Due to their contribution to human health, the production of healthy snacks has garnered the attention of both the scientific community and the food industry. This study was conducted to determine the suitability of frying and baking processing methods for producing green banana chips using two varieties: Barraganete and Dominico. The aim was to identify a treatment geared towards producing healthy snacks. Initially, the physicochemical properties of the raw materials were analyzed, revealing significant differences in starch, fat, fiber, and protein content. Subsequently, the bananas were processed into baked and fried chips. Multivariate statistical techniques such as ANCOVA, MANOVA, and post-hoc tests were applied to examine the influence of initial characteristics and detect variations attributable to the cooking method. The main findings showed that the initial protein level had a significant covariate effect on the final content in the chips. The Dominico variety generally proved more suitable for making baked chips, retaining higher percentages of protein, starch, fiber, and lower fat content than Barraganete. Baked chips showed significantly lower sodium and fat values than fried ones when differentiated by processing method. The "Dominico + Baked" treatment emerged as the superior alternative, with favourable levels of protein, starch, and low sodium and fat, positioning it as the most suitable for producing a healthy snack.

Pure monocular 3D reconstruction is an ill-posed problem that has attracted the research community's interest due to the affordability and availability of RGB sensors. SLAM, VO, and SFM are disciplines formulated to solve the 3D reconstruction problem and estimate the camera’s ego-motion, so many methods have been proposed. However, most of these methods were not evaluated in large datasets, under various motion patterns, had not been tested under the same metrics, and most of them had not been evaluated following a taxonomy, making their comparison and selection difficult. In this research, we performed a comparison of ten publicly available SLAM and VO methods following a taxonomy, including one method for each category of the primary taxonomy, three machine learning-based methods, and two updates of the best methods, to identify the advantages and limitations of each category of the taxonomy and test if the addition of machine learning or the updates made on those methods improved them significantly. Thus, we evaluated each algorithm under the TUM-Mono benchmark and performed an inferential statistical analysis to identify significative differences through its metrics. Results determined that sparse-direct methods significantly outperformed the rest of the taxonomy, and fusing them with machine learning techniques significantly improves the performance of geometric-based methods from different perspectives.

This study explored the incidence of metaphorical virtual classrooms and interactive learning objects in the interaction of students in online mode. The main objective was to analyze how these digital tools, driven by a set of strategies to promote their use, affect the interaction of students in the virtual classroom system and their derived effects. To this end, the latest version of Moodle was implemented in conjunction with gamification plugins and interactive tools in the higher education institution used as a case study. The methodology consisted of data collection through ordinal instruments applied to the teachers and student performance metrics gathered using a plugin developed to extract accurate metrics of each student's usage and performance through direct queries to the Moodle database and its processing through a neural network. This facilitated the collection of standardized data on the actual metrics of each virtual classroom at the end of the teaching of each subject from both the previous LMS and the newly implemented one. This data was then analyzed using advanced statistical techniques, including Mahalanobis distances, confirmatory factor analysis, and the Wilcoxon signed-rank test. These methods provided a compelling comparison between the old and new systems, revealing significant improvements in the metrics and factors evaluated. The results showed a significant improvement in teachers' perceptions of the usability of the virtual classroom system and an increase in students' academic performance, interaction, progress, and time spent learning in virtual contexts. These results provide solid empirical evidence of the added value of these educational tools as effective strategies for improving student interaction, performance, and motivation in online education.