The evolution and transformation from traditional to digital education have highlighted the need to produce open-access content. Open Educational Resources (OERs) are materials shared in freely accessible repositories for using by professors, students, and researchers in educational contexts. The low production of OERs has led to research efforts to understand the causes and propose alternatives to foster the creation of OERs published on freely accessible platforms. This article presents a model where several aspects, principles, and components are reenvisioned to create and produce OERs from virtual platforms. The model was validated on the Uvirtual-Abierta platform of the University of Medellín in Colombi, as an Open Access virtual platform, a based on the results obtained from such research. The research was conducted from a qualitative perspective with a hermeneutic methodological approach, allowing the identification of four principles for the model: interaction, mediation, autonomy, and flexibility, as well as three components: pedagogical, production, and technological. We highlighted that to implement a model for the creation of OERs on virtual platforms, the following elements are necessary: institutional policies for open access to content, pedagogical and didactic guidelines to produce open content, training processes for professors to create resources and procedures for implementing OERs on freely accessible platforms.
{"title":"Rethinking the Creation of Open Educational Resources: A Model for Virtual Learning Platforms in Higher Education","authors":"Sandra Isabel Arango-Vásquez;Bell Manrique-Losada;Beatriz Eugenia Quiceno-Castañeda;Fernando Moreira","doi":"10.1109/RITA.2024.3458860","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458860","url":null,"abstract":"The evolution and transformation from traditional to digital education have highlighted the need to produce open-access content. Open Educational Resources (OERs) are materials shared in freely accessible repositories for using by professors, students, and researchers in educational contexts. The low production of OERs has led to research efforts to understand the causes and propose alternatives to foster the creation of OERs published on freely accessible platforms. This article presents a model where several aspects, principles, and components are reenvisioned to create and produce OERs from virtual platforms. The model was validated on the Uvirtual-Abierta platform of the University of Medellín in Colombi, as an Open Access virtual platform, a based on the results obtained from such research. The research was conducted from a qualitative perspective with a hermeneutic methodological approach, allowing the identification of four principles for the model: interaction, mediation, autonomy, and flexibility, as well as three components: pedagogical, production, and technological. We highlighted that to implement a model for the creation of OERs on virtual platforms, the following elements are necessary: institutional policies for open access to content, pedagogical and didactic guidelines to produce open content, training processes for professors to create resources and procedures for implementing OERs on freely accessible platforms.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"140-148"},"PeriodicalIF":1.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142359758","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}
The aim of this research is to study how games and game development can help students learn introductory concepts of a very abstract topic such as Computer Architecture. In a quasi-experimental scenario, quantitative and qualitative data has been collected from students before and after the intervention throughout three consecutive school years. Following the action-research methodology, year by year several changes have been implemented in the games, pursuing a better understanding of the concepts. Also during the last year a game development has been added in order to consolidate knowledge. No statistical differences were found between the knowledge acquired by students in the control and experimental groups during the first two years. Therefore, and given that motivation was higher when using games, the same game-based methodology was used in the third year in both groups. Afterwards, the students had to develop an interactive presentation in the form of an Escape Room to teach younger students the concepts they had learned. Only a few concepts gained knowledge after this intervention, but those concepts with less prior understanding did. Although advanced computer architecture concepts can be difficult to handle through games, there are basic concepts that can be worked on in this way. In addition, the excitement and motivation provided by games make a good introduction to the subject. Also the development of simple games helps to understand some of the concepts that were not well understood before.
{"title":"Basic Concepts of Computer Architecture Through Games and Game Development","authors":"Edurne Larraza-Mendiluze;Olatz Arbelaitz Gallego;Olatz Arregi Uriarte;Jose Ignacio Martín Aramburu;Jose Francisco Lukas Mugika","doi":"10.1109/RITA.2024.3458863","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458863","url":null,"abstract":"The aim of this research is to study how games and game development can help students learn introductory concepts of a very abstract topic such as Computer Architecture. In a quasi-experimental scenario, quantitative and qualitative data has been collected from students before and after the intervention throughout three consecutive school years. Following the action-research methodology, year by year several changes have been implemented in the games, pursuing a better understanding of the concepts. Also during the last year a game development has been added in order to consolidate knowledge. No statistical differences were found between the knowledge acquired by students in the control and experimental groups during the first two years. Therefore, and given that motivation was higher when using games, the same game-based methodology was used in the third year in both groups. Afterwards, the students had to develop an interactive presentation in the form of an Escape Room to teach younger students the concepts they had learned. Only a few concepts gained knowledge after this intervention, but those concepts with less prior understanding did. Although advanced computer architecture concepts can be difficult to handle through games, there are basic concepts that can be worked on in this way. In addition, the excitement and motivation provided by games make a good introduction to the subject. Also the development of simple games helps to understand some of the concepts that were not well understood before.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"195-204"},"PeriodicalIF":1.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10678755","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142434509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-25DOI: 10.1109/RITA.2024.3381850
Erika J. Brand C.;Gabriel M. Ramírez V.;Jaime Diaz;Fernando Moreira
The design and development of a web application to identify a high or low probability of student dropout at the National Learning Service (SENA) in Colombia, aiming to streamline the process of identifying and supporting potential candidates for assistance provided by the institution through the student welfare department. Throughout the development, socioeconomic variables with the highest impact on characterized academic dropout processes to create a dataset. This dataset was then utilized with various artificial intelligence techniques explored in Machine Learning (Decision Trees, K-means, and Regression), ultimately determining the most effective algorithm for integration into the Software. The decision tree classification technique emerged as the most effective, achieving an impressive accuracy of 91% and a minimal error rate of 9%, substantiating its state-of-the-art standing. As a result, this Software has optimized processes within the Student Welfare Department at SENA and is adaptable for use in any higher education institution.
{"title":"Toward Educational Sustainability: An AI System for Identifying and Preventing Student Dropout","authors":"Erika J. Brand C.;Gabriel M. Ramírez V.;Jaime Diaz;Fernando Moreira","doi":"10.1109/RITA.2024.3381850","DOIUrl":"https://doi.org/10.1109/RITA.2024.3381850","url":null,"abstract":"The design and development of a web application to identify a high or low probability of student dropout at the National Learning Service (SENA) in Colombia, aiming to streamline the process of identifying and supporting potential candidates for assistance provided by the institution through the student welfare department. Throughout the development, socioeconomic variables with the highest impact on characterized academic dropout processes to create a dataset. This dataset was then utilized with various artificial intelligence techniques explored in Machine Learning (Decision Trees, K-means, and Regression), ultimately determining the most effective algorithm for integration into the Software. The decision tree classification technique emerged as the most effective, achieving an impressive accuracy of 91% and a minimal error rate of 9%, substantiating its state-of-the-art standing. As a result, this Software has optimized processes within the Student Welfare Department at SENA and is adaptable for use in any higher education institution.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"100-110"},"PeriodicalIF":1.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141544006","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}
In today’s technological and digital society, education in digital competencies through which students can make critical and safe use of the Information Society Technologies for work, leisure, and communication, is essential. This paper presents a serious game based on interactive fiction for the self-assessment of digital competence according to the DigComp European model. In addition, it describes the evaluation of the perception of use of the serious game to assess the digital competence of secondary school students, in terms of user experience and usability, with the goal to obtain indications of the software quality of the developed digital tool from the point of view of teachers. The obtained results provide positive evidence of the effectiveness of the serious game as a tool for the assessment of students’ digital competence and the motivation of students towards the use of this kind of resource instead of traditional methods. In addition, the teachers’ perception of use of the game highlights the satisfaction and ease of use, as well as the attractiveness and fun that the game offers to the students.
{"title":"Evaluation of the Perception of Use of a Serious Game to Assess the Digital Competence of Secondary School Students","authors":"Alejandro Calderón;Mercedes Ruiz;Nuria Hurtado;Elena Orta;Mayte García;Nieves Gómez-Aguilar;Manuel Trinidad","doi":"10.1109/RITA.2024.3381846","DOIUrl":"https://doi.org/10.1109/RITA.2024.3381846","url":null,"abstract":"In today’s technological and digital society, education in digital competencies through which students can make critical and safe use of the Information Society Technologies for work, leisure, and communication, is essential. This paper presents a serious game based on interactive fiction for the self-assessment of digital competence according to the DigComp European model. In addition, it describes the evaluation of the perception of use of the serious game to assess the digital competence of secondary school students, in terms of user experience and usability, with the goal to obtain indications of the software quality of the developed digital tool from the point of view of teachers. The obtained results provide positive evidence of the effectiveness of the serious game as a tool for the assessment of students’ digital competence and the motivation of students towards the use of this kind of resource instead of traditional methods. In addition, the teachers’ perception of use of the game highlights the satisfaction and ease of use, as well as the attractiveness and fun that the game offers to the students.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"81-89"},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140924733","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 : 2024-03-25DOI: 10.1109/RITA.2024.3381848
Ana M. Barbancho;Isabel Barbancho;Lorenzo J. Tardón;Alberto Peinado
The enrolment of women in STEM (Science, Technology, Engineering, Mathematics) degrees and, in particular, in Telecommunication Engineering shows a decreasing trend. Among the general competences common to all the degrees taught at the School of Telecommunication Engineering (ETSIT) of University of Malaga, there is the G-01, which is the ability to assume and attitude of respecting the fundamental rights and equality between men and women. In this context, a group of professors from ETSIT has been developing, since 2018. different practical case studies to make the role of women in the technological environment more visible, both for university students and for pre-university students. This article presents both the strategies proposed and the conclusions and results obtained from them.
{"title":"Women in Telecommunication Engineering: Case Studies","authors":"Ana M. Barbancho;Isabel Barbancho;Lorenzo J. Tardón;Alberto Peinado","doi":"10.1109/RITA.2024.3381848","DOIUrl":"https://doi.org/10.1109/RITA.2024.3381848","url":null,"abstract":"The enrolment of women in STEM (Science, Technology, Engineering, Mathematics) degrees and, in particular, in Telecommunication Engineering shows a decreasing trend. Among the general competences common to all the degrees taught at the School of Telecommunication Engineering (ETSIT) of University of Malaga, there is the G-01, which is the ability to assume and attitude of respecting the fundamental rights and equality between men and women. In this context, a group of professors from ETSIT has been developing, since 2018. different practical case studies to make the role of women in the technological environment more visible, both for university students and for pre-university students. This article presents both the strategies proposed and the conclusions and results obtained from them.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"61-70"},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140550148","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 : 2024-03-25DOI: 10.1109/RITA.2024.3381842
Roberto Rodriguez-Echeverría;Juan D. Gutiérrez;José M. Conejero;Álvaro E. Prieto
The appearance of ChatGPT at the end of 2022 was a milestone in the field of Generative Artificial Intelligence. However, it also caused a shock in the academic world. For the first time, a simple interface allowed anyone to access a large language model and use it to generate text. These capabilities have a relevant impact on teaching-learning methodologies and assessment methods. This work aims to obtain an objective measure of ChatGPT’s possible performance in solving exams related to computer engineering. For this purpose, it has been tested with actual exams of 15 subjects of the Software Engineering branch of a Spanish university. All the questions of these exams have been extracted and adapted to a text format to obtain an answer. Furthermore, the exams have been rewritten to be corrected by the teaching staff. In light of the results, ChatGPT can achieve relevant performance in these exams; it can pass many questions and problems of different natures in multiple subjects. A detailed study of the results by typology of questions and problems is provided as a fundamental contribution, allowing recommendations to be considered in the design of assessment methods. In addition, an analysis of the impact of the non-deterministic aspect of ChatGPT on the answers to test questions is presented, and the need to use a strategy to reduce this effect for performance analysis is concluded.
{"title":"Analysis of ChatGPT Performance in Computer Engineering Exams","authors":"Roberto Rodriguez-Echeverría;Juan D. Gutiérrez;José M. Conejero;Álvaro E. Prieto","doi":"10.1109/RITA.2024.3381842","DOIUrl":"https://doi.org/10.1109/RITA.2024.3381842","url":null,"abstract":"The appearance of ChatGPT at the end of 2022 was a milestone in the field of Generative Artificial Intelligence. However, it also caused a shock in the academic world. For the first time, a simple interface allowed anyone to access a large language model and use it to generate text. These capabilities have a relevant impact on teaching-learning methodologies and assessment methods. This work aims to obtain an objective measure of ChatGPT’s possible performance in solving exams related to computer engineering. For this purpose, it has been tested with actual exams of 15 subjects of the Software Engineering branch of a Spanish university. All the questions of these exams have been extracted and adapted to a text format to obtain an answer. Furthermore, the exams have been rewritten to be corrected by the teaching staff. In light of the results, ChatGPT can achieve relevant performance in these exams; it can pass many questions and problems of different natures in multiple subjects. A detailed study of the results by typology of questions and problems is provided as a fundamental contribution, allowing recommendations to be considered in the design of assessment methods. In addition, an analysis of the impact of the non-deterministic aspect of ChatGPT on the answers to test questions is presented, and the need to use a strategy to reduce this effect for performance analysis is concluded.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"71-80"},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140919157","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 : 2024-03-12DOI: 10.1109/RITA.2023.3339038
{"title":"IEEE Revista Iberoamericana De Tecnologias Del Aprendizaje Publication Information","authors":"","doi":"10.1109/RITA.2023.3339038","DOIUrl":"https://doi.org/10.1109/RITA.2023.3339038","url":null,"abstract":"","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"C2-C2"},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10471259","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140114088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-26DOI: 10.1109/RITA.2024.3368351
Melody García-Moya;Rocío Blanco
Some students with autism may have difficulty acquiring mathematical knowledge. However, the use of technology could help them to understand this knowledge more easily. This study therefore aims to obtain a list of mobile applications with mathematical content that are not only recommendable for users with autism, but can also be used by them in an autonomous manner. To this end, 44 applications were chosen, which were used by 28 students with autism in Primary and Secondary Education. On the one hand, it was found that satisfying the accessibility criteria does not guarantee the suitability of the application for this type of user, since 15.9% of the applications chosen could not be fully used by the trial group with autonomy below 50%. On the other hand, a list is provided of 38 applications with mathematical content, recommended or highly recommended for users with autism, 29 of which can be used by them autonomously.
{"title":"Applications With Mathematical Content for Users With Autism","authors":"Melody García-Moya;Rocío Blanco","doi":"10.1109/RITA.2024.3368351","DOIUrl":"https://doi.org/10.1109/RITA.2024.3368351","url":null,"abstract":"Some students with autism may have difficulty acquiring mathematical knowledge. However, the use of technology could help them to understand this knowledge more easily. This study therefore aims to obtain a list of mobile applications with mathematical content that are not only recommendable for users with autism, but can also be used by them in an autonomous manner. To this end, 44 applications were chosen, which were used by 28 students with autism in Primary and Secondary Education. On the one hand, it was found that satisfying the accessibility criteria does not guarantee the suitability of the application for this type of user, since 15.9% of the applications chosen could not be fully used by the trial group with autonomy below 50%. On the other hand, a list is provided of 38 applications with mathematical content, recommended or highly recommended for users with autism, 29 of which can be used by them autonomously.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"111-119"},"PeriodicalIF":1.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10445322","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142246411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-26DOI: 10.1109/RITA.2024.3368375
Nicolás Esleyder Caytuiro-Silva;Benjamín Maraza-Quispe;Luis Angel Mamani-Nina;Ebelyn María Mamani-Sucasaca;Jose Luis Aguilar-Gonzales;Joshelyn Urday-Cuadros;Crisia Vivanco-Chávez
Fostering prosocial behaviors in students is not only beneficial for their emotional well-being and personal growth but also contributes to a positive school environment and the formation of responsible citizens. The objective of the research is to evaluate the effectiveness of the Sandbox video game Minecraft in promoting prosocial behaviors in students of Regular Basic Education. An experimental methodology was employed, applying the game to the students and administering a pretest and posttest based on the “Prosocial Skills Scale for Adolescents” (PSS-A), which measures solidarity, helping response, perspective, altruism, and assistance. Five personalized multiplayer gaming sessions were conducted. The results indicate that the game dynamics implemented over the five sessions significantly improved solidarity, helping response, perspective, altruism, and assistance among the students. A positive short-term influence on prosocial behavior was evident. The study suggests that the use of the Sandbox video game Minecraft can have a significant impact on fostering prosocial behaviors in students. These findings highlight the potential of video games as an educational tool to enhance social skills and responsible citizenship in the current school context. The research demonstrates that the use of video games like Minecraft in a Sandbox approach can effectively improve prosocial behavior in students of Regular Basic Education. However, the need for future research to examine the long-term durability of these effects and consider the integration of video games into educational programs more broadly and strategically is emphasized.
{"title":"The Impact of Minecraft on the Development of Prosocial Behaviors in Regular Basic Education Students","authors":"Nicolás Esleyder Caytuiro-Silva;Benjamín Maraza-Quispe;Luis Angel Mamani-Nina;Ebelyn María Mamani-Sucasaca;Jose Luis Aguilar-Gonzales;Joshelyn Urday-Cuadros;Crisia Vivanco-Chávez","doi":"10.1109/RITA.2024.3368375","DOIUrl":"https://doi.org/10.1109/RITA.2024.3368375","url":null,"abstract":"Fostering prosocial behaviors in students is not only beneficial for their emotional well-being and personal growth but also contributes to a positive school environment and the formation of responsible citizens. The objective of the research is to evaluate the effectiveness of the Sandbox video game Minecraft in promoting prosocial behaviors in students of Regular Basic Education. An experimental methodology was employed, applying the game to the students and administering a pretest and posttest based on the “Prosocial Skills Scale for Adolescents” (PSS-A), which measures solidarity, helping response, perspective, altruism, and assistance. Five personalized multiplayer gaming sessions were conducted. The results indicate that the game dynamics implemented over the five sessions significantly improved solidarity, helping response, perspective, altruism, and assistance among the students. A positive short-term influence on prosocial behavior was evident. The study suggests that the use of the Sandbox video game Minecraft can have a significant impact on fostering prosocial behaviors in students. These findings highlight the potential of video games as an educational tool to enhance social skills and responsible citizenship in the current school context. The research demonstrates that the use of video games like Minecraft in a Sandbox approach can effectively improve prosocial behavior in students of Regular Basic Education. However, the need for future research to examine the long-term durability of these effects and consider the integration of video games into educational programs more broadly and strategically is emphasized.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"90-99"},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141334030","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 : 2024-02-22DOI: 10.1109/RITA.2024.3368362
Jalberth F. Araújo;Rodrigo T. Guimarães;Célio A. Silva;Henrique D. Silva
In this paper, the importance of electrical installations in technical and undergraduate courses in the field of electricity and the limitations faced in practical activities in conventional laboratories, such as high demand and time restrictions, is addressed. To solve this problem, virtual laboratories play a crucial role as tools in the teaching-learning process, offering simulated experiments. In this work, a virtual environment was developed to assist in the learning of electrical installations. The environment allows students to enhance their knowledge and practical skills in the area. Additionally, both teachers and students benefit from improving teaching and learning practices provided by the virtual environment. One of the main advantages of this environment is the flexibility it offers to students, allowing them to perform practical tasks outside the academic environment. This flexibility expands learning opportunities since students are not restricted to the physical laboratory and can practice and develop their skills in electrical installations anywhere and at any time.
{"title":"Virtual Environment for Assisting Learning of Residential Electrical Installations","authors":"Jalberth F. Araújo;Rodrigo T. Guimarães;Célio A. Silva;Henrique D. Silva","doi":"10.1109/RITA.2024.3368362","DOIUrl":"https://doi.org/10.1109/RITA.2024.3368362","url":null,"abstract":"In this paper, the importance of electrical installations in technical and undergraduate courses in the field of electricity and the limitations faced in practical activities in conventional laboratories, such as high demand and time restrictions, is addressed. To solve this problem, virtual laboratories play a crucial role as tools in the teaching-learning process, offering simulated experiments. In this work, a virtual environment was developed to assist in the learning of electrical installations. The environment allows students to enhance their knowledge and practical skills in the area. Additionally, both teachers and students benefit from improving teaching and learning practices provided by the virtual environment. One of the main advantages of this environment is the flexibility it offers to students, allowing them to perform practical tasks outside the academic environment. This flexibility expands learning opportunities since students are not restricted to the physical laboratory and can practice and develop their skills in electrical installations anywhere and at any time.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"45-50"},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140351549","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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