2021
Kanellopoulou, Ioanna; Garaizar, Pablo; Guenaga, Mariluz
First Steps Towards Automatically Defining the Difficulty of Maze-Based Programming Challenges Journal Article
In: IEEE Access, vol. 9, pp. 64211-64223, 2021, ISSN: 2169-3536.
Abstract | Links | BibTeX | Tags: block-based programming, Computational Thinking, difficulty, educational games
@article{Kanellopoulou2021,
title = {First Steps Towards Automatically Defining the Difficulty of Maze-Based Programming Challenges},
author = {Ioanna Kanellopoulou and Pablo Garaizar and Mariluz Guenaga},
doi = {10.1109/ACCESS.2021.3075027},
issn = {2169-3536},
year = {2021},
date = {2021-04-22},
journal = {IEEE Access},
volume = {9},
pages = {64211-64223},
abstract = {In a world where algorithms are ubiquitous, the development of computational thinking competencies is becoming progressively important among students, technology professionals, and 21st-century citizens in general. Educational games as a means of promoting computational thinking skills have gained popularity in recent years. Offering efficient educational games that promote computational thinking competencies requires personalized learning paths through adaptive difficulty. The research presented herein is a first attempt to define a difficulty function for maze-based programming challenges using log data obtained from Kodetu, which is a block-based maze game. Specifically, we conducted three studies with 9- to 16-year-old students who were asked to solve sequences of maze-based programming challenges. Using log data from these studies, we investigated the maze characteristics and the coding limitations that affect performance in the challenges and calculated the performance obtained by the participants using a fuzzy rule-based system. The results showed that the turns in a maze, the number of total steps of a maze, and the blocks provided affect student performance. Using regression analysis, we defined a difficulty function for maze-based programming challenges that considers the weights of these factors and provides a first step towards the design of adaptive learning paths for computational thinking-related educational games.},
keywords = {block-based programming, Computational Thinking, difficulty, educational games},
pubstate = {published},
tppubtype = {article}
}
In a world where algorithms are ubiquitous, the development of computational thinking competencies is becoming progressively important among students, technology professionals, and 21st-century citizens in general. Educational games as a means of promoting computational thinking skills have gained popularity in recent years. Offering efficient educational games that promote computational thinking competencies requires personalized learning paths through adaptive difficulty. The research presented herein is a first attempt to define a difficulty function for maze-based programming challenges using log data obtained from Kodetu, which is a block-based maze game. Specifically, we conducted three studies with 9- to 16-year-old students who were asked to solve sequences of maze-based programming challenges. Using log data from these studies, we investigated the maze characteristics and the coding limitations that affect performance in the challenges and calculated the performance obtained by the participants using a fuzzy rule-based system. The results showed that the turns in a maze, the number of total steps of a maze, and the blocks provided affect student performance. Using regression analysis, we defined a difficulty function for maze-based programming challenges that considers the weights of these factors and provides a first step towards the design of adaptive learning paths for computational thinking-related educational games.
Guenaga, Mariluz; Eguiluz, Andoni; Garaizar, Pablo; Gibaja, Juanjo
How do students develop computational thinking? Assessing early programmers in a maze-based online game Journal Article
In: Computer Science Education, 2021, ISSN: https://www.tandfonline.com/loi/ncse20.
Abstract | Links | BibTeX | Tags: block-based programming, Computational Thinking, student assessment
@article{Guenaga2021,
title = {How do students develop computational thinking? Assessing early programmers in a maze-based online game},
author = {Mariluz Guenaga and Andoni Eguiluz and Pablo Garaizar and Juanjo Gibaja},
url = {https://www.tandfonline.com/doi/full/10.1080/08993408.2021.1903248},
doi = {https://doi.org/10.1080/08993408.2021.1903248},
issn = {https://www.tandfonline.com/loi/ncse20},
year = {2021},
date = {2021-04-13},
journal = {Computer Science Education},
abstract = {Background and Context: Despite many initiatives to develop Computational Thinking (CT), not much is known about how early programmers develop CT and how we can assess their learning.
Objective: Determine if the analysis of students’ interactions with an online platform allows understanding the development of CT, how we can convert data collected into valuable insights, and the aspects that should be considered in platforms design.
Method: We developed an online platform with a fine-grained log–recording system. We analysed the data collected from 1004 students (ages 8-14) to understand the difficulties they face. We explain our platform and the tools to process and filter the interaction logs. We calculate additional indicators that provide useful information about student’s behaviour.
Findings: Age and gender have shown to influence on CT learning. Generating additional indicators from basic interaction data provide valuable insights. We provide a list of recommendations for developing more effective programming learning platforms.},
keywords = {block-based programming, Computational Thinking, student assessment},
pubstate = {published},
tppubtype = {article}
}
Background and Context: Despite many initiatives to develop Computational Thinking (CT), not much is known about how early programmers develop CT and how we can assess their learning.
Objective: Determine if the analysis of students’ interactions with an online platform allows understanding the development of CT, how we can convert data collected into valuable insights, and the aspects that should be considered in platforms design.
Method: We developed an online platform with a fine-grained log–recording system. We analysed the data collected from 1004 students (ages 8-14) to understand the difficulties they face. We explain our platform and the tools to process and filter the interaction logs. We calculate additional indicators that provide useful information about student’s behaviour.
Findings: Age and gender have shown to influence on CT learning. Generating additional indicators from basic interaction data provide valuable insights. We provide a list of recommendations for developing more effective programming learning platforms.
Objective: Determine if the analysis of students’ interactions with an online platform allows understanding the development of CT, how we can convert data collected into valuable insights, and the aspects that should be considered in platforms design.
Method: We developed an online platform with a fine-grained log–recording system. We analysed the data collected from 1004 students (ages 8-14) to understand the difficulties they face. We explain our platform and the tools to process and filter the interaction logs. We calculate additional indicators that provide useful information about student’s behaviour.
Findings: Age and gender have shown to influence on CT learning. Generating additional indicators from basic interaction data provide valuable insights. We provide a list of recommendations for developing more effective programming learning platforms.
2020
Israel-Fishelson, Rotem; Hershkovitz, Arnon; Eguiluz, Andoni; Garaizar, Pablo; Guenaga, Mariluz
Computational Thinking and Creativity: A Test for Interdependency Conference
Proceedings of International Conference on Computational Thinking Education, no. 15, 2020, ISSN: 2664-5661.
Abstract | Links | BibTeX | Tags: Computational Thinking, Creativity, game-based learning, learning analytics, log analysis
@conference{Israel-Fishelson2020b,
title = {Computational Thinking and Creativity: A Test for Interdependency},
author = {Rotem Israel-Fishelson and Arnon Hershkovitz and Andoni Eguiluz and Pablo Garaizar and Mariluz Guenaga},
url = {https://home/learninglabdeust/public_html.eduhk.hk/cte2020/doc/CTE2020%20Proceedings.pdf#page=27},
issn = {2664-5661},
year = {2020},
date = {2020-08-19},
booktitle = {Proceedings of International Conference on Computational Thinking Education},
number = {15},
pages = {15-20},
abstract = {Computational Thinking (CT) and creativity are considered fundamental skills for future citizens. We studied the
associations between these two constructs among middle school students (N=174), considering two types of
creativity: Creative Thinking and Computational Creativity. We did so using log files from a game-based learning
platform (Kodetu) and a standardized creativity test. We found that the more creative the students were (as measured
by a traditional creativity test), the more effectively they acquired CT. We also found significant positive correlations
between Computational Creativity and the acquisition of CT in some levels of the game, and a positive correlation
between Creative Thinking and Computational Creativity.},
keywords = {Computational Thinking, Creativity, game-based learning, learning analytics, log analysis},
pubstate = {published},
tppubtype = {conference}
}
Computational Thinking (CT) and creativity are considered fundamental skills for future citizens. We studied the
associations between these two constructs among middle school students (N=174), considering two types of
creativity: Creative Thinking and Computational Creativity. We did so using log files from a game-based learning
platform (Kodetu) and a standardized creativity test. We found that the more creative the students were (as measured
by a traditional creativity test), the more effectively they acquired CT. We also found significant positive correlations
between Computational Creativity and the acquisition of CT in some levels of the game, and a positive correlation
between Creative Thinking and Computational Creativity.
associations between these two constructs among middle school students (N=174), considering two types of
creativity: Creative Thinking and Computational Creativity. We did so using log files from a game-based learning
platform (Kodetu) and a standardized creativity test. We found that the more creative the students were (as measured
by a traditional creativity test), the more effectively they acquired CT. We also found significant positive correlations
between Computational Creativity and the acquisition of CT in some levels of the game, and a positive correlation
between Creative Thinking and Computational Creativity.
Israel-Fishelson, Rotem; Hershkovitz, Arnon; Eguiluz, Andoni; Garaizar, Pablo; Guenaga, Mariluz
The Associations Between Computational Thinking and Creativity: The Role of Personal Characteristics Journal Article
In: Journal of Educational Computing Research, pp. 1-33, 2020.
Abstract | Links | BibTeX | Tags: Computational Thinking, Creativity, game-based learning, learning analytics, log analysis
@article{Israel-Fishelson2020,
title = {The Associations Between Computational Thinking and Creativity: The Role of Personal Characteristics},
author = {Rotem Israel-Fishelson and Arnon Hershkovitz and Andoni Eguiluz and Pablo Garaizar and Mariluz Guenaga},
url = {https://journals.sagepub.com/eprint/JZIDVYEURZNPIGZXVIMT/full#articleCitationDownloadContainer
http://learninglab.deusto.es/wp-content/uploads/2020/07/0735633120940954.pdf},
doi = {https://doi.org/10.1177/0735633120940954},
year = {2020},
date = {2020-07-13},
journal = {Journal of Educational Computing Research},
pages = {1-33},
abstract = {Computational Thinking (CT) and creativity are considered two vital skills for the 21st century that should be incorporated into future curricula around the world. We studied the relationship between these two constructs while focusing on learners’ personal characteristics. Two types of creativity were examined: creative thinking and computational creativity. The research was conducted among 174 middle school students from Spain. Data collected using a standardized creativity test (Torrance's TTCT) were triangulated with data drawn from students' log files that documented their activity in a game-based learning environment for CT (Kodetu). We found some interesting associations between CT and the two constructs of creativity. These associations shed light on positive associations between each of the two creativity constructs and CT acquisition, as well as between the two creativity constructs themselves. Additionally, we highlight differences between boys and girls, as girls were found to be more creative on both creativity measures. Other differences associated with school affiliation, prior coding knowledge, and technology affinity are also discussed.},
keywords = {Computational Thinking, Creativity, game-based learning, learning analytics, log analysis},
pubstate = {published},
tppubtype = {article}
}
Computational Thinking (CT) and creativity are considered two vital skills for the 21st century that should be incorporated into future curricula around the world. We studied the relationship between these two constructs while focusing on learners’ personal characteristics. Two types of creativity were examined: creative thinking and computational creativity. The research was conducted among 174 middle school students from Spain. Data collected using a standardized creativity test (Torrance's TTCT) were triangulated with data drawn from students' log files that documented their activity in a game-based learning environment for CT (Kodetu). We found some interesting associations between CT and the two constructs of creativity. These associations shed light on positive associations between each of the two creativity constructs and CT acquisition, as well as between the two creativity constructs themselves. Additionally, we highlight differences between boys and girls, as girls were found to be more creative on both creativity measures. Other differences associated with school affiliation, prior coding knowledge, and technology affinity are also discussed.
Kuhlmann, Tim; Garaizar, Pablo; Reips, Ulf-Dietrich
Smartphone sensor accuracy varies from device to device in mobile research: The case of spatial orientation Journal Article
In: Behavior Research Methods, 2020.
Abstract | Links | BibTeX | Tags: Ambulatory assessment, Experience sampling, Pitch, Roll, Sensor data, smartphone, Tilt
@article{Kuhlmann2000,
title = {Smartphone sensor accuracy varies from device to device in mobile research: The case of spatial orientation},
author = {Tim Kuhlmann and Pablo Garaizar and Ulf-Dietrich Reips},
url = {https://link.springer.com/content/pdf/10.3758/s13428-020-01404-5.pdf},
doi = { https://doi.org/10.3758/s13428-020-01404-5},
year = {2020},
date = {2020-06-26},
journal = {Behavior Research Methods},
abstract = {Smartphone usage is increasing around the globe—in daily life and as a research device in behavioral science. Smartphones offer the possibility to gather longitudinal data at little cost to researchers and participants. They provide the option to verify self-report data with data from sensors built into most smartphones. How accurate this sensor data is when gathered via different smartphone devices, e.g., in a typical experience sampling framework, has not been investigated systematically. With the present study, we investigated the accuracy of orientation data about the spatial position of smartphones via a newly invented measurement device, the RollPitcher. Objective status of pitch (vertical orientation) and roll (horizontal orientation) of the smartphone was compared to data gathered from the sensors via web browsers and native apps. Bayesian ANOVAs confirmed that the deviations in pitch and roll differed between smartphone models, with mean inaccuracies per device of up to 2.1° and 6.6°, respectively. The inaccuracies for measurements of roll were higher than for pitch, d = .28, p < .001. Our results confirm the presence of heterogeneities when gathering orientation data from different smartphone devices. In most cases, measurement via a web browser was identical to measurement via a native app, but this was not true for all smartphone devices. As a solution to lack of sensor accuracy, we recommend the development and implementation of a coherent research framework and also discuss the implications of the heterogeneities in orientation data for different research designs.},
keywords = {Ambulatory assessment, Experience sampling, Pitch, Roll, Sensor data, smartphone, Tilt},
pubstate = {published},
tppubtype = {article}
}
Smartphone usage is increasing around the globe—in daily life and as a research device in behavioral science. Smartphones offer the possibility to gather longitudinal data at little cost to researchers and participants. They provide the option to verify self-report data with data from sensors built into most smartphones. How accurate this sensor data is when gathered via different smartphone devices, e.g., in a typical experience sampling framework, has not been investigated systematically. With the present study, we investigated the accuracy of orientation data about the spatial position of smartphones via a newly invented measurement device, the RollPitcher. Objective status of pitch (vertical orientation) and roll (horizontal orientation) of the smartphone was compared to data gathered from the sensors via web browsers and native apps. Bayesian ANOVAs confirmed that the deviations in pitch and roll differed between smartphone models, with mean inaccuracies per device of up to 2.1° and 6.6°, respectively. The inaccuracies for measurements of roll were higher than for pitch, d = .28, p < .001. Our results confirm the presence of heterogeneities when gathering orientation data from different smartphone devices. In most cases, measurement via a web browser was identical to measurement via a native app, but this was not true for all smartphone devices. As a solution to lack of sensor accuracy, we recommend the development and implementation of a coherent research framework and also discuss the implications of the heterogeneities in orientation data for different research designs.
Monés, Alejandra Martínez; Dimitriadis, Yannis; Acquila-Natale, Emiliano; Álvarez, Ainhoa; Rodríguez, Manuel Caeiro; Cobos, Ruth; Conde-González, Migel Ángel; García-Peñalvo, Francisco José; Hernández-Leo, Davinia; Menchaca, Iratxe; Muñoz-Merino, Pedro J.; Ros, Salvador; Sancho-Vinuesa, Teresa
Achievements and challenges in learning analytics in Spain: The view of SNOLA Journal Article
In: RIED. Revista Iberoamericana de Educación a Distancia, vol. 23, no. 2, pp. 187-212, 2020.
Abstract | Links | BibTeX | Tags: data processing, groups and organizations, trend
@article{Monés2020,
title = {Achievements and challenges in learning analytics in Spain: The view of SNOLA},
author = {Alejandra Martínez Monés and Yannis Dimitriadis and Emiliano Acquila-Natale and Ainhoa Álvarez and Manuel Caeiro Rodríguez and Ruth Cobos and Migel Ángel Conde-González and Francisco José García-Peñalvo and Davinia Hernández-Leo and Iratxe Menchaca and Pedro J. Muñoz-Merino and Salvador Ros and Teresa Sancho-Vinuesa},
url = {http://dx.doi.org/10.5944/ried.23.2.26541},
doi = {http://dx.doi.org/10.5944/ried.23.2.26541},
year = {2020},
date = {2020-06-26},
journal = {RIED. Revista Iberoamericana de Educación a Distancia},
volume = {23},
number = {2},
pages = {187-212},
abstract = {As in other research fields, the development of learning analytics is influenced by the networks of researchers that contribute to it. This paper describes one of such networks: the Spanish Network of Learning Analytics (SNOLA). The paper presents the research lines of the members of SNOLA, as well as the main challenges that learning analytics has to address in the next few years as perceived by these researchers. This analysis is based on SNOLA’s archival data and on a survey carried out to the current members of the network. Although this approach does not cover all the activity related to learning analytics in Spain, the results provide a representative overview of the current state of research related to learning analytics in this context. The paper describes these trends and the main challenges, among which we can point out the need to adopt an ethical commitment with data, to develop systems that respond to the requirements of the end users, and to reach a wider institutional impact.},
keywords = {data processing, groups and organizations, trend},
pubstate = {published},
tppubtype = {article}
}
As in other research fields, the development of learning analytics is influenced by the networks of researchers that contribute to it. This paper describes one of such networks: the Spanish Network of Learning Analytics (SNOLA). The paper presents the research lines of the members of SNOLA, as well as the main challenges that learning analytics has to address in the next few years as perceived by these researchers. This analysis is based on SNOLA’s archival data and on a survey carried out to the current members of the network. Although this approach does not cover all the activity related to learning analytics in Spain, the results provide a representative overview of the current state of research related to learning analytics in this context. The paper describes these trends and the main challenges, among which we can point out the need to adopt an ethical commitment with data, to develop systems that respond to the requirements of the end users, and to reach a wider institutional impact.
Guenaga, Mariluz; Fernandez, Lorena
Inspira STEAM: rompiendo la brecha de confianza con roles femeninos Journal Article
In: Investigaciones Feministas, vol. 11, no. 2, pp. 273-286, 2020, ISSN: 2171-6080.
Abstract | Links | BibTeX | Tags: brecha digital, chicas, ciencias, confianza, confidence., digital gap, gender, género, girls, profesiones, profesiones técnicas, professions, science, sororidad, sorority, technical professions
@article{Guenaga2020,
title = {Inspira STEAM: rompiendo la brecha de confianza con roles femeninos},
author = {Mariluz Guenaga and Lorena Fernandez},
url = {https://revistas.ucm.es/index.php/INFE/article/view/65836
http://learninglab.deusto.es/wp-content/uploads/2020/07/document-1.pdf},
doi = {https://doi.org/10.5209/infe.65836},
issn = {2171-6080},
year = {2020},
date = {2020-06-14},
journal = {Investigaciones Feministas},
volume = {11},
number = {2},
pages = {273-286},
abstract = {Seguir una carrera STEAM para las mujeres puede compararse con una tubería con fugas, que se filtra de tantas maneras que, al final, se vacía antes de llegar a posiciones profesionales de liderazgo. Sin embargo, incluso antes, las niñas no optan por los estudios STEAM, y una de las principales razones es su falta de confianza: tanto la confianza en sí mismas como la confianza en otras personas. Las niñas ven el potencial de las mujeres en muchos campos, pero cuando se les pregunta directamente, no se ven capaces de ser buenas científicas o tecnólogas. Esta falta de confianza es lo que encontramos en el proyecto Inspira STEAM, cuyo objetivo es aumentar el interés de las chicas por las STEAM en educación primaria, a través de seis sesiones de una hora de duración en horario lectivo y promover las carreras científicas y tecnológicas a través de la mentoría en grupo llevada a cabo por mujeres profesionales STEAM como modelos de referencia. Las mentoras reciben una formación sobre la metodología, la perspectiva de género y los materiales desarrollados para las sesiones. Después de completer el programa, las chicas, chicos y mentoras completan un cuestionario sobre su experiencia. Los resultados muestran una gran satisfacción de los/las participantes en el programa, pero una menor confianza de las mentoras en su desempeño. También, las chicas muestran una gran confianza en lo que las mujeres pueden alcanzar, pero no tanta en lo que ellas, personalmente, pueden lograr en relación a la ciencia y la tecnología. Estos resultados no podrían ser más relevantes para entender la brecha de confianza y averiguar cómo cerrarla.},
keywords = {brecha digital, chicas, ciencias, confianza, confidence., digital gap, gender, género, girls, profesiones, profesiones técnicas, professions, science, sororidad, sorority, technical professions},
pubstate = {published},
tppubtype = {article}
}
Seguir una carrera STEAM para las mujeres puede compararse con una tubería con fugas, que se filtra de tantas maneras que, al final, se vacía antes de llegar a posiciones profesionales de liderazgo. Sin embargo, incluso antes, las niñas no optan por los estudios STEAM, y una de las principales razones es su falta de confianza: tanto la confianza en sí mismas como la confianza en otras personas. Las niñas ven el potencial de las mujeres en muchos campos, pero cuando se les pregunta directamente, no se ven capaces de ser buenas científicas o tecnólogas. Esta falta de confianza es lo que encontramos en el proyecto Inspira STEAM, cuyo objetivo es aumentar el interés de las chicas por las STEAM en educación primaria, a través de seis sesiones de una hora de duración en horario lectivo y promover las carreras científicas y tecnológicas a través de la mentoría en grupo llevada a cabo por mujeres profesionales STEAM como modelos de referencia. Las mentoras reciben una formación sobre la metodología, la perspectiva de género y los materiales desarrollados para las sesiones. Después de completer el programa, las chicas, chicos y mentoras completan un cuestionario sobre su experiencia. Los resultados muestran una gran satisfacción de los/las participantes en el programa, pero una menor confianza de las mentoras en su desempeño. También, las chicas muestran una gran confianza en lo que las mujeres pueden alcanzar, pero no tanta en lo que ellas, personalmente, pueden lograr en relación a la ciencia y la tecnología. Estos resultados no podrían ser más relevantes para entender la brecha de confianza y averiguar cómo cerrarla.
Irizar-Arrieta, Ane; Casado-Mansilla, Diego; Garaizar, Pablo; Lopez-de-Ipiña, Diego; Retegi, Aiur
User perspectives in the design of interactive everyday objects for sustainable behaviour Journal Article
In: International Journal of Human-Computer Studies, vol. 137, no. 102393, 2020.
Abstract | Links | BibTeX | Tags: Design for sustainable behaviour change, Grounded theory, human computer interaction (hci), Internet of things, Persuasive Technology
@article{Irizar-Arrieta2020,
title = {User perspectives in the design of interactive everyday objects for sustainable behaviour},
author = {Ane Irizar-Arrieta and Diego Casado-Mansilla and Pablo Garaizar and Diego Lopez-de-Ipiña and Aiur Retegi},
url = {https://home/learninglabdeust/public_html.sciencedirect.com/science/article/pii/S1071581919301570?via%3Dihub},
doi = {https://doi.org/10.1016/j.ijhcs.2019.102393},
year = {2020},
date = {2020-05-01},
journal = {International Journal of Human-Computer Studies},
volume = {137},
number = {102393},
abstract = {Addressing efficient management of energy has become a central objective due to the scarcity of traditional energy sources and global warming. To cope with this overarching issue, some technological solutions such as Smart Grids, Internet of Things or Demand response are proposed. However, the majority of them overlooks the role of human beings in the equation. Moreover, the very nascent body of research combining human and machine intelligence proposes methods, frameworks, and guidelines which vary depending on the application scenario complicating the selection of gold-standards to ensure seamless cooperation between smart devices and people. Hence, the purpose of this paper is to provide a set of design-hypotheses to devise augmented objects that ally with their users to reduce energy consumption. We expect designers, engineers, makers or even hobbyists in the intersection between technology-enablers (through IoT) and behavioural scientists to benefit from them. To this aim, we describe the results of a long-term study in office-based workplaces, where participants were randomly assigned to different experimental conditions (persuasion, dashboard, and automation) to increase their energy-efficient behaviour. Grounded Theory analysis was applied over qualitative data collected during focus group sessions obtaining five themes around a central category. The resulting themes were linked to design-hypotheses for IoT devices which were then tested through the implementation of a new IoT object also conceived for the workplace.},
keywords = {Design for sustainable behaviour change, Grounded theory, human computer interaction (hci), Internet of things, Persuasive Technology},
pubstate = {published},
tppubtype = {article}
}
Addressing efficient management of energy has become a central objective due to the scarcity of traditional energy sources and global warming. To cope with this overarching issue, some technological solutions such as Smart Grids, Internet of Things or Demand response are proposed. However, the majority of them overlooks the role of human beings in the equation. Moreover, the very nascent body of research combining human and machine intelligence proposes methods, frameworks, and guidelines which vary depending on the application scenario complicating the selection of gold-standards to ensure seamless cooperation between smart devices and people. Hence, the purpose of this paper is to provide a set of design-hypotheses to devise augmented objects that ally with their users to reduce energy consumption. We expect designers, engineers, makers or even hobbyists in the intersection between technology-enablers (through IoT) and behavioural scientists to benefit from them. To this aim, we describe the results of a long-term study in office-based workplaces, where participants were randomly assigned to different experimental conditions (persuasion, dashboard, and automation) to increase their energy-efficient behaviour. Grounded Theory analysis was applied over qualitative data collected during focus group sessions obtaining five themes around a central category. The resulting themes were linked to design-hypotheses for IoT devices which were then tested through the implementation of a new IoT object also conceived for the workplace.
2019
Casado-Mansilla, Diego; Garaizar, Pablo; Lopez-de-Ipiña, Diego
User Involvement Matters: The Side-Effects of Automated Smart Objects in Pro-environmental Behaviour Conference
Proceedings of the 9th International Conference on the Internet of Things, no. 23, 2019.
Abstract | Links | BibTeX | Tags: field studies, HCI design and evaluation methods, human computer interaction (hci), human-centered computing
@conference{Casado-Mansilla2019,
title = {User Involvement Matters: The Side-Effects of Automated Smart Objects in Pro-environmental Behaviour},
author = {Diego Casado-Mansilla and Pablo Garaizar and Diego Lopez-de-Ipiña},
url = {https://dl.acm.org/doi/10.1145/3365871.3365894},
doi = {https://doi.org/10.1145/3365871.3365894},
year = {2019},
date = {2019-10-31},
booktitle = {Proceedings of the 9th International Conference on the Internet of Things},
number = {23},
pages = {1-4},
abstract = {Automation through IoT brings with it a whole new set of societal, cognitive and ethical implications that we barely begin to address. Nonetheless, it is widely considered the panacea to overcoming the majority of global issues by many scholars with few arguments about its side-effects. The case of energy efficiency as an immediate action to overcome the climate change is not different: demand-response, smart grids or occupancy-driven energy management systems by using IoT crowd the current research agenda. Thus, there are scarce studies reporting mid or long term effects of IoT-mediated automation beyond quantitative-based energy reductions (e.g. emotional feelings derived to interact with smart devices, complacency associated with them or perceived value of IoT throughout the time are left apart). Based on the lack of evidence, this article reports the results of a study conducted in 10 workplaces during more than one year where we found that embedding IoT technologies to automate appliances of shared use in favour of comfort to save energy is associated with a reduction of the subjects' confidence in technology as a means to solve all environmental current problems. Moreover, it was found that preventing people from the control of these smart appliances reduce the willingness of people to act in favor of the environment.},
keywords = {field studies, HCI design and evaluation methods, human computer interaction (hci), human-centered computing},
pubstate = {published},
tppubtype = {conference}
}
Automation through IoT brings with it a whole new set of societal, cognitive and ethical implications that we barely begin to address. Nonetheless, it is widely considered the panacea to overcoming the majority of global issues by many scholars with few arguments about its side-effects. The case of energy efficiency as an immediate action to overcome the climate change is not different: demand-response, smart grids or occupancy-driven energy management systems by using IoT crowd the current research agenda. Thus, there are scarce studies reporting mid or long term effects of IoT-mediated automation beyond quantitative-based energy reductions (e.g. emotional feelings derived to interact with smart devices, complacency associated with them or perceived value of IoT throughout the time are left apart). Based on the lack of evidence, this article reports the results of a study conducted in 10 workplaces during more than one year where we found that embedding IoT technologies to automate appliances of shared use in favour of comfort to save energy is associated with a reduction of the subjects' confidence in technology as a means to solve all environmental current problems. Moreover, it was found that preventing people from the control of these smart appliances reduce the willingness of people to act in favor of the environment.
Manturana, F.; Font, F.; Menchaca, Iratxe
Congreso Internacional sobre Aprendizaje, Innovación y Cooperación (in progress). Madrid., 2019.
Abstract | Links | BibTeX | Tags: aprendizaje por proyectos, aprendizaje-servicio, educación postobligatoria, innovación educativa, multidisciplinariedad
@conference{Manturana2019,
title = {La metodología de aprendizaje por proyectos ligada a aprendizaje servicio en educación postobligatoria},
author = {F. Manturana and F. Font and Iratxe Menchaca},
url = {https://zaguan.unizar.es/record/84555/files/032.pdf},
doi = {10.26754/CINAIC.2019.0032},
year = {2019},
date = {2019-10-11},
booktitle = {Congreso Internacional sobre Aprendizaje, Innovación y Cooperación (in progress). Madrid.},
pages = {139-143},
abstract = {This paper presents a practical application of the Project based learning method (PBL) combined with service-learning for Sitxh form students. Unlike the usual case in the educational system, this experience does not highlight exclusively procedural aspects, but has instead emphasized contents and knowledge acquisition. The product generated in PBL exercises has often had a social dimension, allowing for a combination of PBL and service-learning. Given that a different project was undertaken every trimestral term by a set of three different subjects, a highly desirable interdisciplinary approach was introduced. The perceptions of students and teachers were assessed through a questionnaire and reveal a very high level of satisfaction. A second phase of the study will involve assessing the learning process of PBL compared to traditional teaching.},
keywords = {aprendizaje por proyectos, aprendizaje-servicio, educación postobligatoria, innovación educativa, multidisciplinariedad},
pubstate = {published},
tppubtype = {conference}
}
This paper presents a practical application of the Project based learning method (PBL) combined with service-learning for Sitxh form students. Unlike the usual case in the educational system, this experience does not highlight exclusively procedural aspects, but has instead emphasized contents and knowledge acquisition. The product generated in PBL exercises has often had a social dimension, allowing for a combination of PBL and service-learning. Given that a different project was undertaken every trimestral term by a set of three different subjects, a highly desirable interdisciplinary approach was introduced. The perceptions of students and teachers were assessed through a questionnaire and reveal a very high level of satisfaction. A second phase of the study will involve assessing the learning process of PBL compared to traditional teaching.
Menchaca, Iratxe; Doran, P.
EDULEARN19, the 11th annual International Conference on Education and New Learning Technologies, 2019, ISBN: 978-84-09-12031-4.
Abstract | Links | BibTeX | Tags: 21st century skills, assessment, Design Thinking, learning analytics, STEM education
@conference{Menchaca2019,
title = {Learning about steam through the resolution of real problems and the involvement of local stakeholders},
author = {Iratxe Menchaca and P. Doran},
url = {http://lib.uib.kz/edulearn19/files/papers/1587.pdf},
isbn = {978-84-09-12031-4},
year = {2019},
date = {2019-07-03},
booktitle = {EDULEARN19, the 11th annual International Conference on Education and New Learning Technologies},
journal = {EDULEARN19 Proceedings},
abstract = {Many innovative initiatives serve to transform the way our students learn. However, not all the proposed initiatives interest our students because they do not address real problems or because they are disconnected from the reality of their environment. Through the Islands Diversity for Science Education project, students from islands around the world will be able to collaborate and learn relevant content by applying the scientific method and analysing local and global data. It's an innovative, collaborative, experiential, and durable way to learn science.
Islands Diversity for Science Education (http://idiverse.eu/) is an educational project, co-funded by the European Erasmus + Agency, which proposes an innovative methodology focusing on scientific knowledge and bringing students to the heart of their community to raise important issues and create relevant and directly applicable solutions with lasting effect.
The aim of this project is to offer a methodology for teaching scientific areas based on the exploration of the environment, in the identification of real problems related to biology, geology, astronomy, or physics, for example, so that students can gather information to better understand the problem, advance in knowledge and even propose creative solutions.
To achieve this objective the project provide training and educational resources to schools to become open schools, as well as a set of activities based on scientific areas where students develop projects that address the real needs of their community and their environment, following the Design Thinking methodology in an interdisciplinary and Inquiry-based approach.
One important pillar of the project and a central objective of the methodology is the inclusion of an assessment protocol focused on the development of 21st century skills. This assessment protocol focuses on the collection of evidence, observation by the teacher, and the integration of data extracted from the technologies themselves (a contribution from the field of Learning Analytics). This article presents the assessment protocol designed for the project’s methodological approach. This assessment protocol makes possible to assess, based on evidence, the research activities carried out by the students and their development of critical thinking, communication, collaboration and creativity skills. Since the development of competencies and the application of the scientific method are learning objectives common to all these disciplines.
The implementation of this methodological approach is being widely welcomed by science teachers for the interdisciplinarity of learning activities, and by students for the authenticity of learning experiences. In addition, external stakeholders such as families, associations or local companies have also shown their interest in the project and have positively valued the opportunity to be part of these learning experiences.
There are already several kindergarten, primary, secondary, baccalaureate and even vocational schools in Portugal, Greece and Spain, among others, that are implementing the IDiverSE methodology. This article presents the assessment protocol designed for the project and a series of examples of good practices from schools that are successfully implementing this methodology in their islands and that are succeeding in involving stakeholders of their environment in projects to find solutions to real problems that affect students, and their communities.},
keywords = {21st century skills, assessment, Design Thinking, learning analytics, STEM education},
pubstate = {published},
tppubtype = {conference}
}
Many innovative initiatives serve to transform the way our students learn. However, not all the proposed initiatives interest our students because they do not address real problems or because they are disconnected from the reality of their environment. Through the Islands Diversity for Science Education project, students from islands around the world will be able to collaborate and learn relevant content by applying the scientific method and analysing local and global data. It's an innovative, collaborative, experiential, and durable way to learn science.
Islands Diversity for Science Education (http://idiverse.eu/) is an educational project, co-funded by the European Erasmus + Agency, which proposes an innovative methodology focusing on scientific knowledge and bringing students to the heart of their community to raise important issues and create relevant and directly applicable solutions with lasting effect.
The aim of this project is to offer a methodology for teaching scientific areas based on the exploration of the environment, in the identification of real problems related to biology, geology, astronomy, or physics, for example, so that students can gather information to better understand the problem, advance in knowledge and even propose creative solutions.
To achieve this objective the project provide training and educational resources to schools to become open schools, as well as a set of activities based on scientific areas where students develop projects that address the real needs of their community and their environment, following the Design Thinking methodology in an interdisciplinary and Inquiry-based approach.
One important pillar of the project and a central objective of the methodology is the inclusion of an assessment protocol focused on the development of 21st century skills. This assessment protocol focuses on the collection of evidence, observation by the teacher, and the integration of data extracted from the technologies themselves (a contribution from the field of Learning Analytics). This article presents the assessment protocol designed for the project’s methodological approach. This assessment protocol makes possible to assess, based on evidence, the research activities carried out by the students and their development of critical thinking, communication, collaboration and creativity skills. Since the development of competencies and the application of the scientific method are learning objectives common to all these disciplines.
The implementation of this methodological approach is being widely welcomed by science teachers for the interdisciplinarity of learning activities, and by students for the authenticity of learning experiences. In addition, external stakeholders such as families, associations or local companies have also shown their interest in the project and have positively valued the opportunity to be part of these learning experiences.
There are already several kindergarten, primary, secondary, baccalaureate and even vocational schools in Portugal, Greece and Spain, among others, that are implementing the IDiverSE methodology. This article presents the assessment protocol designed for the project and a series of examples of good practices from schools that are successfully implementing this methodology in their islands and that are succeeding in involving stakeholders of their environment in projects to find solutions to real problems that affect students, and their communities.
Islands Diversity for Science Education (http://idiverse.eu/) is an educational project, co-funded by the European Erasmus + Agency, which proposes an innovative methodology focusing on scientific knowledge and bringing students to the heart of their community to raise important issues and create relevant and directly applicable solutions with lasting effect.
The aim of this project is to offer a methodology for teaching scientific areas based on the exploration of the environment, in the identification of real problems related to biology, geology, astronomy, or physics, for example, so that students can gather information to better understand the problem, advance in knowledge and even propose creative solutions.
To achieve this objective the project provide training and educational resources to schools to become open schools, as well as a set of activities based on scientific areas where students develop projects that address the real needs of their community and their environment, following the Design Thinking methodology in an interdisciplinary and Inquiry-based approach.
One important pillar of the project and a central objective of the methodology is the inclusion of an assessment protocol focused on the development of 21st century skills. This assessment protocol focuses on the collection of evidence, observation by the teacher, and the integration of data extracted from the technologies themselves (a contribution from the field of Learning Analytics). This article presents the assessment protocol designed for the project’s methodological approach. This assessment protocol makes possible to assess, based on evidence, the research activities carried out by the students and their development of critical thinking, communication, collaboration and creativity skills. Since the development of competencies and the application of the scientific method are learning objectives common to all these disciplines.
The implementation of this methodological approach is being widely welcomed by science teachers for the interdisciplinarity of learning activities, and by students for the authenticity of learning experiences. In addition, external stakeholders such as families, associations or local companies have also shown their interest in the project and have positively valued the opportunity to be part of these learning experiences.
There are already several kindergarten, primary, secondary, baccalaureate and even vocational schools in Portugal, Greece and Spain, among others, that are implementing the IDiverSE methodology. This article presents the assessment protocol designed for the project and a series of examples of good practices from schools that are successfully implementing this methodology in their islands and that are succeeding in involving stakeholders of their environment in projects to find solutions to real problems that affect students, and their communities.
Tugores, C. Jaume; Menchaca, Iratxe; Barceló, M. Ramis
Energy intelligence school project in collaboration with the community Conference
EDULEARN19, the 11th annual International Conference on Education and New Learning Technologies. Palma De Mallorca., 2019, ISBN: 978-84-09-12031-4.
Abstract | Links | BibTeX | Tags: Cooperative work, Design Thinking, energy poverty, peer learning, real learning
@conference{Tugores2019,
title = {Energy intelligence school project in collaboration with the community},
author = {C. Jaume Tugores and Iratxe Menchaca and M. Ramis Barceló},
url = {http://lib.uib.kz/edulearn19/files/papers/1606.pdf},
isbn = {978-84-09-12031-4},
year = {2019},
date = {2019-07-03},
booktitle = {EDULEARN19, the 11th annual International Conference on Education and New Learning Technologies. Palma De Mallorca.},
abstract = {After detecting a real problem of energy deficiency in the community where the school is located, it has been decided to carry out an educational project that involves various educational levels and various agents of the environment, all in search of a common solution. The project presented in this paper is an example of good practice in relation to design thinking, real problem solving and meaningful learning.
The aim of the project is to introduce the basic knowledge of home electricity to our students. In order to end energy poverty, as much as possible, it is important to instil this useful information and to create awareness. This is done by using innovative methodologies, cooperative work, peer learning in different educational levels such as professional training and compulsory education.
The project is a collaboration of the variety of our students' knowledge and it is a great way for them to help each other. It tries to show the way the professional training students share their knowledge to their peers from different levels, by real learning, motivation and the application of everyday skills.
We are trying to break away from the stigma that the professional training students have lower qualification and a lack of skills. These students have to feel prepared and confident as they start to work in the real world.
This initiative does not intend to solve the problem completely, but now we are providing the tools to fight against energy poverty. We are doing this by networking, contacting public administration and local governments, companies and different schools.
The paper presents the objectives of the project, the actions that have been carried out in the different educational levels, the evaluation of the students, the results of the intervention, as well as the collaborations with the external agents that have participated, such as companies, families or associations.},
keywords = {Cooperative work, Design Thinking, energy poverty, peer learning, real learning},
pubstate = {published},
tppubtype = {conference}
}
After detecting a real problem of energy deficiency in the community where the school is located, it has been decided to carry out an educational project that involves various educational levels and various agents of the environment, all in search of a common solution. The project presented in this paper is an example of good practice in relation to design thinking, real problem solving and meaningful learning.
The aim of the project is to introduce the basic knowledge of home electricity to our students. In order to end energy poverty, as much as possible, it is important to instil this useful information and to create awareness. This is done by using innovative methodologies, cooperative work, peer learning in different educational levels such as professional training and compulsory education.
The project is a collaboration of the variety of our students' knowledge and it is a great way for them to help each other. It tries to show the way the professional training students share their knowledge to their peers from different levels, by real learning, motivation and the application of everyday skills.
We are trying to break away from the stigma that the professional training students have lower qualification and a lack of skills. These students have to feel prepared and confident as they start to work in the real world.
This initiative does not intend to solve the problem completely, but now we are providing the tools to fight against energy poverty. We are doing this by networking, contacting public administration and local governments, companies and different schools.
The paper presents the objectives of the project, the actions that have been carried out in the different educational levels, the evaluation of the students, the results of the intervention, as well as the collaborations with the external agents that have participated, such as companies, families or associations.
The aim of the project is to introduce the basic knowledge of home electricity to our students. In order to end energy poverty, as much as possible, it is important to instil this useful information and to create awareness. This is done by using innovative methodologies, cooperative work, peer learning in different educational levels such as professional training and compulsory education.
The project is a collaboration of the variety of our students' knowledge and it is a great way for them to help each other. It tries to show the way the professional training students share their knowledge to their peers from different levels, by real learning, motivation and the application of everyday skills.
We are trying to break away from the stigma that the professional training students have lower qualification and a lack of skills. These students have to feel prepared and confident as they start to work in the real world.
This initiative does not intend to solve the problem completely, but now we are providing the tools to fight against energy poverty. We are doing this by networking, contacting public administration and local governments, companies and different schools.
The paper presents the objectives of the project, the actions that have been carried out in the different educational levels, the evaluation of the students, the results of the intervention, as well as the collaborations with the external agents that have participated, such as companies, families or associations.
Hershkovitz, Arnon; Sitman, Raquel; Israel-Fishelson, Rotem; Eguíluz, Andoni; Garaizar, Pablo; Guenaga, Mariluz
Creativity in the acquisition of computational thinking Journal Article
In: Interactive Learning Environments, vol. 0, no. 0, pp. 1-17, 2019.
Abstract | Links | BibTeX | Tags: Computational Thinking, computer-aided instruction, Creativity, game-based learning, learning analytics, log analysis, middle school
@article{Hershkovitz2019,
title = {Creativity in the acquisition of computational thinking},
author = {Arnon Hershkovitz and Raquel Sitman and Rotem Israel-Fishelson and Andoni Eguíluz and Pablo Garaizar and Mariluz Guenaga
},
url = {https://home/learninglabdeust/public_html.tandfonline.com/doi/full/10.1080/10494820.2019.1610451},
doi = {10.1080/10494820.2019.1610451},
year = {2019},
date = {2019-04-25},
journal = {Interactive Learning Environments},
volume = {0},
number = {0},
pages = {1-17},
abstract = {Many worldwide initiatives consider both creativity and computational thinking as crucial skills for future citizens, making them a priority for today's learners. We studied the associations between these two constructs among middle school students (N = 57), considering two types of creativity: a general creative thinking, and a specific computational creativity. We did so using learning analytics, specifically, by operationalizing a log-based assessment of computational creativity. We find some evidence for an association between Computational Creativity and Computational Thinking: Demonstrating originality in an early stage of the game is associated with succeeding in this stage relatively easily, however negatively associated with progressing farther in the game. We also find that Computational Creativity is better explained by a state- rather than a trait-model. No associations were found between Creative Thinking and Computational Thinking. Furthermore, we find some striking associations between the two measures of creativity.},
keywords = {Computational Thinking, computer-aided instruction, Creativity, game-based learning, learning analytics, log analysis, middle school},
pubstate = {published},
tppubtype = {article}
}
Many worldwide initiatives consider both creativity and computational thinking as crucial skills for future citizens, making them a priority for today's learners. We studied the associations between these two constructs among middle school students (N = 57), considering two types of creativity: a general creative thinking, and a specific computational creativity. We did so using learning analytics, specifically, by operationalizing a log-based assessment of computational creativity. We find some evidence for an association between Computational Creativity and Computational Thinking: Demonstrating originality in an early stage of the game is associated with succeeding in this stage relatively easily, however negatively associated with progressing farther in the game. We also find that Computational Creativity is better explained by a state- rather than a trait-model. No associations were found between Creative Thinking and Computational Thinking. Furthermore, we find some striking associations between the two measures of creativity.
Hershkovitz, Arnon; Sitman, Raquel; Israel-Fishelson, Rotem; Eguiluz, Andoni; Garaizar, Pablo; Guenaga, Mariluz
Creativity inside and outside programming learning Conference
LAK19: The 9th International Learning Analytics & Knowledge Conference, 2019, ISBN: 978-1-4503-6256-6.
Abstract | Links | BibTeX | Tags: Computational Thinking, Creativity, game-based learning
@conference{Hershkovitz2019b,
title = {Creativity inside and outside programming learning},
author = {Arnon Hershkovitz and Raquel Sitman and Rotem Israel-Fishelson and Andoni Eguiluz and Pablo Garaizar and Mariluz Guenaga},
url = {https://home/learninglabdeust/public_html.researchgate.net/profile/Rotem_Israel-Fishelson/publication/333845240_Creativity_Inside_and_Outside_Programming_Learning/links/5d08d20892851cfcc61f9f89/Creativity-Inside-and-Outside-Programming-Learning.pdf},
isbn = {978-1-4503-6256-6},
year = {2019},
date = {2019-03-04},
booktitle = {LAK19: The 9th International Learning Analytics & Knowledge Conference},
abstract = { Both creativity and computational thinking are considered as crucial skills for future citizens. We studied the associations between these two constructs among middle
school students (N=57), considering two types of creativity: general creative thinking, and specific computational creativity. We find some similarities between creative thinking and computational creativity, and interesting associations between the latter and computational thinking acquisition.},
keywords = {Computational Thinking, Creativity, game-based learning},
pubstate = {published},
tppubtype = {conference}
}
Both creativity and computational thinking are considered as crucial skills for future citizens. We studied the associations between these two constructs among middle
school students (N=57), considering two types of creativity: general creative thinking, and specific computational creativity. We find some similarities between creative thinking and computational creativity, and interesting associations between the latter and computational thinking acquisition.
school students (N=57), considering two types of creativity: general creative thinking, and specific computational creativity. We find some similarities between creative thinking and computational creativity, and interesting associations between the latter and computational thinking acquisition.
2018
Olivares-Rodriguez, Cristian; Guenaga, Mariluz; Garaizar, Pablo
Using children’s search patterns to predict the quality of their creative problem solving Journal Article
In: Aslib Journal of Information Management, 2018.
Abstract | Links | BibTeX | Tags: Children’s search patterns, Creative thinking, Educational data mining, Elementary education, Information search behaviour, query pattern
@article{Olivares-Rodriguez2018b,
title = {Using children’s search patterns to predict the quality of their creative problem solving},
author = {Cristian Olivares-Rodriguez and Mariluz Guenaga and Pablo Garaizar},
url = {https://doi.org/10.1108/AJIM-05-2018-0103},
doi = {10.1108/AJIM-05-2018-0103},
year = {2018},
date = {2018-08-14},
journal = {Aslib Journal of Information Management},
abstract = {Purpose
The purpose of this paper is to propose a computational model that implicitly predict the children’s creative quality of solutions by analyzing the query pattern on a problem-solving-based lesson.
Design/methodology/approach
A search task related to the competencies acquired in the classroom was applied to automatically measure children’ creativity. A blind review process of the creative quality was developed of 255 primary school students’ solutions.
Findings
While there are many creativity training programs that have proven effective, many of these programs require measuring creativity previously which involves time-consuming tasks conducted by experienced reviewers, i.e. far from primary school classroom dynamics. The authors have developed a model that predicts the creative quality of the given solution using the search queries pattern as input. This model has been used to predict the creative quality of 255 primary school students’ solutions with 80 percent sensitivity.
Research limitations/implications
Although the research was conducted with just one search task, participants come from two different countries. Therefore, the authors hope that this model provides detection of non-creative solutions to enable prompt intervention and improve the creative quality of solutions.
Originality/value
This is the first implicit classification model of query pattern in order to predict the children’ creative quality of solutions. This model is based on a conceptual relation between the concept association of creative thinking and query chain model of information search.},
keywords = {Children’s search patterns, Creative thinking, Educational data mining, Elementary education, Information search behaviour, query pattern},
pubstate = {published},
tppubtype = {article}
}
Purpose
The purpose of this paper is to propose a computational model that implicitly predict the children’s creative quality of solutions by analyzing the query pattern on a problem-solving-based lesson.
Design/methodology/approach
A search task related to the competencies acquired in the classroom was applied to automatically measure children’ creativity. A blind review process of the creative quality was developed of 255 primary school students’ solutions.
Findings
While there are many creativity training programs that have proven effective, many of these programs require measuring creativity previously which involves time-consuming tasks conducted by experienced reviewers, i.e. far from primary school classroom dynamics. The authors have developed a model that predicts the creative quality of the given solution using the search queries pattern as input. This model has been used to predict the creative quality of 255 primary school students’ solutions with 80 percent sensitivity.
Research limitations/implications
Although the research was conducted with just one search task, participants come from two different countries. Therefore, the authors hope that this model provides detection of non-creative solutions to enable prompt intervention and improve the creative quality of solutions.
Originality/value
This is the first implicit classification model of query pattern in order to predict the children’ creative quality of solutions. This model is based on a conceptual relation between the concept association of creative thinking and query chain model of information search.
The purpose of this paper is to propose a computational model that implicitly predict the children’s creative quality of solutions by analyzing the query pattern on a problem-solving-based lesson.
Design/methodology/approach
A search task related to the competencies acquired in the classroom was applied to automatically measure children’ creativity. A blind review process of the creative quality was developed of 255 primary school students’ solutions.
Findings
While there are many creativity training programs that have proven effective, many of these programs require measuring creativity previously which involves time-consuming tasks conducted by experienced reviewers, i.e. far from primary school classroom dynamics. The authors have developed a model that predicts the creative quality of the given solution using the search queries pattern as input. This model has been used to predict the creative quality of 255 primary school students’ solutions with 80 percent sensitivity.
Research limitations/implications
Although the research was conducted with just one search task, participants come from two different countries. Therefore, the authors hope that this model provides detection of non-creative solutions to enable prompt intervention and improve the creative quality of solutions.
Originality/value
This is the first implicit classification model of query pattern in order to predict the children’ creative quality of solutions. This model is based on a conceptual relation between the concept association of creative thinking and query chain model of information search.
Rodríguez, Manuel Caeiro; González, Miguel Ángel Conde; Álvarez, Ainhoa; Larrañaga, Mikel; Monés, Alejandra Martínez; Muñoz-Merino, Pedro J.; Hérnández-García, Ángel; Pastor, Rafael; Cruz-Benito, Juan; Muñoz, Salvador Ros; Guenaga, Mariluz
Learning analytics trends and challenges in engineering education: SNOLA special session Conference
2018 IEEE Global Engineering Education Conference (EDUCON), IEEE, 2018, ISSN: 2165-9567.
Abstract | Links | BibTeX | Tags: e-learning, Engineering Education, learning analytics
@conference{Rodríguez2018bb,
title = {Learning analytics trends and challenges in engineering education: SNOLA special session},
author = {Manuel Caeiro Rodríguez and Miguel Ángel Conde González and Ainhoa Álvarez and Mikel Larrañaga and Alejandra Martínez Monés and Pedro J. Muñoz-Merino and Ángel Hérnández-García and Rafael Pastor and Juan Cruz-Benito and Salvador Ros Muñoz and Mariluz Guenaga},
doi = {10.1109/EDUCON.2018.8363493},
issn = {2165-9567},
year = {2018},
date = {2018-05-28},
booktitle = {2018 IEEE Global Engineering Education Conference (EDUCON)},
pages = {2066-2070},
publisher = {IEEE},
abstract = {SNOLA is a Thematic Network of Excellence recognized by the Spanish Ministry of Economy and Competitiveness composed of the main Spanish researchers in the field of learning analytics. This network emerged in 2013 focusing mainly on the technology underlying learning analytics development, but also interested on the integration of other views and disciplines that give the network a wider scope. During these years, SNOLA has carry out numerous actions with the goal of promoting the collaboration on this field, the diffusion of knowledge and initiatives, the collection of resources and the provision of broad support. Remarkable examples of these efforts have been LASI Spain events, workshops at TEEM conferences or the numerous webinars. In this case, the EDUCON 2018 has given us the opportunity to organize this special session where 5 papers have been selected for presentation.},
keywords = {e-learning, Engineering Education, learning analytics},
pubstate = {published},
tppubtype = {conference}
}
SNOLA is a Thematic Network of Excellence recognized by the Spanish Ministry of Economy and Competitiveness composed of the main Spanish researchers in the field of learning analytics. This network emerged in 2013 focusing mainly on the technology underlying learning analytics development, but also interested on the integration of other views and disciplines that give the network a wider scope. During these years, SNOLA has carry out numerous actions with the goal of promoting the collaboration on this field, the diffusion of knowledge and initiatives, the collection of resources and the provision of broad support. Remarkable examples of these efforts have been LASI Spain events, workshops at TEEM conferences or the numerous webinars. In this case, the EDUCON 2018 has given us the opportunity to organize this special session where 5 papers have been selected for presentation.
Eguiluz, Andoni; Garaizar, Pablo; Guenaga, Mariluz
An Evaluation of Open Digital Gaming Platforms for Developing Computational Thinking Skills Book Chapter
In: vol. 9, IntechOpen, 2018.
Abstract | Links | BibTeX | Tags: Computational Thinking, learning, resources, school, videogames, visual languages
@inbook{Eguiluz2018,
title = {An Evaluation of Open Digital Gaming Platforms for Developing Computational Thinking Skills},
author = {Andoni Eguiluz and Pablo Garaizar and Mariluz Guenaga},
url = {https://home/learninglabdeust/public_html.intechopen.com/books/simulation-and-gaming/an-evaluation-of-open-digital-gaming-platforms-for-developing-computational-thinking-skills},
doi = {10.5772/intechopen.71339},
year = {2018},
date = {2018-02-14},
volume = {9},
publisher = {IntechOpen},
abstract = {Due to business needs and the growing importance of technology in society, in recent
years, the concept of computational thinking has emerged, especially focused on its
inclusion in compulsory education as a relevant complement, transversal to traditional
subjects. In parallel, various initiatives have developed interactive digital tools for learners
to meet this type of thinking through a series of activities commonly framed as games.
In this chapter, we evaluate many of the existing free access platforms to propose pedagogical,
design, and content approaches with which they can be compared.},
keywords = {Computational Thinking, learning, resources, school, videogames, visual languages},
pubstate = {published},
tppubtype = {inbook}
}
Due to business needs and the growing importance of technology in society, in recent
years, the concept of computational thinking has emerged, especially focused on its
inclusion in compulsory education as a relevant complement, transversal to traditional
subjects. In parallel, various initiatives have developed interactive digital tools for learners
to meet this type of thinking through a series of activities commonly framed as games.
In this chapter, we evaluate many of the existing free access platforms to propose pedagogical,
design, and content approaches with which they can be compared.
years, the concept of computational thinking has emerged, especially focused on its
inclusion in compulsory education as a relevant complement, transversal to traditional
subjects. In parallel, various initiatives have developed interactive digital tools for learners
to meet this type of thinking through a series of activities commonly framed as games.
In this chapter, we evaluate many of the existing free access platforms to propose pedagogical,
design, and content approaches with which they can be compared.
Menchaca, Iratxe; Guenaga, Mariluz; Solabarrieta, J.
Learning analytics for formative assessment in engineering education Journal Article
In: International Journal of Engineering Education, vol. 34, no. 3, pp. 953-967, 2018.
Abstract | Links | BibTeX | Tags: data analytics, Engineering Education, learning
@article{Menchaca2018,
title = {Learning analytics for formative assessment in engineering education},
author = {Iratxe Menchaca and Mariluz Guenaga and J. Solabarrieta},
url = {https://home/learninglabdeust/public_html.researchgate.net/publication/325580658_Learning_analytics_for_formative_assessment_in_engineering_education},
year = {2018},
date = {2018-01-01},
journal = {International Journal of Engineering Education},
volume = {34},
number = {3},
pages = {953-967},
abstract = {The development of skills in the engineering education is one of the issues that generate greater interest at present. Thanks to Learning Analytics, we found an excellent opportunity to offer a quality competence assessment of our engineering students. Research in Learning Analytics currently focuses on applying these techniques to find out how the student learns and to improve teaching/learning processes. A key aspect in improving these processes is the assessment of general competences, which constitutes key learning in engineering students and has thus been identified as a need that can be met by Learning Analytics. This article presents two related studies conducted at the University of Deusto. The first study wants to show that it is possible to carry out an assessment of the project management competence through the analysis of the data that is obtained when the students interact with certain tools for the management of projects. In this sense, in the first study conducted with 93 students in the academic year 2014–2015, it compares the automatic assessment performed with Learning Analytics and the manual assessment carried out by the teacher. Another objective of this first study is to compare the validity at the time to assess the project management competence of the three technological tools used in the study. In the second study conducted with 227 students in the academic year 2015–2016, an assessment model is designed based on analytical data that is extracted from even more complex technological tools. In this second study the objective is to demonstrate that the use of Learning Analytics assessment to carry out continuous monitoring and provide feedback to the students, directly influences their capacity to manage a project and therefore, leads to an improvement in their results. The model designed in both studies for analysis is described in this paper, in addition to the methodology and research carried out.
Learning analytics for formative assessment in engineering education | Request PDF. Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/325580658_Learning_analytics_for_formative_assessment_in_engineering_education [accessed Jul 10 2018].},
keywords = {data analytics, Engineering Education, learning},
pubstate = {published},
tppubtype = {article}
}
The development of skills in the engineering education is one of the issues that generate greater interest at present. Thanks to Learning Analytics, we found an excellent opportunity to offer a quality competence assessment of our engineering students. Research in Learning Analytics currently focuses on applying these techniques to find out how the student learns and to improve teaching/learning processes. A key aspect in improving these processes is the assessment of general competences, which constitutes key learning in engineering students and has thus been identified as a need that can be met by Learning Analytics. This article presents two related studies conducted at the University of Deusto. The first study wants to show that it is possible to carry out an assessment of the project management competence through the analysis of the data that is obtained when the students interact with certain tools for the management of projects. In this sense, in the first study conducted with 93 students in the academic year 2014–2015, it compares the automatic assessment performed with Learning Analytics and the manual assessment carried out by the teacher. Another objective of this first study is to compare the validity at the time to assess the project management competence of the three technological tools used in the study. In the second study conducted with 227 students in the academic year 2015–2016, an assessment model is designed based on analytical data that is extracted from even more complex technological tools. In this second study the objective is to demonstrate that the use of Learning Analytics assessment to carry out continuous monitoring and provide feedback to the students, directly influences their capacity to manage a project and therefore, leads to an improvement in their results. The model designed in both studies for analysis is described in this paper, in addition to the methodology and research carried out.
Learning analytics for formative assessment in engineering education | Request PDF. Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/325580658_Learning_analytics_for_formative_assessment_in_engineering_education [accessed Jul 10 2018].
Learning analytics for formative assessment in engineering education | Request PDF. Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/325580658_Learning_analytics_for_formative_assessment_in_engineering_education [accessed Jul 10 2018].
2017
Eguiluz, Andoni; Guenaga, Mariluz; Garaizar, Pablo; Olivares-Rodriguez, Cristian
Exploring the progression of early programmers in a set of computational thinking challenges via clickstream analysis Journal Article
In: IEEE Transactions on Emerging Topics in Computing, 2017, ISSN: 2168-6750.
Abstract | Links | BibTeX | Tags: Computational Thinking, computer science education, visual programming
@article{Eguiluz2017b,
title = {Exploring the progression of early programmers in a set of computational thinking challenges via clickstream analysis},
author = {Andoni Eguiluz and Mariluz Guenaga and Pablo Garaizar and Cristian Olivares-Rodriguez },
url = {https://ieeexplore.ieee.org/abstract/document/8093668/},
doi = {10.1109/TETC.2017.2768550},
issn = {2168-6750},
year = {2017},
date = {2017-11-01},
journal = {IEEE Transactions on Emerging Topics in Computing},
abstract = {In recent years, many initiatives have aimed to develop basic computational thinking skills. Despite the popularity of online platforms for early programmers, we still lack detailed information to analyze how these skills are acquired. In the present study we analyzed clickstream data from 3,355 participants enrolled in several Computational Thinking workshops using Kodetu, an online platform with fine grained logging features. Participants used Kodetu's coding blocks to solve challenges of increasing difficulty while we gathered their clickstream in the platform. Here, we present our findings after evaluating these data in regards of participants' characteristics (age, sex, previous knowledge), similarity with previously submitted solutions, and degree of discrepancy from the optimal solution. To facilitate collaboration with other researchers in this area, we released our dataset under an open license. To the best of our knowledge, this is the largest Computational Thinking-related datasets publicly available.
},
keywords = {Computational Thinking, computer science education, visual programming},
pubstate = {published},
tppubtype = {article}
}
In recent years, many initiatives have aimed to develop basic computational thinking skills. Despite the popularity of online platforms for early programmers, we still lack detailed information to analyze how these skills are acquired. In the present study we analyzed clickstream data from 3,355 participants enrolled in several Computational Thinking workshops using Kodetu, an online platform with fine grained logging features. Participants used Kodetu's coding blocks to solve challenges of increasing difficulty while we gathered their clickstream in the platform. Here, we present our findings after evaluating these data in regards of participants' characteristics (age, sex, previous knowledge), similarity with previously submitted solutions, and degree of discrepancy from the optimal solution. To facilitate collaboration with other researchers in this area, we released our dataset under an open license. To the best of our knowledge, this is the largest Computational Thinking-related datasets publicly available.
Orduna, Pablo; Rodríguez-Gil, L.; Garcia-Zubia, Javier; Hernández, U.; Azkuenaga, E.; Angulo, Ignacio
Increasing the value of Remote Laboratory federations through an open sharing platform: LabsLand Conference
Online Engineering & Internet of Things, Columbia University, New York, USA, 2017, ISBN: 3319643525, 9783319643526.
Abstract | Links | BibTeX | Tags: open platforms, Remote laboratories
@conference{Orduna2017,
title = {Increasing the value of Remote Laboratory federations through an open sharing platform: LabsLand},
author = {Pablo Orduna and L. Rodríguez-Gil and Javier Garcia-Zubia and U. Hernández and E. Azkuenaga and Ignacio Angulo},
editor = {Michael E. Auer, Danilo G. Zutin},
url = {https://morelab.deusto.es/media/publications/2017/conferencepaper/increasing-the-value-of-remote-laboratory-federations-through-an-open-sharing-platform-labsland.pdf},
doi = {10.1007/978-3-319-64352-6_80 },
isbn = {3319643525, 9783319643526},
year = {2017},
date = {2017-09-14},
booktitle = {Online Engineering & Internet of Things},
pages = {859-873},
address = {Columbia University, New York, USA},
abstract = {A remote laboratory is a software and hardware tool that enables
students to access real equipment located somewhere else through
the Internet. This equipment is usually located in universities, schools or research centers. During the last couple of decades, different initiatives have emerged dealing with the development and management of remote laboratories, their integration in learning management systems or their sharing. This last point is particularly relevant, since remote labs are a clear example of excess capacity: since they are usually used only some hours a day, some weeks a year, they could be shared among institutions to reduce costs or to increase the offer of experiential learning. However, despite this fact, the overall impact of these laboratories is fairly limited beyond the scope of the host institution or the scope (and duration) of projects in which the host institution is involved. The focus of this contribution is to outline a set of potential reasons for this fact, and solutions that are being developed to tackle them. After over 10 years working on the area, the WebLab-Deusto research group has started a spin-off focused on this topic, called LabsLand. A key factor of this spin-off is to provide a platform similar to other sharing economy marketplaces, aiming to provide features commonly ignored in the remote laboratories literature such as trust, accurate reliability or different pricing schemes for different scenarios; as well as the laboratories that are being initially provided.
},
keywords = {open platforms, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
A remote laboratory is a software and hardware tool that enables
students to access real equipment located somewhere else through
the Internet. This equipment is usually located in universities, schools or research centers. During the last couple of decades, different initiatives have emerged dealing with the development and management of remote laboratories, their integration in learning management systems or their sharing. This last point is particularly relevant, since remote labs are a clear example of excess capacity: since they are usually used only some hours a day, some weeks a year, they could be shared among institutions to reduce costs or to increase the offer of experiential learning. However, despite this fact, the overall impact of these laboratories is fairly limited beyond the scope of the host institution or the scope (and duration) of projects in which the host institution is involved. The focus of this contribution is to outline a set of potential reasons for this fact, and solutions that are being developed to tackle them. After over 10 years working on the area, the WebLab-Deusto research group has started a spin-off focused on this topic, called LabsLand. A key factor of this spin-off is to provide a platform similar to other sharing economy marketplaces, aiming to provide features commonly ignored in the remote laboratories literature such as trust, accurate reliability or different pricing schemes for different scenarios; as well as the laboratories that are being initially provided.
students to access real equipment located somewhere else through
the Internet. This equipment is usually located in universities, schools or research centers. During the last couple of decades, different initiatives have emerged dealing with the development and management of remote laboratories, their integration in learning management systems or their sharing. This last point is particularly relevant, since remote labs are a clear example of excess capacity: since they are usually used only some hours a day, some weeks a year, they could be shared among institutions to reduce costs or to increase the offer of experiential learning. However, despite this fact, the overall impact of these laboratories is fairly limited beyond the scope of the host institution or the scope (and duration) of projects in which the host institution is involved. The focus of this contribution is to outline a set of potential reasons for this fact, and solutions that are being developed to tackle them. After over 10 years working on the area, the WebLab-Deusto research group has started a spin-off focused on this topic, called LabsLand. A key factor of this spin-off is to provide a platform similar to other sharing economy marketplaces, aiming to provide features commonly ignored in the remote laboratories literature such as trust, accurate reliability or different pricing schemes for different scenarios; as well as the laboratories that are being initially provided.
Garcia-Zubia, Javier; Angulo, Ignacio; Martínez-Pieper, G.; Orduña, Pablo; Rodríguez-Gil, L.; Hernández, U.
Learning to program in K12 using a remote controlled robot: RoboBlock Conference
Online Engineering & Internet of Things. Lecture Notes in Networks and Systems, vol. 22, Springer, Cham, 2017, ISBN: 978-3-319-64351-9.
Abstract | Links | BibTeX | Tags: Educational robotics, K12 education, Remote experimentation
@conference{Garcia-Zubia2017,
title = {Learning to program in K12 using a remote controlled robot: RoboBlock},
author = {Javier Garcia-Zubia and Ignacio Angulo and G. Martínez-Pieper and Pablo Orduña and L. Rodríguez-Gil and U. Hernández},
editor = {Auer M., Zutin D.},
doi = {10.1007/978-3-319-64352-6_33},
isbn = {978-3-319-64351-9},
year = {2017},
date = {2017-09-13},
booktitle = {Online Engineering & Internet of Things. Lecture Notes in Networks and Systems},
volume = {22},
pages = {344-358},
publisher = {Springer, Cham},
abstract = {Programming is part of the curricula in different subjects and countries. To face this challenge, schools are using visual programming (e.g., Scratch, Blockly) and/or educational robots. Some combinations of these two tools are very popular, such as the Lego Mindstorm robots. This work presents a remote controlled robot called RoboBlock, and its main characteristic is that it can be programmed and controlled via Internet. RoboBlock is developed under the WebLab-Deusto Remote Laboratory Management System.},
keywords = {Educational robotics, K12 education, Remote experimentation},
pubstate = {published},
tppubtype = {conference}
}
Programming is part of the curricula in different subjects and countries. To face this challenge, schools are using visual programming (e.g., Scratch, Blockly) and/or educational robots. Some combinations of these two tools are very popular, such as the Lego Mindstorm robots. This work presents a remote controlled robot called RoboBlock, and its main characteristic is that it can be programmed and controlled via Internet. RoboBlock is developed under the WebLab-Deusto Remote Laboratory Management System.
Olivares-Rodriguez, Cristian; Guenaga, Mariluz; Garaizar, Pablo
Automatic Assessment of Creativity in Heuristic Problem-solving Based on Query Diversity Journal Article
In: DYNA, vol. 92, no. 4, pp. 449-455, 2017.
Abstract | Links | BibTeX | Tags: aprendizaje automático, Búsqueda de información, information search, machine learning, patrón de consultas, problem solving, query pattern, resolución de problemas
@article{Olivares-Rodriguez2017,
title = {Automatic Assessment of Creativity in Heuristic Problem-solving Based on Query Diversity},
author = {Cristian Olivares-Rodriguez and Mariluz Guenaga and Pablo Garaizar},
url = {http://home/learninglabdeust/public_html.revistadyna.com/Articulos/Ficha.aspx?IdMenu=a5c9d895-28e0-4f92-b0c2-c0f86f2a940b&Cod=8243&Codigo=b25ba3bd-bef9-4391-8317-6a8209d9309e},
doi = {10.6036/8243},
year = {2017},
date = {2017-07-03},
journal = {DYNA},
volume = {92},
number = {4},
pages = {449-455},
abstract = {Creative problem-solving emerges as one of the most relevant skill of the 21st century knowledge society. Fortunately, there are many creativity training programmes that have proven effective. However, most of these programmes require a previous measurement of creativity, which involves time-consuming tasks conducted by experienced reviewers, i.e. far from primary school classroom dynamics. In this study, we propose a model to predict the creative quality of students’ solutions based on the analysis of query patterns and the use of Wikipedia. This model has been able to predict the creative quality of solutions produced by 226 school students, aged 10 to 12 years old, reaching a sensitivity of 78.43%. The agreement among reviewers regarding students’ creative characteristics has also been evaluated using two rubrics. We hope this model can be used to foster prompt detection of non-creative solutions in order to enable intervention and improve the final result in terms of creativity.},
keywords = {aprendizaje automático, Búsqueda de información, information search, machine learning, patrón de consultas, problem solving, query pattern, resolución de problemas},
pubstate = {published},
tppubtype = {article}
}
Creative problem-solving emerges as one of the most relevant skill of the 21st century knowledge society. Fortunately, there are many creativity training programmes that have proven effective. However, most of these programmes require a previous measurement of creativity, which involves time-consuming tasks conducted by experienced reviewers, i.e. far from primary school classroom dynamics. In this study, we propose a model to predict the creative quality of students’ solutions based on the analysis of query patterns and the use of Wikipedia. This model has been able to predict the creative quality of solutions produced by 226 school students, aged 10 to 12 years old, reaching a sensitivity of 78.43%. The agreement among reviewers regarding students’ creative characteristics has also been evaluated using two rubrics. We hope this model can be used to foster prompt detection of non-creative solutions in order to enable intervention and improve the final result in terms of creativity.
Fonseca, David; Montero, Jose Antonio; Guenaga, Mariluz; Menchaca, Iratxe
Data Analysis of Coaching and Advising in Undergraduate Students – An Analytic Approach Conference
Proceedings of the HCI International 2017 Conference, Springer, Cham, 2017, ISBN: 978-3-319-58515-4.
Abstract | Links | BibTeX | Tags: Advising, Coaching, Educational guidance, enhanced learning, teaching support systems
@conference{Fonseca2017,
title = {Data Analysis of Coaching and Advising in Undergraduate Students – An Analytic Approach},
author = {David Fonseca and Jose Antonio Montero and Mariluz Guenaga and Iratxe Menchaca},
url = {https://link.springer.com/chapter/10.1007/978-3-319-58515-4_21},
doi = {10.1007/978-3-319-58515-4_21},
isbn = {978-3-319-58515-4},
year = {2017},
date = {2017-06-19},
booktitle = {Proceedings of the HCI International 2017 Conference},
pages = {269-280},
publisher = {Springer, Cham},
abstract = {This paper aims to analyze the data collected from a first approach at the process of applying coaching techniques in the advisor service of students in their first course of engineering. In this context, resources and techniques from the field of coaching can be very useful for the advisor, as those resources influence the student to reflect and be more aware of the situation he/she is living. This process should help prevent problems such as the frustration and insecurity that can appear among students, not only in the early stages of their studies, as we will show in the paper, and minimizing the number of student dropouts. Finally, we will discuss about whether the coaching process has improved the main objective of these types of approaches: that the student will be more qualified to take the appropriate decisions with greater discretion, motivation and responsibility in his/her engineering studies.
},
keywords = {Advising, Coaching, Educational guidance, enhanced learning, teaching support systems},
pubstate = {published},
tppubtype = {conference}
}
This paper aims to analyze the data collected from a first approach at the process of applying coaching techniques in the advisor service of students in their first course of engineering. In this context, resources and techniques from the field of coaching can be very useful for the advisor, as those resources influence the student to reflect and be more aware of the situation he/she is living. This process should help prevent problems such as the frustration and insecurity that can appear among students, not only in the early stages of their studies, as we will show in the paper, and minimizing the number of student dropouts. Finally, we will discuss about whether the coaching process has improved the main objective of these types of approaches: that the student will be more qualified to take the appropriate decisions with greater discretion, motivation and responsibility in his/her engineering studies.
Kulesza, W.; Gustavsson, Ingvar; Marques, A.; Fidalgo, A.; Alves, G. R.; Hernández, U.; Garcia-Zubia, Javier; Kreiter, C. J.; Oros, R. G.; Pester, A.
A Federation of VISIR remote laboratories through the PILAR Project Conference
4th Experiment@ International Conference, exp'at 2017, IEEE, Faro (Portugal), 2017, ISBN: 978-1-5386-0810-4.
Abstract | Links | BibTeX | Tags: general and analog electronics, laboratories federation, network remote laboratories, Remote laboratories, VISIR
@conference{Kulesza2017,
title = {A Federation of VISIR remote laboratories through the PILAR Project},
author = {W. Kulesza and Ingvar Gustavsson and A. Marques and A. Fidalgo and G.R. Alves and U. Hernández and Javier Garcia-Zubia and C.J. Kreiter and R.G. Oros and A. Pester },
url = {https://home/learninglabdeust/public_html.researchgate.net/publication/318575287_A_federation_of_VISIR_remote_laboratories_through_the_PILAR_Project},
doi = {10.1109/EXPAT.2017.7984407},
isbn = {978-1-5386-0810-4},
year = {2017},
date = {2017-06-06},
booktitle = {4th Experiment@ International Conference, exp'at 2017},
publisher = {IEEE},
address = {Faro (Portugal)},
abstract = {This paper describes how a new Erasmus Plus project, PILAR, (Platform Integration of Laboratories based on the Architecture of visiR), is being developed and how the startup of the partnership and the project is reinforcing the VISIR (Virtual Instrument Systems in Reality) network and the Special Interest Group of VISIR under the Global Online Laboratory Consortium (GOLC) of the International Association of Online Engineering (IAOE). The Spanish University for Distance Education (UNED) coordinates the project that aims to federate the existing (or new) VISIR systems in order to use the resources more effectively and in a more efficient way, making transparent to the final user the election of the shared resources.
},
keywords = {general and analog electronics, laboratories federation, network remote laboratories, Remote laboratories, VISIR},
pubstate = {published},
tppubtype = {conference}
}
This paper describes how a new Erasmus Plus project, PILAR, (Platform Integration of Laboratories based on the Architecture of visiR), is being developed and how the startup of the partnership and the project is reinforcing the VISIR (Virtual Instrument Systems in Reality) network and the Special Interest Group of VISIR under the Global Online Laboratory Consortium (GOLC) of the International Association of Online Engineering (IAOE). The Spanish University for Distance Education (UNED) coordinates the project that aims to federate the existing (or new) VISIR systems in order to use the resources more effectively and in a more efficient way, making transparent to the final user the election of the shared resources.
Garcia-Zubia, Javier; Angulo, Ignacio; Uriarte, I.; Martinez-Pieper, G.; Hernández, U.; Orduña, Pablo; Rodríguez-Gil, L.
RoboBlock: A Remote Lab for Robotics and Visual Programming Conference
4th Experiment@ International Conference, exp'at 2017, IEEE, Faro (Portugal), 2017, ISBN: 978-1-5386-0811-1.
Abstract | Links | BibTeX | Tags: Remote Labs, robotics, visual programming
@conference{Garcia-Zubia2017b,
title = {RoboBlock: A Remote Lab for Robotics and Visual Programming},
author = {Javier Garcia-Zubia and Ignacio Angulo and I. Uriarte and G. Martinez-Pieper and U. Hernández and Pablo Orduña and L. Rodríguez-Gil},
url = {http://ieeexplore.ieee.org/document/7984373/?reload=true},
doi = {10.1109/EXPAT.2017.7984373},
isbn = {978-1-5386-0811-1},
year = {2017},
date = {2017-06-01},
booktitle = {4th Experiment@ International Conference, exp'at 2017},
pages = {109-110},
publisher = {IEEE},
address = {Faro (Portugal)},
abstract = {Robotics is part of K12 curricula in different subjects and countries because it is exciting and formative. To teach, the teacher and the school need a laboratory with robots, and this is a challenge because they are not cheap and they need to be maintained. In this scenario the use of a remote lab for robotics is a good solution. There are several remote labs for robotics, the main advantage of RoboBlock is that it offers in the same interface the robot and a visual tool based on Blockly to program the robot.},
keywords = {Remote Labs, robotics, visual programming},
pubstate = {published},
tppubtype = {conference}
}
Robotics is part of K12 curricula in different subjects and countries because it is exciting and formative. To teach, the teacher and the school need a laboratory with robots, and this is a challenge because they are not cheap and they need to be maintained. In this scenario the use of a remote lab for robotics is a good solution. There are several remote labs for robotics, the main advantage of RoboBlock is that it offers in the same interface the robot and a visual tool based on Blockly to program the robot.
Reips, Ulf; Garaizar, Pablo
Social Lab: An “Open Source Facebook" Book Chapter
In: & L. Sloan, In A. Quan-Haase (Ed.): Handbook of Social Media Research Methods, pp. 475-485, London: Sage, 2017.
Abstract | Links | BibTeX | Tags: big data, Facebook, Internet science, Internet-based research, iscience, open source, social bots, Social Lab, Social media, social networks
@inbook{Reips2017,
title = {Social Lab: An “Open Source Facebook"},
author = {Ulf Reips and Pablo Garaizar},
editor = {In A. Quan-Haase & L. Sloan},
url = {http://home/learninglabdeust/public_html.uni-konstanz.de/iscience/reips/pubs/papers/chapters/2016ReipsGaraizar.pdf},
year = {2017},
date = {2017-05-24},
booktitle = {Handbook of Social Media Research Methods},
pages = {475-485},
publisher = {London: Sage},
abstract = {The overlap between our every day activities and our behaviours on the Internet is ever increasing. With the advent of social media the social and behavioural sciences are faced with new opportunities and challenges for research into social behaviour. The vast majority of social media are owned by private companies. Despite public application programming interfaces (APIs) being offered by some of these social media, research in proprietary networks is severely limited. Considering the limitations to social media research, we have developed Social Lab, an open source clone of Facebook with most of its features (messaging, sharing, befriending, wall posts, pictures, searching, profiles, privacy settings, etc.). In addition, Social Lab enables researchers to create “social bots” – automated programmable profiles controlled through simple scripts – to facilitate the study of social phenomena. In the present chapter we introduce Social Lab using an example around privacy management in social media, show how to configure social bots in Social Lab, and explain how it can be used in research. The source code of Social Lab is freely available to the scientific community, so any research group can have its own Social Lab to conduct their Internetbased
research.},
keywords = {big data, Facebook, Internet science, Internet-based research, iscience, open source, social bots, Social Lab, Social media, social networks},
pubstate = {published},
tppubtype = {inbook}
}
The overlap between our every day activities and our behaviours on the Internet is ever increasing. With the advent of social media the social and behavioural sciences are faced with new opportunities and challenges for research into social behaviour. The vast majority of social media are owned by private companies. Despite public application programming interfaces (APIs) being offered by some of these social media, research in proprietary networks is severely limited. Considering the limitations to social media research, we have developed Social Lab, an open source clone of Facebook with most of its features (messaging, sharing, befriending, wall posts, pictures, searching, profiles, privacy settings, etc.). In addition, Social Lab enables researchers to create “social bots” – automated programmable profiles controlled through simple scripts – to facilitate the study of social phenomena. In the present chapter we introduce Social Lab using an example around privacy management in social media, show how to configure social bots in Social Lab, and explain how it can be used in research. The source code of Social Lab is freely available to the scientific community, so any research group can have its own Social Lab to conduct their Internetbased
research.
research.
Guenaga, Mariluz; Menchaca, Iratxe; Garaizar, Pablo; Eguiluz, Andoni; Villagrasa, Sergi; Navarro, Isidro
Make World, a collaborative platform to develop computational thinking and STEAM Journal Article
In: Learning and Collaboration Technologies. Technology in Education. LCT 2017. Lecture Notes in Computer Science, vol. 10296, 2017, ISBN: 978-3-319-58514-7.
Abstract | Links | BibTeX | Tags: Computational Thinking, Computer-supported collaborative learning, Serious games and gamification, STEAM, Technology-enhanced learning
@article{Guenaga2017,
title = {Make World, a collaborative platform to develop computational thinking and STEAM},
author = {Mariluz Guenaga and Iratxe Menchaca and Pablo Garaizar and Andoni Eguiluz and Sergi Villagrasa and Isidro Navarro},
editor = {Zaphiris P., Ioannou A.},
url = {http://paginaspersonales.deusto.es/garaizar/papers/HCI2017-MLG-IM-PG-AE-SV-IN.pdf},
doi = {10.1007/978-3-319-58515-4_5.},
isbn = {978-3-319-58514-7},
year = {2017},
date = {2017-05-17},
journal = {Learning and Collaboration Technologies. Technology in Education. LCT 2017. Lecture Notes in Computer Science},
volume = {10296},
abstract = {The demand for computer programming professionals in STEAM-related areas has rocketed in the last decade. Initiatives such as the Hour of Code or CodeWeek take advantage of online platforms like Code.org to reach millions of students through a one-hour introduction to computer science and computer programming. Despite the excellent curricular design of Code.org courses, we believe that learners could benefit from a platform where they can create their own programming challenges that can be shared, assessed and remixed by the rest of the users. We named this platform Make World (http://makeworld.eu). After more than one year of use, we studied how students and teachers used this tool to propose and solve learning activities where computational thinking and STEAM skills are developed at the same time. This paper describes the main characteristics of Make World and analyses the use and piloting phase where more than 500 students of primary education have participated to measure the impact of Make World in their learning. The result of this analysis provides a better understanding of the difficulties students face when using a technological platform for STEAM and computational thinking education.},
keywords = {Computational Thinking, Computer-supported collaborative learning, Serious games and gamification, STEAM, Technology-enhanced learning},
pubstate = {published},
tppubtype = {article}
}
The demand for computer programming professionals in STEAM-related areas has rocketed in the last decade. Initiatives such as the Hour of Code or CodeWeek take advantage of online platforms like Code.org to reach millions of students through a one-hour introduction to computer science and computer programming. Despite the excellent curricular design of Code.org courses, we believe that learners could benefit from a platform where they can create their own programming challenges that can be shared, assessed and remixed by the rest of the users. We named this platform Make World (http://makeworld.eu). After more than one year of use, we studied how students and teachers used this tool to propose and solve learning activities where computational thinking and STEAM skills are developed at the same time. This paper describes the main characteristics of Make World and analyses the use and piloting phase where more than 500 students of primary education have participated to measure the impact of Make World in their learning. The result of this analysis provides a better understanding of the difficulties students face when using a technological platform for STEAM and computational thinking education.
Guenaga, Mariluz; Fonseca, David; Montero, Jose Antonio; Menchaca, Iratxe
Data Analysis of Coaching and Advising in Undergraduate Students – An Analytic Approach Conference
Lecture Notes in Computer Science , vol. 10296, Springer, Cham, 2017, ISBN: 978-3-319-58514-7.
Abstract | Links | BibTeX | Tags: Advising, Coaching, Educational guidance
@conference{Guenaga2017b,
title = {Data Analysis of Coaching and Advising in Undergraduate Students – An Analytic Approach},
author = {Mariluz Guenaga and David Fonseca and Jose Antonio Montero and Iratxe Menchaca},
url = {https://link.springer.com/chapter/10.1007/978-3-319-58515-4_21},
doi = {10.1007/978-3-319-58515-4_21},
isbn = {978-3-319-58514-7},
year = {2017},
date = {2017-05-17},
booktitle = {Lecture Notes in Computer Science },
volume = {10296},
pages = {269-280},
publisher = {Springer, Cham},
abstract = {This paper aims to analyze the data collected from a first approach at the process of applying coaching techniques in the advisor service of students in their first course of engineering. In this context, resources and techniques from the field of coaching can be very useful for the advisor, as those resources influence the student to reflect and be more aware of the situation he/she is living. This process should help prevent problems such as the frustration and insecurity that can appear among students, not only in the early stages of their studies, as we will show in the paper, and minimizing the number of student dropouts. Finally, we will discuss about whether the coaching process has improved the main objective of these types of approaches: that the student will be more qualified to take the appropriate decisions with greater discretion, motivation and responsibility in his/her engineering studies.
},
keywords = {Advising, Coaching, Educational guidance},
pubstate = {published},
tppubtype = {conference}
}
This paper aims to analyze the data collected from a first approach at the process of applying coaching techniques in the advisor service of students in their first course of engineering. In this context, resources and techniques from the field of coaching can be very useful for the advisor, as those resources influence the student to reflect and be more aware of the situation he/she is living. This process should help prevent problems such as the frustration and insecurity that can appear among students, not only in the early stages of their studies, as we will show in the paper, and minimizing the number of student dropouts. Finally, we will discuss about whether the coaching process has improved the main objective of these types of approaches: that the student will be more qualified to take the appropriate decisions with greater discretion, motivation and responsibility in his/her engineering studies.
Garcia-Zubia, Javier; Cuadros, Jordi; Romero, Susana; Hernández, U.; Orduña, Pablo; Guenaga, Mariluz; Gonzalez-Sabate, Lucinio; Gustavsson, Ingvar
Empirical Analysis of the Use of the VISIR Remote Lab in Teaching Analog Electronics Journal Article
In: IEEE Transactions on Education, vol. 60, no. 2, pp. 149-156, 2017, ISSN: 0018-9359.
Abstract | Links | BibTeX | Tags: Current measurement, Education, Electrical resistance measurement, Internet, Remote laboratories, Resistors
@article{etalal2017,
title = {Empirical Analysis of the Use of the VISIR Remote Lab in Teaching Analog Electronics},
author = {Javier Garcia-Zubia and Jordi Cuadros and Susana Romero and U. Hernández and Pablo Orduña and Mariluz Guenaga and Lucinio Gonzalez-Sabate and Ingvar Gustavsson},
url = {http://ieeexplore.ieee.org/document/7582459/},
doi = {10.1109/TE.2016.2608790},
issn = {0018-9359},
year = {2017},
date = {2017-05-02},
journal = {IEEE Transactions on Education},
volume = {60},
number = {2},
pages = {149-156},
abstract = {Remote laboratories give students the opportunity of experimenting in STEM by using the Internet to control and measure an experimental setting. Remote laboratories are increasingly used in the classroom to complement, or substitute for, hands-on laboratories, so it is important to know its learning value. While many authors approach this question through qualitative analyses, this paper reports a replicated quantitative study that evaluates the teaching performance of one of these resources, the virtual instrument systems in reality (VISIR) remote laboratory. VISIR, described here, is the most popular remote laboratory for basic analog electronics. This paper hypothesizes that use of a remote laboratory has a positive effect on students' learning process. This report analyzes the effect of the use of VISIR in five different groups of students from two different academic years (2013-2014 and 2014-2015), with three teachers and at two educational levels. The empirical experience focuses on Ohm's Law. The results obtained are reported using a pretest and post-test design. The tests were carefully designed and analyzed, and their reliability and validity were assessed. The analysis of knowledge test question results shows that the post-test scores are higher that the pretest. The difference is significant according to Wilcoxon test (p <; 0.001), and produces a Cohen effect size of 1.0. The VISIR remote laboratory's positive effect on students' learning processes indicates that remote laboratories can produce a positive effect in students' learning if an appropriate activity is used.},
keywords = {Current measurement, Education, Electrical resistance measurement, Internet, Remote laboratories, Resistors},
pubstate = {published},
tppubtype = {article}
}
Remote laboratories give students the opportunity of experimenting in STEM by using the Internet to control and measure an experimental setting. Remote laboratories are increasingly used in the classroom to complement, or substitute for, hands-on laboratories, so it is important to know its learning value. While many authors approach this question through qualitative analyses, this paper reports a replicated quantitative study that evaluates the teaching performance of one of these resources, the virtual instrument systems in reality (VISIR) remote laboratory. VISIR, described here, is the most popular remote laboratory for basic analog electronics. This paper hypothesizes that use of a remote laboratory has a positive effect on students' learning process. This report analyzes the effect of the use of VISIR in five different groups of students from two different academic years (2013-2014 and 2014-2015), with three teachers and at two educational levels. The empirical experience focuses on Ohm's Law. The results obtained are reported using a pretest and post-test design. The tests were carefully designed and analyzed, and their reliability and validity were assessed. The analysis of knowledge test question results shows that the post-test scores are higher that the pretest. The difference is significant according to Wilcoxon test (p <; 0.001), and produces a Cohen effect size of 1.0. The VISIR remote laboratory's positive effect on students' learning processes indicates that remote laboratories can produce a positive effect in students' learning if an appropriate activity is used.
Gal, Lilach; Hershkovitz, Arnon; Eguíluz, Andoni; Guenaga, Mariluz; Garaizar, Pablo
Suggesting a Log-Based Creativity Measurement for Online Programming Learning Environment Conference
Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale (L@S ’17), ACM New York, NY, USA ©2017 , Cambridge, Massachusetts, USA, 2017, ISBN: 978-1-4503-4450-0.
Abstract | Links | BibTeX | Tags: Creativity, learning analytics, log-based measurement, programming learning
@conference{Gal2017,
title = {Suggesting a Log-Based Creativity Measurement for Online Programming Learning Environment},
author = {Lilach Gal and Arnon Hershkovitz and Andoni Eguíluz and Mariluz Guenaga and Pablo Garaizar},
url = {http://dl.acm.org/citation.cfm?doid=3051457.3054003},
doi = {10.1145/3051457.3054003},
isbn = {978-1-4503-4450-0},
year = {2017},
date = {2017-04-12},
booktitle = {Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale (L@S ’17)},
pages = {273-277},
publisher = {ACM New York, NY, USA ©2017 },
address = {Cambridge, Massachusetts, USA},
abstract = {Creativity has long been suggested as an important factor in learning. In this paper, we present a preliminary study of creativity in an online programming learning environment. We operationalize creativity using an existing scheme for scoring it, and then measure it automatically based on the system log files. We analyze the data in order to explore the associations between creativity and personal/contextual variables. Creativity is associated with contextual variables and is not associated with personal variables. Directions for continuing this research are discussed.},
keywords = {Creativity, learning analytics, log-based measurement, programming learning},
pubstate = {published},
tppubtype = {conference}
}
Creativity has long been suggested as an important factor in learning. In this paper, we present a preliminary study of creativity in an online programming learning environment. We operationalize creativity using an existing scheme for scoring it, and then measure it automatically based on the system log files. We analyze the data in order to explore the associations between creativity and personal/contextual variables. Creativity is associated with contextual variables and is not associated with personal variables. Directions for continuing this research are discussed.
Garaizar, Pablo; Moreno-Fernandez, MM.; Blanco, F.; Matute, Helena
Fighting phishing: Improving users’ awareness about electronic fraud by discriminative training Journal Article
In: Computers in Human Behavior, vol. 69, pp. 421-436, 2017.
Abstract | Links | BibTeX | Tags: human computer interaction (hci), internet security, phisihing
@article{Garaizar2017,
title = {Fighting phishing: Improving users’ awareness about electronic fraud by discriminative training},
author = {Pablo Garaizar and MM. Moreno-Fernandez and F. Blanco and Helena Matute },
url = {https://home/learninglabdeust/public_html.sciencedirect.com/science/article/pii/S074756321630872X},
doi = {10.1016/j.chb.2016.12.044},
year = {2017},
date = {2017-04-01},
booktitle = {Computers in Human Behavior},
journal = {Computers in Human Behavior},
volume = {69},
pages = {421-436},
abstract = {Phishing is a form of electronic fraud in which attackers attempt to steal sensitive information by posing as a legitimate entity. To maintain the attack unnoticed, phishers typically use fake sites that accurately mimic real ones. However, there are usually subtle visual discrepancies between these spoof sites and their legitimate counterparts that may help Internet users to identify their deceptive nature. Among all the potential visual cues, we choose to focus on typography, because it is often hard for phishers to use exactly the same font as in the original website. Thus, Experiment 1 assessed the effectiveness of visual discrimination training to help people detect typographical discrepancies between fake and legitimate websites. Results showed higher sensitivity to differences when undergraduate students were previously trained with easier versions of the discrimination task (i.e., involving more noticeable differences in typography) than when they were trained with the difficult target discrimination from the start (easy-to-hard effect). These results were replicated with a broader and more representative sample of anonymous Internet users in Experiment 2. Implications for the design of strategies to prevent electronic fraud are discussed.
},
keywords = {human computer interaction (hci), internet security, phisihing},
pubstate = {published},
tppubtype = {article}
}
Phishing is a form of electronic fraud in which attackers attempt to steal sensitive information by posing as a legitimate entity. To maintain the attack unnoticed, phishers typically use fake sites that accurately mimic real ones. However, there are usually subtle visual discrepancies between these spoof sites and their legitimate counterparts that may help Internet users to identify their deceptive nature. Among all the potential visual cues, we choose to focus on typography, because it is often hard for phishers to use exactly the same font as in the original website. Thus, Experiment 1 assessed the effectiveness of visual discrimination training to help people detect typographical discrepancies between fake and legitimate websites. Results showed higher sensitivity to differences when undergraduate students were previously trained with easier versions of the discrimination task (i.e., involving more noticeable differences in typography) than when they were trained with the difficult target discrimination from the start (easy-to-hard effect). These results were replicated with a broader and more representative sample of anonymous Internet users in Experiment 2. Implications for the design of strategies to prevent electronic fraud are discussed.
L.; Orduña Rodriguez-Gil, P. ; García-Zubia
Interactive live-streaming technologies and approaches for web-based applications Journal Article
In: iss. 2018, 2017, ISBN: 6471–6502.
Abstract | Links | BibTeX | Tags: information systems applications, interactive systems, live-streaming
@article{nokey,
title = {Interactive live-streaming technologies and approaches for web-based applications},
author = {Rodriguez-Gil, L.; Orduña, P.; García-Zubia, J.},
url = {https://link.springer.com/article/10.1007/s11042-017-4556-6#Abs1},
doi = {https://doi.org/10.1007/s11042-017-4556-6},
isbn = {6471–6502},
year = {2017},
date = {2017-03-11},
urldate = {2017-03-11},
issue = {2018},
abstract = {Interactive live streaming is a key feature of applications and platforms in which the actions of the viewers affect the content of the stream. In those, a minimal capture-display delay is critical. Though recent technological advances have certainly made it possible to provide web-based interactive live-streaming, little research is available that compares the real-world performance of the different web-based schemes. In this paper we use educational remote laboratories as a case study. We analyze the restrictions that web-based interactive live-streaming applications have, such as a low delay. We also consider additional characteristics that are often sought in production systems, such as universality and deployability behind institutional firewalls. The paper describes and experimentally compares the most relevant approaches for the study. With the provided descriptions and real-world experimental results, researchers, designers and developers can: a) select among the interactive live-streaming approaches which are available for their real-world systems, b) decide which one is most appropriate for their purpose, and c) know what performance and results they can expect.},
keywords = {information systems applications, interactive systems, live-streaming},
pubstate = {published},
tppubtype = {article}
}
Interactive live streaming is a key feature of applications and platforms in which the actions of the viewers affect the content of the stream. In those, a minimal capture-display delay is critical. Though recent technological advances have certainly made it possible to provide web-based interactive live-streaming, little research is available that compares the real-world performance of the different web-based schemes. In this paper we use educational remote laboratories as a case study. We analyze the restrictions that web-based interactive live-streaming applications have, such as a low delay. We also consider additional characteristics that are often sought in production systems, such as universality and deployability behind institutional firewalls. The paper describes and experimentally compares the most relevant approaches for the study. With the provided descriptions and real-world experimental results, researchers, designers and developers can: a) select among the interactive live-streaming approaches which are available for their real-world systems, b) decide which one is most appropriate for their purpose, and c) know what performance and results they can expect.
Hernández, U.; Garcia-Zubia, Javier; Colombo, A. F.; Marchisio, S.; Concari, S. B.; Lerro, F.; Alves, G. R.
Spreading the VISIR remote lab along Argentina. The experience in Patagonia. Conference
Online Engineering & Internet of Things, Springer, Cham, 2017, ISBN: 978-3-319-64352-6.
Abstract | Links | BibTeX | Tags: remote lab, VISIR
@conference{Hernández‐Jayo2017,
title = {Spreading the VISIR remote lab along Argentina. The experience in Patagonia.},
author = {U. Hernández and Javier Garcia-Zubia and A.F. Colombo and S. Marchisio and S.B. Concari and F. Lerro and G.R. Alves},
url = {https://home/learninglabdeust/public_html.researchgate.net/publication/319683478_Spreading_the_VISIR_Remote_Lab_Along_Argentina_The_Experience_in_Patagonia},
doi = {10.1007/978-3-319-64352-6_27},
isbn = {978-3-319-64352-6},
year = {2017},
date = {2017-03-01},
booktitle = {Online Engineering & Internet of Things},
pages = {290-297},
publisher = {Springer, Cham},
abstract = {The learning of technical and science disciplines requires experimental and practical training. Hands-on labs are the natural scenarios where practical skills can be developed but, thanks to Information and Communication Technologies (ICT), virtual and remote labs can provide a framework where Science, Technology, Engineering and Mathematics (STEM) disciplines can also be developed. One of these remote labs is the Virtual Instruments System in Reality (VISIR), specially designed to practice in the area of analog electronics. This paper aims at describing how this remote lab is being used in the Universidad Nacional de la Patagonia San Juan Bosco (UNPSJB - Argentina), in the framework of the VISIR+ (“This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein”.) project funded by the Erasmus+ Program, one institution without previous experiences with remote labs.
},
keywords = {remote lab, VISIR},
pubstate = {published},
tppubtype = {conference}
}
The learning of technical and science disciplines requires experimental and practical training. Hands-on labs are the natural scenarios where practical skills can be developed but, thanks to Information and Communication Technologies (ICT), virtual and remote labs can provide a framework where Science, Technology, Engineering and Mathematics (STEM) disciplines can also be developed. One of these remote labs is the Virtual Instruments System in Reality (VISIR), specially designed to practice in the area of analog electronics. This paper aims at describing how this remote lab is being used in the Universidad Nacional de la Patagonia San Juan Bosco (UNPSJB - Argentina), in the framework of the VISIR+ (“This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein”.) project funded by the Erasmus+ Program, one institution without previous experiences with remote labs.
Viegas, C.; Alves, G. R.; Marques, A.; N. Lima, M. C. Felgueiras; Costa, R. J.; Hernández, U.
The VISIR+ Project–Preliminary results of the training actions Conference
Online Engineering & Internet of Things, Springer, Cham, 2017, ISBN: 978-3-319-64352-6.
Abstract | Links | BibTeX | Tags: Didactical Approaches, Remote Labs, VISIR
@conference{Viegas2017,
title = {The VISIR+ Project–Preliminary results of the training actions},
author = {C. Viegas and G.R. Alves and A. Marques and N. Lima, M.C. Felgueiras and R.J. Costa and U. Hernández},
url = {http://recipp.ipp.pt/bitstream/10400.22/9740/1/ART_CIETI_GCA_2017.pdf},
doi = {10.1007/978-3-319-64352-6_36},
isbn = {978-3-319-64352-6},
year = {2017},
date = {2017-03-01},
booktitle = {Online Engineering & Internet of Things},
pages = {375-391},
publisher = {Springer, Cham},
abstract = {Experimental competences allow engineering students to consolidate knowledge and skills. Remote labs are a powerful tool to aid students in those developments. The VISIR remote lab was considered the best remote lab in the world in 2015. The VISIR+ project main goal is to spread VISIR usage in Brazil and Argentina, providing technical and didactical support. This paper presents an analysis of the already prosecuted actions regarding this project
and an assessment of their impact in terms of conditioning factors. The overall outcomes are highly positive since, in each Latin American Higher Education Institution, all training actions were successful, the first didactical implementations were designed and ongoing in the current semester. In some cases, instead of one foreseen implementation, there are several. The most statistically conditioning factors which affected the outcomes were the pre-experience with remote labs, the pre-experience with VISIR and the training actions duration. The teachers’ perceptions that most conditioned their enrollment in implementing VISIR in their courses were related to their consciousness of the VISIR effectiveness to teach and learn. The lack of time to practice and discuss their doubts and the fulfillment of their expectations in the training actions, also affected how comfortable in modifying their course curricula teachers were. },
keywords = {Didactical Approaches, Remote Labs, VISIR},
pubstate = {published},
tppubtype = {conference}
}
Experimental competences allow engineering students to consolidate knowledge and skills. Remote labs are a powerful tool to aid students in those developments. The VISIR remote lab was considered the best remote lab in the world in 2015. The VISIR+ project main goal is to spread VISIR usage in Brazil and Argentina, providing technical and didactical support. This paper presents an analysis of the already prosecuted actions regarding this project
and an assessment of their impact in terms of conditioning factors. The overall outcomes are highly positive since, in each Latin American Higher Education Institution, all training actions were successful, the first didactical implementations were designed and ongoing in the current semester. In some cases, instead of one foreseen implementation, there are several. The most statistically conditioning factors which affected the outcomes were the pre-experience with remote labs, the pre-experience with VISIR and the training actions duration. The teachers’ perceptions that most conditioned their enrollment in implementing VISIR in their courses were related to their consciousness of the VISIR effectiveness to teach and learn. The lack of time to practice and discuss their doubts and the fulfillment of their expectations in the training actions, also affected how comfortable in modifying their course curricula teachers were.
and an assessment of their impact in terms of conditioning factors. The overall outcomes are highly positive since, in each Latin American Higher Education Institution, all training actions were successful, the first didactical implementations were designed and ongoing in the current semester. In some cases, instead of one foreseen implementation, there are several. The most statistically conditioning factors which affected the outcomes were the pre-experience with remote labs, the pre-experience with VISIR and the training actions duration. The teachers’ perceptions that most conditioned their enrollment in implementing VISIR in their courses were related to their consciousness of the VISIR effectiveness to teach and learn. The lack of time to practice and discuss their doubts and the fulfillment of their expectations in the training actions, also affected how comfortable in modifying their course curricula teachers were.
2016
Moreno-Fernandez, MM.; Blanco, F.; Garaizar, Pablo; Matute, Helena
Fighting phishing: Improving users’ awareness about electronic fraud by discriminative training. Journal Article
In: vol. 69, pp. 421-436, 2016.
Abstract | Links | BibTeX | Tags: Discrimination learning, Easy-to-hard effect, human-computer interaction, internet security, Phishing, Visual discrimination
@article{Moreno-Fernandez2016b,
title = {Fighting phishing: Improving users’ awareness about electronic fraud by discriminative training.},
author = {MM. Moreno-Fernandez and F. Blanco and Pablo Garaizar and Helena Matute},
url = {https://home/learninglabdeust/public_html.sciencedirect.com/science/article/pii/S074756321630872X},
doi = {10.1016/j.chb.2016.12.044},
year = {2016},
date = {2016-12-19},
volume = {69},
pages = {421-436},
abstract = {Phishing is a form of electronic fraud in which attackers attempt to steal sensitive information by posing as a legitimate entity. To maintain the attack unnoticed, phishers typically use fake sites that accurately mimic real ones. However, there are usually subtle visual discrepancies between these spoof sites and their legitimate counterparts that may help Internet users to identify their deceptive nature. Among all the potential visual cues, we choose to focus on typography, because it is often hard for phishers to use exactly the same font as in the original website. Thus, Experiment 1 assessed the effectiveness of visual discrimination training to help people detect typographical discrepancies between fake and legitimate websites. Results showed higher sensitivity to differences when undergraduate students were previously trained with easier versions of the discrimination task (i.e., involving more noticeable differences in typography) than when they were trained with the difficult target discrimination from the start (easy-to-hard effect). These results were replicated with a broader and more representative sample of anonymous Internet users in Experiment 2. Implications for the design of strategies to prevent electronic fraud are discussed.
},
keywords = {Discrimination learning, Easy-to-hard effect, human-computer interaction, internet security, Phishing, Visual discrimination},
pubstate = {published},
tppubtype = {article}
}
Phishing is a form of electronic fraud in which attackers attempt to steal sensitive information by posing as a legitimate entity. To maintain the attack unnoticed, phishers typically use fake sites that accurately mimic real ones. However, there are usually subtle visual discrepancies between these spoof sites and their legitimate counterparts that may help Internet users to identify their deceptive nature. Among all the potential visual cues, we choose to focus on typography, because it is often hard for phishers to use exactly the same font as in the original website. Thus, Experiment 1 assessed the effectiveness of visual discrimination training to help people detect typographical discrepancies between fake and legitimate websites. Results showed higher sensitivity to differences when undergraduate students were previously trained with easier versions of the discrimination task (i.e., involving more noticeable differences in typography) than when they were trained with the difficult target discrimination from the start (easy-to-hard effect). These results were replicated with a broader and more representative sample of anonymous Internet users in Experiment 2. Implications for the design of strategies to prevent electronic fraud are discussed.
Caeiro-Rodríguez, M.; Conde, M. Á.; Guenaga, Mariluz; Hernández-García, Á.; Larrañaga, M.; Martínez-Monés, A.; Rodríguez-Conde, M. J.
SNOLA: Spanish network of learning analytics Conference
Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM ’16), ACM New York, NY, USA ©2016 , Salamanca, Spain, 2016, ISBN: 978-1-4503-4747-1.
Abstract | Links | BibTeX | Tags: Digital Society, Education, Educational processes, ICT, Improvement of learning, learning analytics
@conference{Caeiro-Rodríguez2016,
title = {SNOLA: Spanish network of learning analytics},
author = {M. Caeiro-Rodríguez and M.Á. Conde and Mariluz Guenaga and Á. Hernández-García and M. Larrañaga and A. Martínez-Monés and M. J. Rodríguez-Conde},
editor = {Francisco José García-Peñalvo},
url = {http://dl.acm.org/citation.cfm?doid=3012430.3012534},
doi = {10.1145/3012430.3012534},
isbn = {978-1-4503-4747-1},
year = {2016},
date = {2016-11-02},
booktitle = {Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM ’16)},
pages = {313-317},
publisher = {ACM New York, NY, USA ©2016 },
address = {Salamanca, Spain},
abstract = {We are living the end of a first wave of transformation of education caused by the incorporation of ICT to educational processes. In the time of MOOCs, informal and social learning, gamification, game-based learning, etc., we are facing a second wave of transformation. This time the wave is cross-technological, and focuses on the study, understanding and improvement of educational processes through the analysis of the educational data collected along such processes, in what is known as learning analytics (LA).
There are currently three main barriers to the diffusion and use of LA in educational institutions and companies: the dispersion and fragmentation of LA propositions and solutions, the lack of availability of resources for integration of LA, and the lack of professionals trained in the implementation of LA solutions. SNOLA (Spanish Network of Learning Analytics) emerges as a reflection of Spanish research groups focusing on learning analytics, and as a means to overcome these barriers in Spain from a multidisciplinary networking approach.},
keywords = {Digital Society, Education, Educational processes, ICT, Improvement of learning, learning analytics},
pubstate = {published},
tppubtype = {conference}
}
We are living the end of a first wave of transformation of education caused by the incorporation of ICT to educational processes. In the time of MOOCs, informal and social learning, gamification, game-based learning, etc., we are facing a second wave of transformation. This time the wave is cross-technological, and focuses on the study, understanding and improvement of educational processes through the analysis of the educational data collected along such processes, in what is known as learning analytics (LA).
There are currently three main barriers to the diffusion and use of LA in educational institutions and companies: the dispersion and fragmentation of LA propositions and solutions, the lack of availability of resources for integration of LA, and the lack of professionals trained in the implementation of LA solutions. SNOLA (Spanish Network of Learning Analytics) emerges as a reflection of Spanish research groups focusing on learning analytics, and as a means to overcome these barriers in Spain from a multidisciplinary networking approach.
There are currently three main barriers to the diffusion and use of LA in educational institutions and companies: the dispersion and fragmentation of LA propositions and solutions, the lack of availability of resources for integration of LA, and the lack of professionals trained in the implementation of LA solutions. SNOLA (Spanish Network of Learning Analytics) emerges as a reflection of Spanish research groups focusing on learning analytics, and as a means to overcome these barriers in Spain from a multidisciplinary networking approach.
Garaizar, Pablo; Casado-Mansilla, Pablo
Enseñanza en parejas en la asignatura “Introducción a los computadores” (pair teaching) Journal Article
In: Actas de la VII Jornada Universitaria de Innovación y Calidad: "Buenas Prácticas Académicas y de Gestión para la Innovación del Proceso de Aprendizaje en el EEES", 2016, ISBN: 978‐84‐271‐4001‐1.
Links | BibTeX | Tags: Computer, pair, teaching
@article{Garaizar2016,
title = {Enseñanza en parejas en la asignatura “Introducción a los computadores” (pair teaching)},
author = {Pablo Garaizar and Pablo Casado-Mansilla},
url = {http://paginaspersonales.deusto.es/garaizar/papers/JUIC2016-PG-DCM.pdf},
isbn = {978‐84‐271‐4001‐1},
year = {2016},
date = {2016-11-02},
journal = {Actas de la VII Jornada Universitaria de Innovación y Calidad: "Buenas Prácticas Académicas y de Gestión para la Innovación del Proceso de Aprendizaje en el EEES"},
keywords = {Computer, pair, teaching},
pubstate = {published},
tppubtype = {article}
}
Guenaga, Mariluz; Caeiro-Rodríguez, M.; Conde, M. Á.; Hernández-García, Á.; Larrañaga, M.; Martínez-Monés, A.; Rodríguez-Conde, M. J.
SNOLA: Spanish network of learning analytics Journal Article
In: Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, pp. 313-317, 2016, ISBN: 978-1-4503-4747-1.
Abstract | Links | BibTeX | Tags: Digital Society, e-learning, Education, Educational processes, ICT, Improvement of learning, learning analytics
@article{Guenaga2016b,
title = {SNOLA: Spanish network of learning analytics},
author = {Mariluz Guenaga and M. Caeiro-Rodríguez and M.Á. Conde and Á. Hernández-García and M. Larrañaga and A. Martínez-Monés and M. J. Rodríguez-Conde},
editor = {Francisco José García-Peñalvo},
url = {https://dl.acm.org/citation.cfm?doid=3012430.3012534},
doi = {10.1145/3012430.3012534},
isbn = {978-1-4503-4747-1},
year = {2016},
date = {2016-11-02},
journal = {Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality},
pages = {313-317},
abstract = {We are living the end of a first wave of transformation of education caused by the incorporation of ICT to educational processes. In the time of MOOCs, informal and social learning, gamification, game-based learning, etc., we are facing a second wave of transformation. This time the wave is cross-technological, and focuses on the study, understanding and improvement of educational processes through the analysis of the educational data collected along such processes, in what is known as learning analytics (LA).
There are currently three main barriers to the diffusion and use of LA in educational institutions and companies: the dispersion and fragmentation of LA propositions and solutions, the lack of availability of resources for integration of LA, and the lack of professionals trained in the implementation of LA solutions. SNOLA (Spanish Network of Learning Analytics) emerges as a reflection of Spanish research groups focusing on learning analytics, and as a means to overcome these barriers in Spain from a multidisciplinary networking approach.},
keywords = {Digital Society, e-learning, Education, Educational processes, ICT, Improvement of learning, learning analytics},
pubstate = {published},
tppubtype = {article}
}
We are living the end of a first wave of transformation of education caused by the incorporation of ICT to educational processes. In the time of MOOCs, informal and social learning, gamification, game-based learning, etc., we are facing a second wave of transformation. This time the wave is cross-technological, and focuses on the study, understanding and improvement of educational processes through the analysis of the educational data collected along such processes, in what is known as learning analytics (LA).
There are currently three main barriers to the diffusion and use of LA in educational institutions and companies: the dispersion and fragmentation of LA propositions and solutions, the lack of availability of resources for integration of LA, and the lack of professionals trained in the implementation of LA solutions. SNOLA (Spanish Network of Learning Analytics) emerges as a reflection of Spanish research groups focusing on learning analytics, and as a means to overcome these barriers in Spain from a multidisciplinary networking approach.
There are currently three main barriers to the diffusion and use of LA in educational institutions and companies: the dispersion and fragmentation of LA propositions and solutions, the lack of availability of resources for integration of LA, and the lack of professionals trained in the implementation of LA solutions. SNOLA (Spanish Network of Learning Analytics) emerges as a reflection of Spanish research groups focusing on learning analytics, and as a means to overcome these barriers in Spain from a multidisciplinary networking approach.
Guenaga, Mariluz; Menchaca, Iratxe; Solabarrieta, J.
Using learning analytics to assess project management skills on engineering degree courses Journal Article
In: Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, pp. 369-376, 2016, ISBN: 978-1-4503-4747-1.
Abstract | Links | BibTeX | Tags: Collaborative Learning, Computational Science and Engineering Education, computing education programs, data analytics, database management system engines, decision support systems, Engineering Education, Formative Assessment, human computer interaction (hci), information systems applications, interaction paradigms
@article{Guenaga2016b,
title = {Using learning analytics to assess project management skills on engineering degree courses},
author = {Mariluz Guenaga and Iratxe Menchaca and J. Solabarrieta},
editor = {Francisco José García-Peñalvo},
url = {https://dl.acm.org/citation.cfm?doid=3012430.3012542},
doi = {10.1145/3012430.3012542},
isbn = {978-1-4503-4747-1},
year = {2016},
date = {2016-11-02},
journal = {Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality},
pages = {369-376},
abstract = {Learning analytics is a field of study that has been evolving since the outset in attempting to meet various needs. The use of learning analytics techniques has helped us ascertain the level of students' participation and their degree of satisfaction in order to learn how they use resources or identify students at risk. Research currently focuses on applying these techniques to find out how the student learns and to improve teaching/learning processes. A key aspect in improving these processes is the assessment of general competences, which constitutes key learning in engineering students and has thus been identified as a need that can be met by learning analytics. An experiment was conducted on 93 students from different engineering groups at the University of Deusto with a view to assessing the extent to which students have developed the project management competence, using learning analytics techniques. The model designed for analysis is described in this paper, in addition to the methodology and research carried out. Results have shown that by combining an automatic analysis and exploratory learning analytics techniques, conclusions can effectively be drawn about the extent to which a given student has developed a competence based on data obtained via use of a technological tool.},
keywords = {Collaborative Learning, Computational Science and Engineering Education, computing education programs, data analytics, database management system engines, decision support systems, Engineering Education, Formative Assessment, human computer interaction (hci), information systems applications, interaction paradigms},
pubstate = {published},
tppubtype = {article}
}
Learning analytics is a field of study that has been evolving since the outset in attempting to meet various needs. The use of learning analytics techniques has helped us ascertain the level of students' participation and their degree of satisfaction in order to learn how they use resources or identify students at risk. Research currently focuses on applying these techniques to find out how the student learns and to improve teaching/learning processes. A key aspect in improving these processes is the assessment of general competences, which constitutes key learning in engineering students and has thus been identified as a need that can be met by learning analytics. An experiment was conducted on 93 students from different engineering groups at the University of Deusto with a view to assessing the extent to which students have developed the project management competence, using learning analytics techniques. The model designed for analysis is described in this paper, in addition to the methodology and research carried out. Results have shown that by combining an automatic analysis and exploratory learning analytics techniques, conclusions can effectively be drawn about the extent to which a given student has developed a competence based on data obtained via use of a technological tool.
Ferrero, Marta; Garaizar, Pablo; Vadillo, Miguel A.
Neuromyths in education: Prevalence among Spanish teachers and an exploration of cross-cultural variation Journal Article
In: Frontiers in Human Neuroscience, vol. 10, no. 496, 2016, ISSN: 1662-5161.
Abstract | Links | BibTeX | Tags: Education, meta-analysis, neuromyths, neuroscience, teachers
@article{Ferrero2016,
title = {Neuromyths in education: Prevalence among Spanish teachers and an exploration of cross-cultural variation},
author = {Marta Ferrero and Pablo Garaizar and Miguel A. Vadillo},
editor = {Lutz Jäncke},
url = {http://paginaspersonales.deusto.es/garaizar/papers/FRONTIERS2016-MF-PG-MAV.pdf
http://journal.frontiersin.org/article/10.3389/fnhum.2016.00496/full},
doi = {10.3389/fnhum.2016.00496},
issn = {1662-5161},
year = {2016},
date = {2016-10-13},
journal = {Frontiers in Human Neuroscience},
volume = {10},
number = {496},
abstract = {Enthusiasm for research on the brain and its application in education is growing among teachers. However, a lack of sufficient knowledge, poor communication between educators and scientists, and the effective marketing of dubious educational products has led to the proliferation of numerous ‘neuromyths.’ As a first step toward designing effective interventions to correct these misconceptions, previous studies have explored the prevalence of neuromyths in different countries. In the present study we extend this applied research by gathering data from a new sample of Spanish teachers and by meta-analyzing all the evidence available so far. Our results show that some of the most popular neuromyths identified in previous studies are also endorsed by Spanish teachers. The meta-analytic synthesis of these data and previous research confirms that the popularity of some neuromyths is remarkably consistent across countries, although we also note peculiarities and exceptions with important implications for the development of effective interventions. In light of the increasing popularity of pseudoscientific practices in schools worldwide, we suggest a set of interventions to address misconceptions about the brain and education.},
keywords = {Education, meta-analysis, neuromyths, neuroscience, teachers},
pubstate = {published},
tppubtype = {article}
}
Enthusiasm for research on the brain and its application in education is growing among teachers. However, a lack of sufficient knowledge, poor communication between educators and scientists, and the effective marketing of dubious educational products has led to the proliferation of numerous ‘neuromyths.’ As a first step toward designing effective interventions to correct these misconceptions, previous studies have explored the prevalence of neuromyths in different countries. In the present study we extend this applied research by gathering data from a new sample of Spanish teachers and by meta-analyzing all the evidence available so far. Our results show that some of the most popular neuromyths identified in previous studies are also endorsed by Spanish teachers. The meta-analytic synthesis of these data and previous research confirms that the popularity of some neuromyths is remarkably consistent across countries, although we also note peculiarities and exceptions with important implications for the development of effective interventions. In light of the increasing popularity of pseudoscientific practices in schools worldwide, we suggest a set of interventions to address misconceptions about the brain and education.
Garcia-Zubia, Javier; Cuadros, Jordi; Romero, Susana; Hernández, U.; Orduña, Pablo; Guenaga, Mariluz; Gonzalez-Sabate, Lucinio; Gustavsson, Ingvar
Empirical Analysis of the Use of the VISIR Remote Lab in Teaching Analog Electronics Journal Article
In: IEEE Transactions on Education , pp. 149 - 156, 2016, ISSN: 1557-9638.
Abstract | Links | BibTeX | Tags: active learning, electrical engineering, engineering curriculum
@article{García‐Zubía2016,
title = {Empirical Analysis of the Use of the VISIR Remote Lab in Teaching Analog Electronics},
author = {Javier Garcia-Zubia and Jordi Cuadros and Susana Romero and U. Hernández and Pablo Orduña and Mariluz Guenaga and Lucinio Gonzalez-Sabate and Ingvar Gustavsson },
url = {https://ieeexplore.ieee.org/abstract/document/7582459/},
doi = {10.1109/TE.2016.2608790},
issn = {1557-9638},
year = {2016},
date = {2016-10-04},
journal = {IEEE Transactions on Education },
pages = {149 - 156},
abstract = {Remote laboratories give students the opportunity of experimenting in STEM by using the Internet to control and measure an experimental setting. Remote laboratories are increasingly used in the classroom to complement, or substitute for, hands-on laboratories, so it is important to know its learning value. While many authors approach this question through qualitative analyses, this paper reports a replicated quantitative study that evaluates the teaching performance of one of these resources, the virtual instrument systems in reality (VISIR) remote laboratory. VISIR, described here, is the most popular remote laboratory for basic analog electronics. This paper hypothesizes that use of a remote laboratory has a positive effect on students' learning process. This report analyzes the effect of the use of VISIR in five different groups of students from two different academic years (2013-2014 and 2014-2015), with three teachers and at two educational levels. The empirical experience focuses on Ohm's Law. The results obtained are reported using a pretest and post-test design. The tests were carefully designed and analyzed, and their reliability and validity were assessed. The analysis of knowledge test question results shows that the post-test scores are higher that the pretest. The difference is significant according to Wilcoxon test (p <; 0.001), and produces a Cohen effect size of 1.0. The VISIR remote laboratory's positive effect on students' learning processes indicates that remote laboratories can produce a positive effect in students' learning if an appropriate activity is used.
},
keywords = {active learning, electrical engineering, engineering curriculum},
pubstate = {published},
tppubtype = {article}
}
Remote laboratories give students the opportunity of experimenting in STEM by using the Internet to control and measure an experimental setting. Remote laboratories are increasingly used in the classroom to complement, or substitute for, hands-on laboratories, so it is important to know its learning value. While many authors approach this question through qualitative analyses, this paper reports a replicated quantitative study that evaluates the teaching performance of one of these resources, the virtual instrument systems in reality (VISIR) remote laboratory. VISIR, described here, is the most popular remote laboratory for basic analog electronics. This paper hypothesizes that use of a remote laboratory has a positive effect on students' learning process. This report analyzes the effect of the use of VISIR in five different groups of students from two different academic years (2013-2014 and 2014-2015), with three teachers and at two educational levels. The empirical experience focuses on Ohm's Law. The results obtained are reported using a pretest and post-test design. The tests were carefully designed and analyzed, and their reliability and validity were assessed. The analysis of knowledge test question results shows that the post-test scores are higher that the pretest. The difference is significant according to Wilcoxon test (p <; 0.001), and produces a Cohen effect size of 1.0. The VISIR remote laboratory's positive effect on students' learning processes indicates that remote laboratories can produce a positive effect in students' learning if an appropriate activity is used.
Ferrero, Marta; Garaizar, Pablo; Vadillo, Miguel A.
Misconceptions about the brain in education: Prevalence among Spanish teachers and an exploration of cross-cultural variation Conference
2016.
BibTeX | Tags: Education, meta-analysis, neuromyths, teachers
@conference{Ferrero2016b,
title = {Misconceptions about the brain in education: Prevalence among Spanish teachers and an exploration of cross-cultural variation},
author = {Marta Ferrero and Pablo Garaizar and Miguel A. Vadillo },
year = {2016},
date = {2016-10-01},
keywords = {Education, meta-analysis, neuromyths, teachers},
pubstate = {published},
tppubtype = {conference}
}
Garaizar, Pablo; Cubillas, C. P.; Matute, Helena
A HTML5 open source tool to conduct studies based on Libet’s clock paradigm Journal Article
In: Scientific Reports, 2016.
Abstract | Links | BibTeX | Tags: HTML5, open source
@article{Garaizar2016b,
title = {A HTML5 open source tool to conduct studies based on Libet’s clock paradigm},
author = {Pablo Garaizar and C.P. Cubillas and Helena Matute},
url = {https://home/learninglabdeust/public_html.researchgate.net/profile/Pablo_Garaizar/publication/308088303_A_HTML5_open_source_tool_to_conduct_studies_based_on_Libet%27s_clock_paradigm/links/57e0dd6f08ae3f2d793ebd18/A-HTML5-open-source-tool-to-conduct-studies-based-on-Libets-clock-paradigm.pdf?origin=publication_detail},
doi = {10.1038/srep32689},
year = {2016},
date = {2016-09-20},
journal = {Scientific Reports},
abstract = {Libet’s clock is a well-known procedure in experiments in psychology and neuroscience. Examples of its use include experiments exploring the subjective sense of agency, action-effect binding, and subjective timing of conscious decisions and perceptions. However, the technical details of the apparatus used to conduct these types of experiments are complex, and are rarely explained in sufficient detail as to guarantee an exact replication of the procedure. With this in mind, we developed Labclock Web, a web tool designed to conduct online and offline experiments using Libet’s clock. After describing its technical features, we explain how to configure specific experiments using this tool. Its degree of accuracy and precision in the presentation of stimuli has been technically validated, including the use of two cognitive experiments conducted with voluntary participants who performed the experiment both in our laboratory and via the Internet. Labclock Web is distributed without charge under a free software license (GPLv3) since one of our main objectives is to facilitate the replication of experiments and hence the advancement of knowledge in this area.
},
keywords = {HTML5, open source},
pubstate = {published},
tppubtype = {article}
}
Libet’s clock is a well-known procedure in experiments in psychology and neuroscience. Examples of its use include experiments exploring the subjective sense of agency, action-effect binding, and subjective timing of conscious decisions and perceptions. However, the technical details of the apparatus used to conduct these types of experiments are complex, and are rarely explained in sufficient detail as to guarantee an exact replication of the procedure. With this in mind, we developed Labclock Web, a web tool designed to conduct online and offline experiments using Libet’s clock. After describing its technical features, we explain how to configure specific experiments using this tool. Its degree of accuracy and precision in the presentation of stimuli has been technically validated, including the use of two cognitive experiments conducted with voluntary participants who performed the experiment both in our laboratory and via the Internet. Labclock Web is distributed without charge under a free software license (GPLv3) since one of our main objectives is to facilitate the replication of experiments and hence the advancement of knowledge in this area.
Alhajya, Nail; Guenaga, Mariluz
The Extent to Which Teachers of Arabic Language in Al-Hisa Educational Directorate of Schools of Jordan Acquire E-Learning Competencies Journal Article
In: International Education Studies, vol. 9, no. 9, pp. 15-31, 2016, ISSN: 1913-9020.
Abstract | Links | BibTeX | Tags: E-teaching competencies, teachers of Arabic language
@article{Alhajya2016,
title = {The Extent to Which Teachers of Arabic Language in Al-Hisa Educational Directorate of Schools of Jordan Acquire E-Learning Competencies},
author = {Nail Alhajya and Mariluz Guenaga},
url = {http://home/learninglabdeust/public_html.ccsenet.org/journal/index.php/ies/article/view/44092/33581},
doi = {10.5539/ies.v9n9p15},
issn = {1913-9020},
year = {2016},
date = {2016-08-25},
journal = {International Education Studies},
volume = {9},
number = {9},
pages = {15-31},
abstract = {This study aimed at recognizing the degree of availability for the e-teaching competencies shown by the Arabic language teachers at the district of Alhisa, in the light of the study variables: gender, School Stage and Experience. To accomplish the goals of the study the researchers prepared a questionnaire composed of 69 items
that are distributed over four dimensions. After confidence being inspected and verified by specialists the questionnaire was distributed over the sample of the study (in this case it was the population) which was composed of 21 male and 30 female Arabic language teachers. The results indicated that all sample members
obtained e teaching competencies by medium level. The results also indicated statistically significant differences among the sample members attributed to the gender to the favor of female teachers, while there were no statistically significant differences attributed to the school stage. There were statistically significant differences
among sample members attributed to the experience to the favor of male teachers who have experience 1-5 years. },
keywords = {E-teaching competencies, teachers of Arabic language},
pubstate = {published},
tppubtype = {article}
}
This study aimed at recognizing the degree of availability for the e-teaching competencies shown by the Arabic language teachers at the district of Alhisa, in the light of the study variables: gender, School Stage and Experience. To accomplish the goals of the study the researchers prepared a questionnaire composed of 69 items
that are distributed over four dimensions. After confidence being inspected and verified by specialists the questionnaire was distributed over the sample of the study (in this case it was the population) which was composed of 21 male and 30 female Arabic language teachers. The results indicated that all sample members
obtained e teaching competencies by medium level. The results also indicated statistically significant differences among the sample members attributed to the gender to the favor of female teachers, while there were no statistically significant differences attributed to the school stage. There were statistically significant differences
among sample members attributed to the experience to the favor of male teachers who have experience 1-5 years.
that are distributed over four dimensions. After confidence being inspected and verified by specialists the questionnaire was distributed over the sample of the study (in this case it was the population) which was composed of 21 male and 30 female Arabic language teachers. The results indicated that all sample members
obtained e teaching competencies by medium level. The results also indicated statistically significant differences among the sample members attributed to the gender to the favor of female teachers, while there were no statistically significant differences attributed to the school stage. There were statistically significant differences
among sample members attributed to the experience to the favor of male teachers who have experience 1-5 years.
Luis ; García-Zubia Rodriguez-Gil, Javier ; Orduña
Towards New Multiplatform Hybrid Online Laboratory Models Journal Article
In: IEEE, vol. 10, iss. 3, no. 17205460, pp. 318 - 330, 2016, ISSN: 1939-1382.
Abstract | Links | BibTeX | Tags: Laboratory Models, open platforms
@article{7515014,
title = {Towards New Multiplatform Hybrid Online Laboratory Models},
author = {Rodriguez-Gil,Luis ; García-Zubia, Javier ; Orduña, Pablo ; López-de-Ipiña, Diego },
url = {https://ieeexplore.ieee.org/document/7515014 },
doi = {10.1109/TLT.2016.2591953},
issn = {1939-1382},
year = {2016},
date = {2016-07-18},
urldate = {2016-07-18},
journal = {IEEE},
volume = {10},
number = {17205460},
issue = {3},
pages = {318 - 330},
abstract = {Online laboratories have traditionally been split between virtual labs, with simulated components; and remote labs, with real components. The former tend to provide less realism but to be easily scalable and less expensive to maintain, while the latter are fully real but tend to require a higher maintenance effort and be more error-prone. This technical paper describes an architecture for hybrid labs merging the two approaches, in which virtual and real components interact with each other. The goal is to leverage the advantages of each type of lab. The architecture is fully web-based and multiplatform, which is in line with the industry and the remote laboratory community trends. Only recently has this become technically feasible for graphic-intensive laboratories due to previous limitations in browser-based graphical technologies. This architecture relies on the recent HTML5 and WebGL standards to overcome these limitations, and makes use of the Unity technology. To ensure that the proposed architecture is suitable, we set requirements based on the literature, we compare it with other approaches, and we examine its scope, strengths, and weaknesses. Additionally, we illustrate it with a concrete hybrid lab and we evaluate its benefits and potential through educational experiments.},
keywords = {Laboratory Models, open platforms},
pubstate = {published},
tppubtype = {article}
}
Online laboratories have traditionally been split between virtual labs, with simulated components; and remote labs, with real components. The former tend to provide less realism but to be easily scalable and less expensive to maintain, while the latter are fully real but tend to require a higher maintenance effort and be more error-prone. This technical paper describes an architecture for hybrid labs merging the two approaches, in which virtual and real components interact with each other. The goal is to leverage the advantages of each type of lab. The architecture is fully web-based and multiplatform, which is in line with the industry and the remote laboratory community trends. Only recently has this become technically feasible for graphic-intensive laboratories due to previous limitations in browser-based graphical technologies. This architecture relies on the recent HTML5 and WebGL standards to overcome these limitations, and makes use of the Unity technology. To ensure that the proposed architecture is suitable, we set requirements based on the literature, we compare it with other approaches, and we examine its scope, strengths, and weaknesses. Additionally, we illustrate it with a concrete hybrid lab and we evaluate its benefits and potential through educational experiments.
Guenaga, Mariluz; Garaizar, Pablo
From Analysis to Improvement: Challenges and Opportunities for Learning Analytics Journal Article
In: IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 11, no. 3, pp. 146-147, 2016, ISSN: 1932-8540.
Abstract | Links | BibTeX | Tags: Education, learning analytics, social network analysis
@article{Guenaga2016,
title = {From Analysis to Improvement: Challenges and Opportunities for Learning Analytics},
author = {Mariluz Guenaga and Pablo Garaizar},
url = {http://ieeexplore.ieee.org/abstract/document/7511788/?reload=true},
doi = {10.1109/RITA.2016.2589481},
issn = {1932-8540},
year = {2016},
date = {2016-07-13},
journal = {IEEE Revista Iberoamericana de Tecnologias del Aprendizaje},
volume = {11},
number = {3},
pages = {146-147},
publisher = {IEEE},
abstract = {Learning analytics (LA) is a multidisciplinary area of research, where education, statistics, and technology experts collaborate with other disciplines to get insights from learning data sets. This involves a continuous cycle of gathering data from teachers' and students' interactions, filtering and translating it to proper formats, using a wide range of analysis techniques and starting again after taking advantage from the results found. Considering the variety of expertise involved, the need for sharing knowledge and experiences is highlighted in relevant forums such as the Learning Analytics and Knowledge Conference. The same happens at Spanish level with the Learning Analytics Summer Institute, Spain and the Spanish Network of Learning Analytics. Research works presented in this special issue show the ability of analyzing and improving learning and teaching processes through LA. These three papers address different educational challenges, such as assessing massive collaborative projects, evaluating the accessibility and usability of open educational resources and mapping them with the IMS Caliper standard, and using social network analysis to evaluate the socio-regulation skills among students.},
keywords = {Education, learning analytics, social network analysis},
pubstate = {published},
tppubtype = {article}
}
Learning analytics (LA) is a multidisciplinary area of research, where education, statistics, and technology experts collaborate with other disciplines to get insights from learning data sets. This involves a continuous cycle of gathering data from teachers' and students' interactions, filtering and translating it to proper formats, using a wide range of analysis techniques and starting again after taking advantage from the results found. Considering the variety of expertise involved, the need for sharing knowledge and experiences is highlighted in relevant forums such as the Learning Analytics and Knowledge Conference. The same happens at Spanish level with the Learning Analytics Summer Institute, Spain and the Spanish Network of Learning Analytics. Research works presented in this special issue show the ability of analyzing and improving learning and teaching processes through LA. These three papers address different educational challenges, such as assessing massive collaborative projects, evaluating the accessibility and usability of open educational resources and mapping them with the IMS Caliper standard, and using social network analysis to evaluate the socio-regulation skills among students.
Ferrero, Marta; Garaizar, Pablo; Vadillo, Miguel A.
Misconceptions about the brain in education: Prevalence among Spanish teachers and an exploration of cross-cultural variation Conference
EPS/SEPEX Oxford Meeting, 8-10 July 2016, 2016.
BibTeX | Tags:
@conference{Ferrero2016b,
title = {Misconceptions about the brain in education: Prevalence among Spanish teachers and an exploration of cross-cultural variation},
author = {Marta Ferrero and Pablo Garaizar and Miguel A. Vadillo},
year = {2016},
date = {2016-07-10},
booktitle = {EPS/SEPEX Oxford Meeting, 8-10 July 2016},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Moreno-Fernandez, MM.; Blanco, F.; Garaizar, Pablo; Matute, Helena
Fighting phishing: Improving users’ awareness about electronic fraud by discriminative training Conference
EPS/SEPEX Oxford Meeting, 8-10 July 2016, 2016.
BibTeX | Tags:
@conference{Moreno-Fernandez2016,
title = {Fighting phishing: Improving users’ awareness about electronic fraud by discriminative training},
author = {MM. Moreno-Fernandez and F. Blanco and Pablo Garaizar and Helena Matute},
year = {2016},
date = {2016-07-10},
booktitle = {EPS/SEPEX Oxford Meeting, 8-10 July 2016},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Casado-Mansilla, Diego; de Armentia, Juan López; Ventura, Daniela; Garaizar, Pablo; Lopez-de-Ipiña, Diego
Embedding Intelligent Eco-aware Systems within Everyday Things to Increase People’s Energy Awareness Journal Article
In: Soft Computing, vol. 20, no. 5, pp. 1695-1711, 2016.
Abstract | Links | BibTeX | Tags: ARIMA models, Eco-aware everyday things, Energy awareness, machine learning, Persuasive eco-feedback, Time series
@article{Casado-Mansilla2016,
title = {Embedding Intelligent Eco-aware Systems within Everyday Things to Increase People’s Energy Awareness},
author = {Diego Casado-Mansilla and Juan López de Armentia and Daniela Ventura and Pablo Garaizar and Diego Lopez-de-Ipiña },
url = {https://morelab.deusto.es/media/publications/2015/journalarticle/embedding-intelligent-eco-aware-systems-within-everyday-things-to-increase-peoples-energy-awareness.pdf},
doi = {10.1007/s00500-015-1751-0},
year = {2016},
date = {2016-05-01},
journal = {Soft Computing},
volume = {20},
number = {5},
pages = {1695-1711},
abstract = {There is a lack of energy consumption awareness in working spaces. People in their workplaces do not receive energy consumption feedback nor do they pay a monthly invoice to electricity providers. In order to enhance workers’ energy awareness, we have transformed everyday shared electrical appliances which are placed in common spaces (e.g. beamer projectors, coffee-makers, printers, screens, portable fans, kettles, and so on) into persuasive eco-aware everyday things. The proposed approach lets these appliances report their usage patterns to a Cloud-server where the data are transformed into time-series and then processed to obtain the appliances’ next-week usage forecast. Autoregressive integrated moving average model has been selected as the potentially most accurate method for processing such usage predictions when compared with the performance exhibited by three different configurations of Artificial neural networks. Our major contribution is the application of soft computing techniques to the field of sustainable persuasive technologies. Thus, consumption predictions are used to trigger timely persuasive interactions to help device users to operate the appliances as efficiently, energy-wise, as possible. Qualitative and quantitative results were gathered in a between-three-groups study related with the use of shared electrical coffee-makers at workplace. The goal of these studies was to assess the effectiveness of the proposed eco-aware design in a workplace environment in terms of energy saving and the degree of affiliation between people and the smart appliances to create a green-team relationship.
},
keywords = {ARIMA models, Eco-aware everyday things, Energy awareness, machine learning, Persuasive eco-feedback, Time series},
pubstate = {published},
tppubtype = {article}
}
There is a lack of energy consumption awareness in working spaces. People in their workplaces do not receive energy consumption feedback nor do they pay a monthly invoice to electricity providers. In order to enhance workers’ energy awareness, we have transformed everyday shared electrical appliances which are placed in common spaces (e.g. beamer projectors, coffee-makers, printers, screens, portable fans, kettles, and so on) into persuasive eco-aware everyday things. The proposed approach lets these appliances report their usage patterns to a Cloud-server where the data are transformed into time-series and then processed to obtain the appliances’ next-week usage forecast. Autoregressive integrated moving average model has been selected as the potentially most accurate method for processing such usage predictions when compared with the performance exhibited by three different configurations of Artificial neural networks. Our major contribution is the application of soft computing techniques to the field of sustainable persuasive technologies. Thus, consumption predictions are used to trigger timely persuasive interactions to help device users to operate the appliances as efficiently, energy-wise, as possible. Qualitative and quantitative results were gathered in a between-three-groups study related with the use of shared electrical coffee-makers at workplace. The goal of these studies was to assess the effectiveness of the proposed eco-aware design in a workplace environment in terms of energy saving and the degree of affiliation between people and the smart appliances to create a green-team relationship.
Vadillo, Miguel A.; Garaizar, Pablo
The effect of noise-induced variance on parameter recovery from reaction times Journal Article
In: BMC Bioinformatics, vol. 31, no. 17, pp. 147, 2016.
Abstract | Links | BibTeX | Tags: ex-Gaussian distribution, Internet-based experiments, Model fitting, Psychological experiments, Ratcliff Diffusion Model, Reaction times
@article{Vadillo2016,
title = {The effect of noise-induced variance on parameter recovery from reaction times},
author = {Miguel A. Vadillo and Pablo Garaizar},
url = {https://bmcbioinformatics.biomedcentral.com/articles/10.1186/s12859-016-0993-x
https://bmcbioinformatics.biomedcentral.com/track/pdf/10.1186/s12859-016-0993-x?site=bmcbioinformatics.biomedcentral.com
http://paginaspersonales.deusto.es/garaizar/papers/BMC2016-MAV-PG.pdf},
doi = {10.1186/s12859-016-0993-x},
year = {2016},
date = {2016-03-31},
journal = {BMC Bioinformatics},
volume = {31},
number = {17},
pages = {147},
abstract = {Technical noise can compromise the precision and accuracy of the reaction times collected in psychological experiments, especially in the case of Internet-based studies. Although this noise seems to have only a small impact on traditional statistical analyses, its effects on model fit to reaction-time distributions remains unexplored.},
keywords = {ex-Gaussian distribution, Internet-based experiments, Model fitting, Psychological experiments, Ratcliff Diffusion Model, Reaction times},
pubstate = {published},
tppubtype = {article}
}
Technical noise can compromise the precision and accuracy of the reaction times collected in psychological experiments, especially in the case of Internet-based studies. Although this noise seems to have only a small impact on traditional statistical analyses, its effects on model fit to reaction-time distributions remains unexplored.