Person: Candia Vallejos, Cristian
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Candia Vallejos
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Cristian
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Publication Enhanced social connectivity in hybrid classrooms versus academic centrality in online settings(2023) Pulgar, Javier; Ramírez, Diego; Candia Vallejos, CristianSocial learning, the ability to perceive, interpret, and assess the behavior of one’s peers, is crucial for forming meaningful relationships and succeeding in various learning environments. Yet, the rise of online and hybrid settings poses new challenges to socialization. Here, we study the social interactions among 191 high school physics students in Chile, comparing online and hybrid classrooms that were assigned in the COVID-19 pandemic context. We found that students in hybrid settings were more connected and more likely to form casual relationships outside their immediate friend groups, which allowed them to gather new information from diverse sources. Along the same lines, in online classrooms, students who excelled in physics occupied more central positions in social networks. This trend was not evident in hybrid settings, suggesting that when social cues are limited, academic performance gains greater importance in establishing social hierarchies and potentially limiting access to diverse information. Our study highlights the importance of social interactions in educational contexts and raises questions about the impact of relational inaccessibility on virtual learning.Publication Autism shapes social integration and reciprocity in elementary classrooms(2025) Soto-Icaza, Patricia; Oyarzún, Melanie; Yaikin, Tamara; Arcos-Polanco, Mirla; Candia Vallejos, Cristian; Rodríguez-Sickert, Carlos; Billeke, PabloDuring childhood, schools are crucial environments for social interactions, making them ideal for evaluating the inclusion of students with special educational needs (SEN). In particular, autistic children often face challenges in peer relationships, yet the impact of autism on social dynamics in schools is not well understood. To address this issue, we examined social dynamics within elementary schools. We hypothesized that, compared to their non-autistic peers, autistic children occupy more peripheral positions in social networks and engage less in reciprocal relationships. To test these hypotheses, we introduced a novel ecological approach using experimental game theory to quantify social integration and reciprocity among autistic children. Social networks were constructed for each classroom based on the children’s peer selections during a distributive game where they had to send tokens to their peers. Six elementary schools took part in this study. From these schools, 26 classrooms from first to fourth grade were included, comprising a total of 625 students aged 6 to 11. Among them, 464 were students without SEN, 143 were students with SEN excluding autism, and 18 were autistic students. Our analysis showed that autistic children and children with SEN were significantly less central and less involved in reciprocal peer relationships compared to children without SEN. Due to the small sample of autistic students, further research with greater statistical power is needed to clarify the specificity of the results. These findings highlight the need for support in promoting social inclusion while also emphasizing the importance of exploring the intersection of neurodevelopmental conditions and social dynamics.