caracas Educational Institution (IEC) in  
the city of Medellín has a total of 1,253 students  
enrolled in SIMAT at its two campuses for the  
year 2025. Sixty of them have diagnostic  
reports in different grades, representing 4.8% of  
the population. However, these are only the  
students reported to SIMAT. Many students are  
not reported because their guardians have the  
supporting documents but do not file a report to  
avoid stigmatizing their children. Others simply  
do not take their children to be tested by support  
professionals because they do not admit that  
their children have learning difficulties, even if  
the teacher reports these deficiencies. In the  
eleventh grade of the IEC, there are a total of  
four students with diagnoses, three of them with  
intellectual disabilities and one with Down  
syndrome.  
In Ecuador, the Ministry of Education in 2023  
(ME, 2023), in fascicle 6, also addresses  
education from an inclusive approach by  
applying the ULDs and establishes parameters  
for serving the population with specific  
educational needs, as discussed in the article by  
(García et al., 2023). Decree 1421 in Colombia  
establishes  
accommodation plans (PIAR) as a tool that  
offers suggests in the teaching-learning  
individual  
reasonable  
process, seeking permanence and promotion in  
the education system. The guidance document  
(MEN,  
2017)  
establishes  
the  
following  
strategies for participation and the development  
of public policy documents: “Systematize  
successful experiences in the educational care  
of students with disabilities, which serve as a  
reference for educational establishments.”  
Given  
the  
above,  
investigating  
whether  
software such as Tracker Brown (2007) benefits  
the disabled population is an interesting  
pedagogical exercise that can bring multiple  
benefits to the population with a degree of  
intellectual disability, as is the case in this  
study.This study covers the topic of Muñoz's  
text, which uses GeoGebra, PhET, and Tracker  
in deaf populations (Muñoz et al., 2024). In  
addition, Tracker has been researched as a  
teaching tool in university populations (Plaza et  
al., 2024) and is an excellent tool for conducting  
research (Melo et al., 2024) and (Melo et al.,  
2025).  
In accordance with the legal framework of  
Colombian legislation, researching innovative  
teaching practices that benefit the diagnosed  
population in one way or another is a challenge  
that educators face in their daily work when  
they have students reported in the SIMAT in  
their  
classrooms.  
In  
2020,  
technical,  
administrative, and pedagogical guidelines  
were issued for the educational care of students  
with disabilities (MEN, 2020). These guidelines  
seek to ensure the active participation of  
students with disabilities in the classroom. The  
Colombia Aprende website contains documents  
Methodology  
As mentioned, the methodology is qualitative-  
descriptive (PUCP, 2022) with two of the four  
11th-grade students at the IEC in Medellín. The  
two students collaborating in this study have  
such  
as  
guides,  
booklets,  
videos,  
and  
meaningful experiences that are useful for  
intellectual  
disabilities;  
both  
have  
been  
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diagnosed with mental retardation, and one of  
analyzing the recorded video. To do this, the  
steps outlined in the user manual must be  
followed, which are: upload the video to the  
Tracker program using MP4 format, then check  
the number of frames per second of the video,  
which can be found in the video properties.  
them also has attention deficit hyperactivity  
disorder (ADHD). The first phase was to talk to  
the  
authorization for their children to participate in  
the research, explaining the potential  
students'  
parents  
to  
request  
their  
advantages of learning to use software such as  
Tracker. Then, the students were told about the  
methodology and how they would participate in  
the process. This phase was carried out at the  
end of November 2024, with the project set to  
begin in January 2025.  
This value must match the one automatically  
read by Tracker when uploading, and if it is  
different, it must be changed. Then, in the  
calibration bar tab, adjust the value to the actual  
value of the measuring tape used, which must  
be visible at the time of recording. Once the  
calibration bar value has been adjusted, the next  
step is to remove the axes, which will be the  
reference system from which the measurements  
will be taken. With these elements, we can now  
track the point mass, which in this case is the  
ball with MRU. In this step, as explained, the  
program must track the movement at all points  
along the trajectory, and if for some reason the  
mass is not tracked, this means that the values  
of the variables cannot be determined and it is  
necessary to track again or, if necessary, re-  
record the video. This happened repeatedly, and  
it was necessary to re-record it because at some  
points in the trajectory, the ball was no longer  
tracked by the program because it confused the  
background, which was the board, with the  
color of the ball.  
The second phase of the process was to explain  
how to use the Tracker program. To do this, a  
user manual was first developed and posted on  
the blog (Melo, 2015). This phase took several  
weeks due to the feedback that needed to be  
provided to both students. Ensuring that the  
students understood how to use the program  
was key to the research. The third phase  
involved recording a video of the physical  
situation to be analyzed. The topic chosen was  
uniform linear motion (ULM), which is  
characterized by traveling equal distances in  
equal times, thereby determining the speed of  
the particle. The students are in 11th grade, but  
this topic is included in the 10th grade  
curriculum. Although the topic was explained  
the previous year, at no time were formulas  
mentioned to avoid biasing the possible results.  
The video was recorded with existing, low-cost  
resources, using a cell phone as the recording  
device.  
To carry out the experiment, a soccer ball was  
kicked with the foot so that it would move  
horizontally across a very smooth surface (to  
avoid friction), and its movement was recorded  
when the ball passed in front of a board that  
served as a backdrop. The movement was  
practiced several times to ensure that the ball  
moved with MR. The fourth phase consisted of  
Figure 1. Tracker program capture of a ball in  
MRU.  
Source: Own elaboration  
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After completing the video analysis, the  
Figure 2 shows a diagram of the phases  
followed in this study. There is one aspect that  
is not mentioned here and will be discussed in  
the results section, which is the evaluation that  
was carried out after exposure to the  
community.  
students prepared to give a presentation on what  
they had learned with Tracker to their  
classmates. They explained the phenomenon  
they had studied and used Tracker to read data  
on time and speed.  
administrators and teachers from other areas,  
and there is a video recording of these  
presentations. In this case, the mass is unknown,  
and the spring constant was not disclosed to  
Figure 2. Diagram of the stages carried out in  
the research.  
Source: Own elaboration  
them.  
When doing the video analysis, as  
After analyzing uniform linear motion, we  
decided to study the motion of a mass-spring  
system in order to measure the period of motion  
and see the possible advantages of using  
Tracker software. To do this, the process was  
repeated from phase 3 in Figure 2 to phase 5,  
where they also presented their analysis of the  
mentioned, our interest was in analyzing graphs  
with distance and time variables to determine  
the period of oscillation, which is the time it  
takes to complete one oscillation. This topic is  
for 11th grade, and at no time where they  
reminded of physical formulas. The objective  
was to study their understanding of the  
phenomenon based on graphs obtained in the  
program.  
motion  
to  
their  
classmates.  
In  
both  
presentations, we were accompanied by  
Figure 3. Screenshot of the Tracker program for a mass-spring system.  
Source: Own elaboration  
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Results and Discussion  
The results obtained from this case study allow  
us to make the following analysis of the use of  
the Tracker program. In the first case, with the  
ball with MRU, after recording the video and  
seeing how they themselves performed the steps  
to track the movement, the students assured us  
that Tracker was easy to use, which allows us to  
confirm that it can be a useful technological tool  
for other students. In this experiment, they were  
asked to read the speed value from the data  
table, which is very easy to obtain in the  
program; they only had to point to the tab and it  
showed the value over time.  
(Bogotá Department of Education, 2020)  
analyzed using Tracker software in students  
diagnosed with IEC. Curriculum adaptation:  
Tracker is a STEM+H tool, and with this  
program,  
information  
can  
be  
presented  
differently than in traditional ways, and specific  
goals can be set for students to achieve.  
Methodological and resource adjustments:  
Tracker can be adjusted as a teaching resource  
tailored to the student's needs, implementing  
active  
methodology  
and  
allowing  
for  
collaboration. Skill development: Tracker helps  
diagnosed students become more independent.  
When this value changed considerably, they  
themselves concluded that it was not uniform  
and fast-forwarded the video, and when the  
value was almost the same, they chose this part  
to say that it was uniform. In their own words,  
they said it was the same, and it was clear that  
they understood what was to be done with this  
analysis. Achieving this with them is very  
significant. In the second case, the purpose of  
the mass-spring system was to see if the graphs  
provided by the Tracker program allowed them  
to obtain a variable such as the period. When  
tracking and obtaining the graphical results,  
they were told to change the axes because they  
were interested in vertical distance as a function  
of time.  
They can use it as an easy-to-use tool, and it also  
offers digital literacy by developing skills.  
Support and monitoring: As Tracker is a free  
downloadable tool, the process can be  
supported by families, who play a vital role in  
supporting people with disabilities. Inclusion  
throughout the community: Tracker is a  
program that allows all students to be linked, as  
in the case studied here, where students belong  
to the CASFI seedbed and carry out activities  
with the program (Melo, 2015). Comprehensive  
pedagogical assessment: Tracker allows you to  
conduct an assessment where learning barriers  
can be overcome. Let us now discuss the  
strategies of the DUA (Unir, 2024) that can be  
taken into account with the program. Multiple  
forms of representation:  
Put this way, it seems difficult, but it is simple:  
just go to the axes and change the variable with  
a click of the mouse. When they saw the graph  
and observed the movement, they understood  
that to find the time in a complete oscillation,  
they only had to read the value on the time axis  
from one point to another where the movement  
was repeated. In this exercise, using the  
program was more natural because they already  
Tracker is a different option; it is a visual  
medium  
that  
helps  
students  
perceive  
information in a different way. Multiple forms  
of action and expression: Tracker is a tool that  
helps students manipulate different materials,  
because they must record the video and then  
analyze it with the software, at which point they  
can express what they have learned. It also helps  
them develop critical thinking skills in the sense  
that they can see the evolution of the variables  
knew the steps to follow.  
The following  
paragraphs discuss some PIAR strategies  
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they record, and students can also see the graphs  
between variables that are key to interpreting  
physical phenomena. Multiple ways to get  
involved: Tracker sparks students' interest, can  
be used individually or in groups, adapts to  
different learning paces, and ultimately allows  
clear goals to be set for students with certain  
diagnoses. As described in this research, the two  
situations are different and have specific  
objectives. It was an exercise designed to assess  
whether the program effectively served as a  
STEM +H technological tool for people with  
disabilities  
and  
provided  
a
meaningful  
experience. The following written test was  
administered to assess the knowledge acquired,  
emphasizing  
whether  
there  
was  
an  
understanding of the physical phenomena  
studied. Figure 4 shows a screenshot of the  
assessment. In addition, it should be mentioned  
that the students enjoyed it and found it easy to  
use, which guarantees that this practice can be  
easily replicated by other teachers with this type  
of diagnosed population.  
Figure 4. Photograph of the written test taken after exposure.  
Source: Own elaboration  
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As shown in Figure 4, the assessment contains  
questions that allow us to evaluate whether  
there was significant understanding of the two  
cases. The first focused on observing whether  
they identified the numerical value of speed as  
a constant, and in the second case, it was to be  
able to obtain the period from the graph of  
distance as a function of time. Both students  
physical  
concepts,  
characteristics,  
and  
principles in populations with some type of  
diagnosis, as stated in the text (Muñoz et al.,  
2024) for deaf-mute populations. It is essential  
that teachers read the PIARs in advance so that  
they are aware of the different diagnoses of the  
student population, which is on the rise in our  
country.  
responded  
satisfactorily  
to  
the  
test,  
Acknowledgments  
demonstrating that the program is a useful tool  
for working with them. This research was  
presented at the 2nd Interinstitutional Research  
We would like to thank the guardians and 11th  
grade IEC students who collaborated selflessly  
in this research, and we extend our gratitude to  
the support staff at UAI and the institution's  
rector. Special thanks to Juan Felipe Builes for  
his comments on the manuscript.  
Conference  
Educational  
entitled  
Transformative  
Path Toward  
Practices:  
A
Inclusion, held in the city of Medellín on  
October 27, 2025. Organized by the  
Technological University of Antioquia, the  
Villa de la Candelaria Institution, and the UAI  
(TdeA, 2025, 4:01:33).  
Bibliographic References  
Colombia  
inclusiva.  
aprende.  
(2004).  
Educación  
https://colombiaaprende.edu.co/contenidos/c  
oleccion/educacion-inclusiva  
Conclusions  
Congreso de la República de Colombia. (2013,  
27 de febrero). Ley 1618 de 2013: Por medio  
de la cual se establecen las disposiciones para  
garantizar el pleno ejercicio de los derechos  
Tracker is a program that can be downloaded  
for free and is available in two versions,  
downloadable and online. This case study with  
students diagnosed with intellectual disabilities  
concludes that the program is a useful tool for  
de  
las  
personas  
con  
discapacidad.  
https://www.funcionpublica.gov.co/eva/gest  
ornormativo/norma.php?i=52081  
understanding  
physical  
phenomena.  
The  
Douglas, B., Wolfgang, C., & Hanson, R.  
(2007). Tracker video analysis and modeling  
research addressed two situations. The first  
involved the MRU of a ball, where the video  
was analyzed with Tracker, focusing on the  
table analysis offered by the data software to  
read the speed value and see that it is constant,  
which is the characteristic of the movement.  
The second case involved a mass-spring system  
with oscillatory motion, where the analysis  
changed and was already in the graphs obtained  
from the motion, which allowed the students to  
obtain the period of the motion. The study of the  
two situations was carried out without the use of  
formulas, focusing only on analyzing the  
tool  
https://physlets.org/tracker  
García, G., Muñoz, W., Esteves, Z., & Peñalver,  
M. (2023). El Diseño Universal de  
(versión  
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[Software].  
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Melo, G. (2015). CASFI: Ecosistema digital de  
física  
básica.  
https://melo369.jimdofree.com/casfi/  
Melo, G., Melo, S., & Doria, J. (2024).  
Experimental solution of a mechanical  
system with Tracker. South Florida Journal of  
phenomenological  
characteristics  
of  
the  
Development,  
https://doi.org/10.46932/sfjdv5n12-011  
5(12),  
e4737.  
motions. Due to its ease of use, Tracker is a  
technological tool that helps to understand  
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Página 50  
Ciencia y Educación  
(L-ISSN: 2790-8402 E-ISSN: 2707-3378)  
Vol. 7 No. 5  
Mayo del 2026  
Esta obra está bajo una licencia de  
Creative Commons Reconocimiento-No Comercial  
4.0 Internacional. Copyright © Germán Melo  
Mondragón, Susana Melo Londoño.  
Declaraciones éticas y editoriales del artículo  
Contribución de los autores (Taxonomía CRediT)  
Germán Melo Mondragón: conceptualización de la investigación, diseño metodológico, desarrollo del proceso investigativo, análisis formal de los  
datos, redacción del borrador original del manuscrito, revisión crítica del contenido científico y supervisión general del estudio.  
Susana Melo Londoño: conceptualización de la investigación, diseño metodológico, desarrollo del proceso investigativo, análisis formal de los datos,  
redacción del borrador original del manuscrito, revisión crítica del contenido científico y supervisión general del estudio.  
Declaración de conflicto de intereses  
Los autores declaran que no existe conflicto de intereses en relación con la investigación presentada, la autoría del manuscrito ni la publicación del  
presente artículo.  
Declaración de financiamiento  
La presente investigación no recibió financiamiento específico de agencias públicas, comerciales o de organizaciones sin fines de lucro. En caso de  
existir financiamiento institucional o externo, este deberá ser declarado explícitamente por los autores en esta sección.  
Declaración del editor  
El editor responsable certifica que el proceso editorial del presente artículo se desarrolló conforme a los principios de integridad científica, transparencia  
y buenas prácticas editoriales. El manuscrito fue sometido a un proceso de evaluación mediante revisión por pares doble ciego, garantizando la  
confidencialidad de la identidad de los autores y revisores durante todo el proceso de dictamen académico. Asimismo, el editor declara que el artículo  
cumple con los criterios científicos, metodológicos y éticos establecidos por la revista.  
Declaración de los revisores  
Los revisores externos que participaron en la evaluación del presente manuscrito declaran haber realizado el proceso de revisión de manera objetiva,  
independiente y confidencial. Asimismo, manifiestan que no mantienen conflictos de interés con los autores ni con la investigación evaluada, y que sus  
observaciones y recomendaciones se fundamentan exclusivamente en criterios científicos, metodológicos y académicos.  
Declaración ética de la investigación  
Los autores declaran que la investigación se desarrolló respetando los principios éticos de la investigación científica, garantizando la confidencialidad  
de los datos y el respeto a los participantes del estudio. En los casos en que la investigación involucre seres humanos, los procedimientos deben ajustarse  
a los principios éticos establecidos en la Declaración de Helsinki y a las normativas institucionales correspondientes.  
Declaración sobre el uso de inteligencia artificial  
Los autores declaran que el uso de herramientas de inteligencia artificial, en caso de haberse utilizado durante el proceso de investigación o redacción  
del manuscrito, se realizó únicamente como apoyo técnico para mejorar la claridad del lenguaje o el análisis de información, manteniendo siempre la  
responsabilidad intelectual sobre el contenido del artículo. Las herramientas de inteligencia artificial no fueron utilizadas como autoras del manuscrito  
ni sustituyen la responsabilidad académica de los investigadores.  
Disponibilidad de datos  
Los datos que respaldan los resultados de esta investigación estarán disponibles previa solicitud razonable al autor de correspondencia, respetando las  
normas éticas y de confidencialidad establecidas por la investigación.  
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