lunes, 1 de octubre de 2018

Educational Impact of Syntax Directed Translation Visualization, a Preliminary Study

Damián Nicolalde-Rodríguez & Jaime Urquiza-Fuentes. 2018. 2018 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC), Lisbon, Portugal, 1 - 4 October 2018.

Abstract: This work studies the effect of using software visualization to teach syntax directed translation, a complex topic within compiler subjects. A trial was conducted with 34 students using LISA as the visualization tool. It was divided in two phases. Firstly, student’s experience during compilers construction labs was studied, comparing LISA versus CUP. All participants used both tools and answered a questionnaire. LISA was scored as more motivational and easier to use. Moreover, key theoretical concepts were better identified with LISA. Secondly, a typical lecture (control group) was compared against a lecture using LISA (treatment group). Students were randomly distributed between both groups and answered a knowledge test following the lectures. Results showed that the treatment group significantly outperformed the control group. However, areas for improvement have been detected even in the treatment group. These improvements could be addressed by enhancing the visualization tool with features to increase student engagement..

domingo, 2 de julio de 2017

A Novel Group Engagement Score for Virtual Learning Environments

Jorge Castellanos, Pablo A. Haya , Jaime Urquiza-Fuentes. 2017. IEEE Transactions on Learning Technologies ( Volume: 10, Issue: 3, July-Sept. 1 2017 ), pp 306-317

Abstract: STEM (Science, Technology, Engineering, and Math) education is currently receiving much attention from governments and educational institutions. Our work is based on active learning and video-based learning approaches to support STEM education. Here, we aimed to increase student's engagement through reflective processes that embrace video film-making, and subsequent on-line discussion and evaluation of those videos. We propose a group engagement score that takes into account both individual activity and similarity of participation, thus allowing corrective actions to be taken when unengaged students or groups are identified. We tested these ideas using our own social learning platform that combines the principal features of Social Networks with tools that facilitate collaborative learning design. This platform stimulates students' learning by means of two main reflective processes: participatory production and peer-review. We evaluated this platform and the learning approach it supports in an Object Oriented Programming course and identified interesting differences between group engagement and video ratings. Our principal conclusion is that greater teacher and student awareness of the ongoing activities and group engagement are needed.

miércoles, 14 de octubre de 2015

Motivación de Estudiantes en la Asignatura de Interacción Persona-Ordenador con Prácticas Realistas

Jaime Urquiza-Fuentes y Maximiliano Paredes Velasco. 2015. Actas del III CONGRESO INTERNACIONAL SOBRE APRENDIZAJE, INNOVACIÓN Y COMPETITIVIDAD. CINAIC 2015. Ángel Fidalgo Blanco y Marisa Sein-Echaluce Lacleta (eds.) pp 726-731 Ed. Fundación Universidad Politécnica de Madrid, Madrid, España, 14 - 16 Octubre 2015.

Resumen: Esta contribución describe la implementación de prácticas basadas en la resolución de casos reales en la asignatura de Interacción Persona-Ordenador. La experiencia es multidisciplinar, donde estudiantes de Grados de Educación Infantil y Primaria han asumido el papel de usuarios finales (usuarios, de ahora en adelante), mientras que los estudiantes de Interacción Persona-Ordenador (diseñadores, de ahora en adelante) han trabajado en el diseño de una interfaz con fines educativos. La experiencia de los alumnos se realiza bajo un enfoque pedagógico colaborativo. En este escenario de aprendizaje activo es muy importante la motivación que presenta el alumno para su implicación y participación en la actividad. El objetivo de esta experiencia es doble. Por un lado evaluar mediante instrumentos validados el grado de motivación que genera en los alumnos la realización de la actividad práctica con esta pedagogía colaborativa multidisciplinar. Por otro lado se quiere comparar el grado de motivación en los alumnos que tiene esta metodología colaborativa multidisciplinar respecto a otras dos metodologías: una variante de la anterior y otra más clásica. Los resultados indican una mejora significativa en la motivación de los grupos de la metodología presentada con respecto a la clásica.

Palabras clave: Role-playing, Experiencia multi-disciplinar, Interacción persona-ordenador

Students’ Motivation in the Subject of Human Computer Interaction with Realistic Projects

Abstract: This contribution describes the use of a project based learning methodology within the subject Human-Computer Interaction. The experience is multidisciplinary because two types of students are involved. Students enrolled in Kindergarten and Elementary Education degrees, which have assumed the role of end users, and students enrolled in Human-Computer Interaction, which have produced the design of an interface for educational purposes, assuming the role of designers. This experience follows a collaborative teaching approach. In this active learning scenario, the students’ motivation has an important effect on their involvement and participation in the activity. The objective of this experience is twofold. On the one hand, we wanted to assess, using validated instruments, the degree of motivation generated in students while working on the project activity with this multidisciplinary collaborative pedagogy. On the other hand, we wanted to compare the degree of motivation produced by this methodology with two other approaches: a variant of the above and other more classical. The results show a significant improvement in the motivation of the groups of the methodology presented in relation to classical one.

Keywords: Role-playing, Multidisciplinary experience, Human-computer interaction

martes, 28 de julio de 2015

Student activity and profile datasets from an online video-based collaborative learning experience

Estefanía Martín, Manuel Gértrudix, Jaime Urquiza-Fuentes and Pablo A. Haya. 2015. British Journal of Educational Technology, 46(5), pag 1467-8535doi:10.1111/bjet.12318

Abstract: This paper describes two datasets extracted from a video-based educational experience using a social and collaborative platform. The length of the trial was 3 months. It involved 111 students from two different courses. Twenty-nine came from Computer Engineering (CE) course and 82 from Media and Communication (M&C) course. They were organised into nine interdisciplinary groups. Each group included three or four CE students and eight or nine M&C students. An additional group filmed the making of. This group has only M&C students. Four teachers supervised the trial. The total number of meaningful events was 2984.

viernes, 24 de octubre de 2014

Engaging students in creative learning tasks with social networks and video-based learning

Jaime Urquiza-Fuentes, Isidoro Hernán, Estefanía Martín. 2014. 2014 IEEE Frontiers in Education Conference Proceedings, pp 1364-1371, Madrid, Spain, 22 - 25 October 2014.

Abstract: Video-based learning is a widely used approach for teaching. This paper investigates how this approach could be improved with other well known methodology: computer supported collaborative learning (CSCL). The integration of both approaches results in a creative and engaging educational activity, collaborative film-making. This task is supported by a platform developed as a social network. During the design of the platform, opinions of teachers and students were taken into account. Both, teachers and students, agreed that this approach helps students to understand threshold concepts. In addition, students identified useful facilities in the platform like group private workspaces or commenting tools. Students’ satisfaction was high, in fact they recommend the use of this approach in more subjects.

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