Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00027
M. Ruiz-Rodriguez, J. Andrés Sandoval-Bringas, Mónica A. Carreño-León
In recent years online education has overgrown be-cause of the many advantages it offers. During courses, different institutions collect and analyze student performance data to improve their educational experience. One of the main challenges of online education is being able to detect those students who have difficulties completing the course. This paper presents an approach to classify student success based on Random Forests and Neural Networks. One of the characteristics of Random Forests is that the algorithm selects the best feature to split the data. The selection of the most relevant features were used to train the Neural Network models.
{"title":"Classification of student success using Random Forest and Neural Networks","authors":"M. Ruiz-Rodriguez, J. Andrés Sandoval-Bringas, Mónica A. Carreño-León","doi":"10.1109/CONTIE51334.2020.00027","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00027","url":null,"abstract":"In recent years online education has overgrown be-cause of the many advantages it offers. During courses, different institutions collect and analyze student performance data to improve their educational experience. One of the main challenges of online education is being able to detect those students who have difficulties completing the course. This paper presents an approach to classify student success based on Random Forests and Neural Networks. One of the characteristics of Random Forests is that the algorithm selects the best feature to split the data. The selection of the most relevant features were used to train the Neural Network models.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124987080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00045
Sussy Itzeri Cervantes Ramírez, Gabriel Cervantes Bello, M. Galindo
In this work, a methodology is proposed to be implemented as a measure to mitigate or lessen the effect of anxiety and stress caused in students by longer periods of protection in response to the COVID-19 pandemic.The use of a Virtual companion can help to identify critical cases, as well as provide strategies aimed at reducing undesirable emotional levels in the frame of Mindfulness. The fundamental algorithm of this Virtual companion is based on Artificial Intelligence.
{"title":"A Virtual companion in COVID-19 times","authors":"Sussy Itzeri Cervantes Ramírez, Gabriel Cervantes Bello, M. Galindo","doi":"10.1109/CONTIE51334.2020.00045","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00045","url":null,"abstract":"In this work, a methodology is proposed to be implemented as a measure to mitigate or lessen the effect of anxiety and stress caused in students by longer periods of protection in response to the COVID-19 pandemic.The use of a Virtual companion can help to identify critical cases, as well as provide strategies aimed at reducing undesirable emotional levels in the frame of Mindfulness. The fundamental algorithm of this Virtual companion is based on Artificial Intelligence.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134075403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00014
O. G. Gutierrez Aguilar, Ygnacio Tomaylla Quispe, Ananí Gutiérrez Aguilar
The study purpose was to validate from a homologation and adaptation process, the questionnaire "Staff Information, Communication and Technology Skills Audit Questionnaire - Scott Lower School Bedford". The objective of this questionnaire is to discover who is sufficient and in what kind of aspect needs additional support/training for an adequate ICT use, through the application of the Item Response Theory (IRT) model for polytomical items of graduated response. The original questionnaire consists on nine factors, for this study, three have been considered and a fourth has been added related to the use of Interactive Whiteboards (PDI) and was evaluated by the judges. The proposed version consists of 36 items and was applied to 30 students from the fourth grade of secondary school of the Regular Basic Education (EBR), in Moquegua, where the ICT project was carried out, between 2014 - 2019. The latent structure of the items was analyzed, firstly, applying the exploratory factorial analysis through SPSS, secondly, for the confirmatory analysis the PLS-SEM methodology was used, which is a second generation multivariate method called Structural Equation Modeling with Partial Least Squares. Regarding the matrix of poly-correlationships between items, it is indicated that the 4 factors correlate adequately with the dependent variable - School Performance, thus the estimation of the parameters was carried out with the maximum marginal plausibility. Based on the results of the factor analysis, 4 items were excluded from the scale, this due to the distortion and inadequate behavior in the model, resulting in a questionnaire of 28 items. The results revealed in the analyses that the scale and its components presented adequate properties of validity and reliability and the feasibility of establishing a correlation with School Performance.
{"title":"Questionnaire validation to establish the relationship between ICT skills and school performance","authors":"O. G. Gutierrez Aguilar, Ygnacio Tomaylla Quispe, Ananí Gutiérrez Aguilar","doi":"10.1109/CONTIE51334.2020.00014","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00014","url":null,"abstract":"The study purpose was to validate from a homologation and adaptation process, the questionnaire \"Staff Information, Communication and Technology Skills Audit Questionnaire - Scott Lower School Bedford\". The objective of this questionnaire is to discover who is sufficient and in what kind of aspect needs additional support/training for an adequate ICT use, through the application of the Item Response Theory (IRT) model for polytomical items of graduated response. The original questionnaire consists on nine factors, for this study, three have been considered and a fourth has been added related to the use of Interactive Whiteboards (PDI) and was evaluated by the judges. The proposed version consists of 36 items and was applied to 30 students from the fourth grade of secondary school of the Regular Basic Education (EBR), in Moquegua, where the ICT project was carried out, between 2014 - 2019. The latent structure of the items was analyzed, firstly, applying the exploratory factorial analysis through SPSS, secondly, for the confirmatory analysis the PLS-SEM methodology was used, which is a second generation multivariate method called Structural Equation Modeling with Partial Least Squares. Regarding the matrix of poly-correlationships between items, it is indicated that the 4 factors correlate adequately with the dependent variable - School Performance, thus the estimation of the parameters was carried out with the maximum marginal plausibility. Based on the results of the factor analysis, 4 items were excluded from the scale, this due to the distortion and inadequate behavior in the model, resulting in a questionnaire of 28 items. The results revealed in the analyses that the scale and its components presented adequate properties of validity and reliability and the feasibility of establishing a correlation with School Performance.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125694444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00011
J. G. Soto Muñoz, Jesús Andrés Sandoval Bringas, Israel Durán Encinas, Brenda Cecilia Lara Rubio, Miguel Parra García
Education, in a certain sense, conditions individuals to master the essential skills to their independence, including people with special needs. For this reason, different measures and practices have been carried out to reinforce knowledge and aim to help these people improve their quality of life. Reading, writing and mathematics are considered fundamental for this development, which is why it is essential that this knowledge be properly acquired at an early age by all people, therefore, many teachers use the dynamics that proliferate and enrich the acquisition of that knowledge. Currently, the use of video games has proliferated, allowing them to be found in different contexts and areas, such as medicine, education, as well as in military aspects. Although the idea of video games that help people with special needs to understand activities or strengthen knowledge is not new, there are still many areas that have not been strengthened and that require special attention to support the intellectual development of these individuals. This work proposes the development of a video game that allows supporting teachers or tutors to strengthen pre-numerical skills and the numerical relationship to quantities in children diagnosed with autism spectrum disorder.
{"title":"Development of a Video Game to Support the Strengthening of Pre-Numerical Skills and the Numerical Relationship to Quantities with Children with Autism Spectrum Disorder","authors":"J. G. Soto Muñoz, Jesús Andrés Sandoval Bringas, Israel Durán Encinas, Brenda Cecilia Lara Rubio, Miguel Parra García","doi":"10.1109/CONTIE51334.2020.00011","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00011","url":null,"abstract":"Education, in a certain sense, conditions individuals to master the essential skills to their independence, including people with special needs. For this reason, different measures and practices have been carried out to reinforce knowledge and aim to help these people improve their quality of life. Reading, writing and mathematics are considered fundamental for this development, which is why it is essential that this knowledge be properly acquired at an early age by all people, therefore, many teachers use the dynamics that proliferate and enrich the acquisition of that knowledge. Currently, the use of video games has proliferated, allowing them to be found in different contexts and areas, such as medicine, education, as well as in military aspects. Although the idea of video games that help people with special needs to understand activities or strengthen knowledge is not new, there are still many areas that have not been strengthened and that require special attention to support the intellectual development of these individuals. This work proposes the development of a video game that allows supporting teachers or tutors to strengthen pre-numerical skills and the numerical relationship to quantities in children diagnosed with autism spectrum disorder.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116390808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00018
Juan P. Cardona, Cesar Velazquez, G. Domínguez, J. Muñoz, F. Álvarez
the study is a remedial instruction strategy to improve reading ability of children with developmental dyslexia, strategy belongs to Structured Literacy category which align resources, knowledge, programs and standard explicit practices in a systematic and progressive way, the proposal include Testing Effect and some practices from PhAB/DI and WIST. The study report the first part of the project, a test to detect Developmental Dyslexia in order to detect children who do fit the strategy, every test consist in a set of tests and its relationships, the purpose is to use the results as first input of the software system and a continuous support the strategy on two axis, axis one: will help in the monitoring and sequential tracking of lessons and tests, in order to maintain systematic control. Axis two: will keep a statistical model of development for every children, this model is based on classical reading models (Dual-Route model of Coltheart and the theory Double Deficit of Wolf) and data from the tracking of lessons and tests, model will mirror the development model of reading process and will make recommendation to tutors about any observation of development of reading process. The methodology give a brief and useful account of participant’s profiles. The findings of this study are very similar to previous research studies on remedial training, show smooth tendencies but do not show clear relationships between variables, the early evaluation of the software system support was considered as a solid support of strategy and the continuous evaluations along with the strategy in a diagnostic-intervention approach was considered as a viable and functional strategy.
{"title":"Computer-assisted Remedial Instruction Structured to reduce Dyslexia in children","authors":"Juan P. Cardona, Cesar Velazquez, G. Domínguez, J. Muñoz, F. Álvarez","doi":"10.1109/CONTIE51334.2020.00018","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00018","url":null,"abstract":"the study is a remedial instruction strategy to improve reading ability of children with developmental dyslexia, strategy belongs to Structured Literacy category which align resources, knowledge, programs and standard explicit practices in a systematic and progressive way, the proposal include Testing Effect and some practices from PhAB/DI and WIST. The study report the first part of the project, a test to detect Developmental Dyslexia in order to detect children who do fit the strategy, every test consist in a set of tests and its relationships, the purpose is to use the results as first input of the software system and a continuous support the strategy on two axis, axis one: will help in the monitoring and sequential tracking of lessons and tests, in order to maintain systematic control. Axis two: will keep a statistical model of development for every children, this model is based on classical reading models (Dual-Route model of Coltheart and the theory Double Deficit of Wolf) and data from the tracking of lessons and tests, model will mirror the development model of reading process and will make recommendation to tutors about any observation of development of reading process. The methodology give a brief and useful account of participant’s profiles. The findings of this study are very similar to previous research studies on remedial training, show smooth tendencies but do not show clear relationships between variables, the early evaluation of the software system support was considered as a solid support of strategy and the continuous evaluations along with the strategy in a diagnostic-intervention approach was considered as a viable and functional strategy.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124499650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00024
Jésus Antonio Rosas Percastre, J. R. Cáceres
The growth of cities has led to an increase in the number of vehicles passing on the streets generating an increase in traffic. This makes it difficult, among other things, to the mobility and access of the roads on which parking spaces are located. This is particularly important in the context of people with disability (PWD) who use their own vehicles to transport themselves. Since they are faced with the problem of finding a place to park and encounter obstacles that hinder their access and mobility, such as limited spaces, poorly marked spaces, poorly parked vehicles or objects that obstruct the places they have designated for their use.Smart Parking technology has helped to facilitate access to parking spaces by creating a mean of consultation and booking, but little has been considered to the PWD and the obstacles they may encounter when arriving at their destination, as they are generally not taken into account in the design of the technology.In this paper we propose a Smart Parking system based on computer vision (CV) and cameras with network connection for the detection of obstacles that make it impossible to park to the PWD, we propose to identify poorly parked vehicles and objects that are obstructing parking spaces. The information obtained is intended to link to a mobile application so that PWD can consult available locations as well as information about obstacles encountered, thereby, they can improve their interaction with their destination, as well as taking measures related to their mobility.
{"title":"Towards the design of interactions in an Smart Parking for people with disability","authors":"Jésus Antonio Rosas Percastre, J. R. Cáceres","doi":"10.1109/CONTIE51334.2020.00024","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00024","url":null,"abstract":"The growth of cities has led to an increase in the number of vehicles passing on the streets generating an increase in traffic. This makes it difficult, among other things, to the mobility and access of the roads on which parking spaces are located. This is particularly important in the context of people with disability (PWD) who use their own vehicles to transport themselves. Since they are faced with the problem of finding a place to park and encounter obstacles that hinder their access and mobility, such as limited spaces, poorly marked spaces, poorly parked vehicles or objects that obstruct the places they have designated for their use.Smart Parking technology has helped to facilitate access to parking spaces by creating a mean of consultation and booking, but little has been considered to the PWD and the obstacles they may encounter when arriving at their destination, as they are generally not taken into account in the design of the technology.In this paper we propose a Smart Parking system based on computer vision (CV) and cameras with network connection for the detection of obstacles that make it impossible to park to the PWD, we propose to identify poorly parked vehicles and objects that are obstructing parking spaces. The information obtained is intended to link to a mobile application so that PWD can consult available locations as well as information about obstacles encountered, thereby, they can improve their interaction with their destination, as well as taking measures related to their mobility.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116676323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00029
Diana Rocha Botello
The use of technology can have positive effects in second language acquisition. However, in many cases, students must learn an entirely new writing script before they can access basic learning resources in the target language. Such is the case for Mexican students learning Japanese. Unlike Spanish, which is written with a 27 character Latin-based script, Japanese texts require two different 46 character syllabaries (Hiragana and Katakana) and an independent logographic system (Kanji). Notably, the latter comprises thousands of individual symbols that must be committed to memory. Even though some resources exist to help Spanish speakers acquire Kanji, most existing tools are based on the recurrent association of predefined lists of images with their respective symbol. As of the authors’ knowledge, none take into account linguistic features such as kanji likelihood in print media, symbol co-ocurrence or other contextual information that could simplify recall for the learner. This article presents a preliminary analysis of several candidate textual features, oriented towards the design of context-aware Kanji learning software.
{"title":"Design of a tool to support Kanji learning based on text analysis","authors":"Diana Rocha Botello","doi":"10.1109/CONTIE51334.2020.00029","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00029","url":null,"abstract":"The use of technology can have positive effects in second language acquisition. However, in many cases, students must learn an entirely new writing script before they can access basic learning resources in the target language. Such is the case for Mexican students learning Japanese. Unlike Spanish, which is written with a 27 character Latin-based script, Japanese texts require two different 46 character syllabaries (Hiragana and Katakana) and an independent logographic system (Kanji). Notably, the latter comprises thousands of individual symbols that must be committed to memory. Even though some resources exist to help Spanish speakers acquire Kanji, most existing tools are based on the recurrent association of predefined lists of images with their respective symbol. As of the authors’ knowledge, none take into account linguistic features such as kanji likelihood in print media, symbol co-ocurrence or other contextual information that could simplify recall for the learner. This article presents a preliminary analysis of several candidate textual features, oriented towards the design of context-aware Kanji learning software.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117106257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00025
J. Rojano-Cáceres, Edgar R. González-Contreras
In this paper we present the proposal for designing accessible exams for aspirants or in general examinee users who are deaf or hard-of-hearing and which are users of sign language. The proposal is based on the inclusion of multimedia elements in sign language which is the primary language for deaf people. In this work particularly is taken as a case study the exam to enter to universities in Mexico because it is a very well know test and with a solid design which is used for most public institution. So it represents the first big problem to pursue a university degree. Therefore, the present work propose a digital exam instead of a paper based test which can be interpreted in sign language in any step of the exam. As it was said, Ceneval’s exam is a case study which is well analyzed in the paper, but the plataform proposed can be used to evaluate any course through the creation of exam with multimedia support.
{"title":"Design of accessible university exams for deaf people","authors":"J. Rojano-Cáceres, Edgar R. González-Contreras","doi":"10.1109/CONTIE51334.2020.00025","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00025","url":null,"abstract":"In this paper we present the proposal for designing accessible exams for aspirants or in general examinee users who are deaf or hard-of-hearing and which are users of sign language. The proposal is based on the inclusion of multimedia elements in sign language which is the primary language for deaf people. In this work particularly is taken as a case study the exam to enter to universities in Mexico because it is a very well know test and with a solid design which is used for most public institution. So it represents the first big problem to pursue a university degree. Therefore, the present work propose a digital exam instead of a paper based test which can be interpreted in sign language in any step of the exam. As it was said, Ceneval’s exam is a case study which is well analyzed in the paper, but the plataform proposed can be used to evaluate any course through the creation of exam with multimedia support.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115642629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00032
J. Andrés Sandoval-Bringas, Mónica A. Carreño-León, I. Durán Encinas, Alejandro Leyva Carrillo, Italia Estrada Cota, Rafael Cosio Castro
Visual impairment in children is a frequent situation in the school-age population, which affects the incorporation of children with this condition in regular schools, which negatively affects people's social and affective development. The inclusion of people with disabilities in regular education is of special importance, which is why it has been an area of interest in education, science and technology. The development of new technologies is essential to be able to design solutions to the problem that improve the quality of life and its incorporation into society. This research presents the results of a study that was applied to a girl with blindness to introduce her to learning the Braille system, using an interactive system with the integration of tangible elements and software applications. The results obtained in the case study were favorable, reaching the objective in less time compared to the traditional method.
{"title":"Using tangible interfaces for teaching Braille","authors":"J. Andrés Sandoval-Bringas, Mónica A. Carreño-León, I. Durán Encinas, Alejandro Leyva Carrillo, Italia Estrada Cota, Rafael Cosio Castro","doi":"10.1109/CONTIE51334.2020.00032","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00032","url":null,"abstract":"Visual impairment in children is a frequent situation in the school-age population, which affects the incorporation of children with this condition in regular schools, which negatively affects people's social and affective development. The inclusion of people with disabilities in regular education is of special importance, which is why it has been an area of interest in education, science and technology. The development of new technologies is essential to be able to design solutions to the problem that improve the quality of life and its incorporation into society. This research presents the results of a study that was applied to a girl with blindness to introduce her to learning the Braille system, using an interactive system with the integration of tangible elements and software applications. The results obtained in the case study were favorable, reaching the objective in less time compared to the traditional method.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114370116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00023
M. Cruz, M. Bendezu, Esther Ruth Calatayud Madariaga, Karla Farfán Dávalos, Leonardo Dávila Huacoto, Leonidas Asto
The importance of mathematics in regular basic educational training is very important, fundamentally for the intellectual development of students. Peru, in the last evaluations carried out by the Programme for International Student Assessment (PISA), has been occupying the last places in Latin America, also according to the Census Evaluation of Students (ECE), in charge of the Ministry of Education of Peru, a low performance in that area. Reason why this article presents a proposal for the design and construction of a mobile application with augmented reality (RA) to support the learning process of mathematics in the area of geometry, in this way teachers will have a tool that It can help them improve the teaching-learning process, and students will have new ways of learning through this playful, intuitive, simple and attractive application.
{"title":"Development of a Mobile Application to Support the Learning Process of Geometry","authors":"M. Cruz, M. Bendezu, Esther Ruth Calatayud Madariaga, Karla Farfán Dávalos, Leonardo Dávila Huacoto, Leonidas Asto","doi":"10.1109/CONTIE51334.2020.00023","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00023","url":null,"abstract":"The importance of mathematics in regular basic educational training is very important, fundamentally for the intellectual development of students. Peru, in the last evaluations carried out by the Programme for International Student Assessment (PISA), has been occupying the last places in Latin America, also according to the Census Evaluation of Students (ECE), in charge of the Ministry of Education of Peru, a low performance in that area. Reason why this article presents a proposal for the design and construction of a mobile application with augmented reality (RA) to support the learning process of mathematics in the area of geometry, in this way teachers will have a tool that It can help them improve the teaching-learning process, and students will have new ways of learning through this playful, intuitive, simple and attractive application.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131127493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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