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.

Investigating the effect of realistic projects on students' motivation, the case of Human-Computer interaction course

Jaime Urquiza-Fuentes, Maximiliano Paredes-Velasco. Computers in Human Behavior 72 (2017) 692-700. doi: 10.1016/j.chb.2016.07.020

Abstract: The aim of this study is to test the effect of a concrete way to use practical exercises in a human-computer interaction course. Our approach is focused on lab sessions, replacing typical concrete exercises with realistic projects based on collaborative work, long term duration (the whole course instead of concrete labs) and multidisciplinary design interacting with real end-users. The realistic projects approach supports the practice of theoretical concepts together with professional skills development, e.g. social skills needed to interact with end-user without technical background. In order to assess this approach we have conducted a comparative study with three different groups involving 133 students. Two groups followed the realistic projects approach, the difference between them was end-users recruitment. End-users were recruited by teachers in one group and by the students in the other. The third group followed the typical approach. Our comparative study is based on students' motivation. We have chosen the Situational Motivation Scale as the measurement instrument. Results show that, independently from the end-user recruitment, students involved in realistic projects are significantly more motivated than students involved in the general approach. Thus, students involved in realistic projects perceive that these activities are useful or important for them.

Pre-print open access version: https://eciencia.urjc.es/handle/10115/16528