Pub Date : 2025-04-01DOI: 10.1109/RITA.2025.3556764
Pilar Alexandra Moreno;Juan Olegario Monroy Vásquez;V. Gabriel M. Ramírez;Fernando Moreira
The objective of this study is to conduct a systematic review of the resources used in induction processes for first-year higher education students, with a focus on the use of virtual learning environments. The Kitchenham methodology was followed, evaluating 1,121 papers from databases such as ACM Digital Library, ELIBRO, Google Scholar, IEEE Digital Library, ISI Web of Science, ScienceDirect, Scopus, and Springer Link. In the first phase, 1,021 papers were selected by applying inclusion and exclusion criteria, reducing the set to 99 studies. Subsequently, a quality assessment was performed, considering only documents with a score above 0.9/3.0, resulting in a final selection of 46 papers. These studies provide an overview of the technological tools and pedagogical strategies employed in induction processes. The technological tools were classified into four subcategories: (1) Communication, (2) Didactic interaction media, (3) Learning environments, and (4) Applications. The pedagogical strategies were grouped into (1) Didactic, (2) Mentoring, and (3) Design and arrangement of materials. The systematic review identified and classified the main technological resources and pedagogical strategies used in induction processes for first-year students. These resources, distributed across four technological subcategories and three pedagogical ones, provide a comprehensive overview of the tools used in virtual environments to facilitate students’ adaptation to higher education. The findings offer a solid foundation for the development and implementation of more effective induction programs tailored to student’s current needs.
本研究的目的是对一年级高等教育学生诱导过程中使用的资源进行系统回顾，重点是虚拟学习环境的使用。采用Kitchenham方法，评估了来自ACM数字图书馆、ELIBRO、谷歌Scholar、IEEE数字图书馆、ISI Web of Science、ScienceDirect、Scopus和施普林格Link等数据库的1121篇论文。在第一阶段，通过应用纳入和排除标准，选择了1021篇论文，将研究集减少到99篇。随后进行质量评估，只考虑得分在0.9/3.0以上的文献，最终筛选出46篇论文。这些研究提供了归纳过程中采用的技术工具和教学策略的概述。这些技术工具被分为四类：(1)交流；(2)教学互动媒体；(3)学习环境；(4)应用程序。教学策略分为(1)教学，(2)指导，和(3)材料的设计和安排。系统评价确定并分类了一年级学生归纳过程中使用的主要技术资源和教学策略。这些资源分布在四个技术子类别和三个教学子类别中，全面概述了虚拟环境中使用的工具，以促进学生适应高等教育。研究结果为开发和实施针对学生当前需求的更有效的入门课程提供了坚实的基础。
{"title":"Systematic Mapping Review of Induction Resources for First-Time Students in Virtual Learning Environments","authors":"Pilar Alexandra Moreno;Juan Olegario Monroy Vásquez;V. Gabriel M. Ramírez;Fernando Moreira","doi":"10.1109/RITA.2025.3556764","DOIUrl":"https://doi.org/10.1109/RITA.2025.3556764","url":null,"abstract":"The objective of this study is to conduct a systematic review of the resources used in induction processes for first-year higher education students, with a focus on the use of virtual learning environments. The Kitchenham methodology was followed, evaluating 1,121 papers from databases such as ACM Digital Library, ELIBRO, Google Scholar, IEEE Digital Library, ISI Web of Science, ScienceDirect, Scopus, and Springer Link. In the first phase, 1,021 papers were selected by applying inclusion and exclusion criteria, reducing the set to 99 studies. Subsequently, a quality assessment was performed, considering only documents with a score above 0.9/3.0, resulting in a final selection of 46 papers. These studies provide an overview of the technological tools and pedagogical strategies employed in induction processes. The technological tools were classified into four subcategories: (1) Communication, (2) Didactic interaction media, (3) Learning environments, and (4) Applications. The pedagogical strategies were grouped into (1) Didactic, (2) Mentoring, and (3) Design and arrangement of materials. The systematic review identified and classified the main technological resources and pedagogical strategies used in induction processes for first-year students. These resources, distributed across four technological subcategories and three pedagogical ones, provide a comprehensive overview of the tools used in virtual environments to facilitate students’ adaptation to higher education. The findings offer a solid foundation for the development and implementation of more effective induction programs tailored to student’s current needs.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"86-95"},"PeriodicalIF":1.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143908430","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 : 2025-03-25DOI: 10.1109/RITA.2025.3554712
Juan Camilo Espinosa Domínguez;Leonardo Saavedra Munar;Paola Andrea Castillo Beltrán;Carlos Alberto Peláez Ayala;Andrés Fernando Solano Alegría;Johann Alexis Ospina Galindez
This study characterizes Inclusive Interactive Multimedia Experiences (IIMEs) within school contexts by integrating learning analytics to enable personalized student monitoring and evaluation. By analyzing regulatory documents and multimedia systems (MS) development methodologies, this paper provides comprehensive guidance for IIME pre-production, focusing on learning objectives, activities, responsible design, and inclusion. The research presents a detailed framework for IIME development. It addresses the integration of digital media, interaction modalities, sensory systems, and emotional engagement. Furthermore, it examines the technological mediation necessary to deliver a holistic multimedia experience, prioritizing accessibility and cultural sensitivity. A case study conducted at Rafael Navia Varón School in Cali, Colombia, demonstrates the practical application of the proposed framework through the development of Decisiones Cruciales, an IIME designed to address bullying and cyberbullying via interactive storytelling. This IIME uses learning analytics to provide teachers with detailed metrics on student performance and socio-emotional competencies. The findings from the students’ analysis highlight their engagement and the educational impact of the IIME, particularly in fostering empathy and communication skills. The results underscore the potential of IIMEs to advance inclusive education by delivering adaptive and culturally relevant content. This study contributes to the academic literature by offering practical guidelines for designing and implementing IIMEs that align with universal accessibility and responsible design principles, ultimately promoting an equitable and effective educational environment.
{"title":"Inclusive Interactive Multimedia Experiences in School Contexts With Learning Analytics Integration","authors":"Juan Camilo Espinosa Domínguez;Leonardo Saavedra Munar;Paola Andrea Castillo Beltrán;Carlos Alberto Peláez Ayala;Andrés Fernando Solano Alegría;Johann Alexis Ospina Galindez","doi":"10.1109/RITA.2025.3554712","DOIUrl":"https://doi.org/10.1109/RITA.2025.3554712","url":null,"abstract":"This study characterizes Inclusive Interactive Multimedia Experiences (IIMEs) within school contexts by integrating learning analytics to enable personalized student monitoring and evaluation. By analyzing regulatory documents and multimedia systems (MS) development methodologies, this paper provides comprehensive guidance for IIME pre-production, focusing on learning objectives, activities, responsible design, and inclusion. The research presents a detailed framework for IIME development. It addresses the integration of digital media, interaction modalities, sensory systems, and emotional engagement. Furthermore, it examines the technological mediation necessary to deliver a holistic multimedia experience, prioritizing accessibility and cultural sensitivity. A case study conducted at Rafael Navia Varón School in Cali, Colombia, demonstrates the practical application of the proposed framework through the development of Decisiones Cruciales, an IIME designed to address bullying and cyberbullying via interactive storytelling. This IIME uses learning analytics to provide teachers with detailed metrics on student performance and socio-emotional competencies. The findings from the students’ analysis highlight their engagement and the educational impact of the IIME, particularly in fostering empathy and communication skills. The results underscore the potential of IIMEs to advance inclusive education by delivering adaptive and culturally relevant content. This study contributes to the academic literature by offering practical guidelines for designing and implementing IIMEs that align with universal accessibility and responsible design principles, ultimately promoting an equitable and effective educational environment.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"96-104"},"PeriodicalIF":1.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143908339","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 : 2025-03-25DOI: 10.1109/RITA.2025.3554310
Alba Ayuso-Lanchares;Noemí Merayo
As the world rapidly digitizes, there is a growing emphasis on engaging young people, particularly girls, in STEM (Science, Technology, Engineering, and Mathematics) fields where they remain underrepresented. This study investigates the influence of primary and secondary school teachers on students’ STEM engagement within the Spanish education system, with a focus on gender equality. Using a descriptive correlational design, the research gathered responses from 664 teachers, revealing differences in beliefs and practices between primary and secondary educators regarding STEM promotion. The findings indicate that while primary teachers often emphasize career opportunities, secondary teachers focus on explaining STEM study content. Interestingly, only a minority of teachers (30-40%) report receiving gender equality training, underscoring a need for better teacher education in this area. The study also identifies key gender-related barriers, including stereotypes, lack of female role models, and limited STEM career visibility. These barriers are compounded by societal pressures, leading to fewer women in technology-related studies. The results call for education systems to enhance curricula with gender-sensitive practices and align primary and secondary teaching approaches to cultivate technological interest from an early age. Improved STEM training for teachers, as well as activities that promote female role models, can foster a supportive environment for girls. This study contributes to understanding the role of educators in shaping STEM aspirations and highlights the urgent need for systemic changes to address the gender gap in STEM fields.
{"title":"Teachers’ Perspectives on Gender Equity in STEM: Beliefs, Challenges, and Opportunities","authors":"Alba Ayuso-Lanchares;Noemí Merayo","doi":"10.1109/RITA.2025.3554310","DOIUrl":"https://doi.org/10.1109/RITA.2025.3554310","url":null,"abstract":"As the world rapidly digitizes, there is a growing emphasis on engaging young people, particularly girls, in STEM (Science, Technology, Engineering, and Mathematics) fields where they remain underrepresented. This study investigates the influence of primary and secondary school teachers on students’ STEM engagement within the Spanish education system, with a focus on gender equality. Using a descriptive correlational design, the research gathered responses from 664 teachers, revealing differences in beliefs and practices between primary and secondary educators regarding STEM promotion. The findings indicate that while primary teachers often emphasize career opportunities, secondary teachers focus on explaining STEM study content. Interestingly, only a minority of teachers (30-40%) report receiving gender equality training, underscoring a need for better teacher education in this area. The study also identifies key gender-related barriers, including stereotypes, lack of female role models, and limited STEM career visibility. These barriers are compounded by societal pressures, leading to fewer women in technology-related studies. The results call for education systems to enhance curricula with gender-sensitive practices and align primary and secondary teaching approaches to cultivate technological interest from an early age. Improved STEM training for teachers, as well as activities that promote female role models, can foster a supportive environment for girls. This study contributes to understanding the role of educators in shaping STEM aspirations and highlights the urgent need for systemic changes to address the gender gap in STEM fields.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"67-76"},"PeriodicalIF":1.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143865240","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 : 2025-03-25DOI: 10.1109/RITA.2025.3554596
Giuseppe S. Silva;Pedro N. Vasconcelos;Antonio C. Zambroni de Souza
Engineering projects address society’s demands and are multidisciplinary by nature. The occurrence of catastrophic failures and the imperative for responsible innovation evidence the importance of linking education with holistic solutions to complex global issues. However, integrating scientific and technological information with social demands has been increasingly neglected. In universities, the division of knowledge into independent subjects reinforces the principle of fragmentation, challenging the perception of problems in professional training. This manuscript advocates a transverse and transdisciplinary approach to teaching ethics in engineering to explore the role of future professionals as agents of socioeconomic and environmental transformation. The concept of transverse education emerges where a given discipline traverses disciplinary boundaries and is integrated into academic training without increasing the course curriculum. A rapid literature review is conducted to assess the current state of engineering ethics education and identify whether Transverse Education in Engineering Ethics (TEEE) is being applied in engineering academic institutions. Documents indexed by Web of Science and Scopus databases were considered in the review, complemented by a supplementary search to reduce the risk of geographical bias. Records were selected based on publication date, focus on engineering ethics education, and application maturity of TEEE according to international guidelines and the Brazilian National Common Curricular Base. Low worldwide adherence to TEEE is revealed, with 5% of the selected engineering teaching/learning records addressing ethics in a transversal manner. This article highlights the importance of TEEE and provides insights for integrating ethics into engineering education, serving as a tool for immediate application and future research.
工程项目解决社会需求，本质上是多学科的。灾难性失败的发生和负责任创新的必要性证明了将教育与复杂的全球问题的整体解决方案联系起来的重要性。然而，科技信息与社会需求的结合却越来越被忽视。在大学里，将知识划分为独立的学科强化了碎片化原则，挑战了对专业培训问题的认识。这份手稿提倡横向和跨学科的方法来教学工程伦理，以探索未来的专业人士作为社会经济和环境转型的代理人的作用。横向教育的概念是指某一学科跨越学科界限，在不增加课程设置的情况下融入学术培训。本文通过文献综述来评估工程伦理教育的现状，并确定工程伦理横向教育（TEEE）是否在工程学术机构中得到应用。本综述考虑了Web of Science和Scopus数据库索引的文献，并进行了补充检索，以减少地理偏倚的风险。根据国际准则和巴西国家共同课程基础，根据出版日期、工程伦理教育重点和tee应用成熟度选择记录。全球范围内对TEEE的遵守程度较低，所选工程教学/学习记录中有5%以横向方式解决伦理问题。本文强调了TEEE的重要性，并提供了将伦理学整合到工程教育中的见解，作为即时应用和未来研究的工具。
{"title":"Ethics as Transverse Subject in Engineering Education: A Review of Current Efforts","authors":"Giuseppe S. Silva;Pedro N. Vasconcelos;Antonio C. Zambroni de Souza","doi":"10.1109/RITA.2025.3554596","DOIUrl":"https://doi.org/10.1109/RITA.2025.3554596","url":null,"abstract":"Engineering projects address society’s demands and are multidisciplinary by nature. The occurrence of catastrophic failures and the imperative for responsible innovation evidence the importance of linking education with holistic solutions to complex global issues. However, integrating scientific and technological information with social demands has been increasingly neglected. In universities, the division of knowledge into independent subjects reinforces the principle of fragmentation, challenging the perception of problems in professional training. This manuscript advocates a transverse and transdisciplinary approach to teaching ethics in engineering to explore the role of future professionals as agents of socioeconomic and environmental transformation. The concept of transverse education emerges where a given discipline traverses disciplinary boundaries and is integrated into academic training without increasing the course curriculum. A rapid literature review is conducted to assess the current state of engineering ethics education and identify whether Transverse Education in Engineering Ethics (TEEE) is being applied in engineering academic institutions. Documents indexed by Web of Science and Scopus databases were considered in the review, complemented by a supplementary search to reduce the risk of geographical bias. Records were selected based on publication date, focus on engineering ethics education, and application maturity of TEEE according to international guidelines and the Brazilian National Common Curricular Base. Low worldwide adherence to TEEE is revealed, with 5% of the selected engineering teaching/learning records addressing ethics in a transversal manner. This article highlights the importance of TEEE and provides insights for integrating ethics into engineering education, serving as a tool for immediate application and future research.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"57-66"},"PeriodicalIF":1.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143821896","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 : 2025-03-17DOI: 10.1109/RITA.2025.3552226
Jalberth F. Araújo;Izadora S. Cardoso;Henrique D. Silva
In this paper is analyzed the teaching and learning process of the Undergraduate Course in Electrical Engineering at the Federal University of Campina Grande. The analysis is based on the application of forms to the professors and graduating students and pre-graduating students. The assertions of the forms are based on the questionnaire of National Student Performance Examination (ENADE), in the report of the National Curriculum Guidelines for Engineering Courses and in the Pedagogical Project of the Electrical Engineering Program at the Federal University of Campina Grande. With the answers of teachers and students, analyzes were carried out to obtain information of agreement or disagreement of the participants about the assertions addressed. In addition, the results obtained in some assertions were compared with the results obtained in the survey conducted during the National Student Performance Examination of 2017. This comparison aims to identify if the opinions of the students are undergoing modifications or remaining similar. From the results of this work, it is believed that it is possible to identify the factors that affect the teaching and learning process of the Undergraduate Course in Electrical Engineering of the Federal University of Campina Grande, so that future solutions can be proposed with the aim of improving the learning experience offered in the course.
{"title":"Analysis of the Teaching and Learning Process of the Undergraduate Course in Electrical Engineering at the Federal University of Campina Grande","authors":"Jalberth F. Araújo;Izadora S. Cardoso;Henrique D. Silva","doi":"10.1109/RITA.2025.3552226","DOIUrl":"https://doi.org/10.1109/RITA.2025.3552226","url":null,"abstract":"In this paper is analyzed the teaching and learning process of the Undergraduate Course in Electrical Engineering at the Federal University of Campina Grande. The analysis is based on the application of forms to the professors and graduating students and pre-graduating students. The assertions of the forms are based on the questionnaire of National Student Performance Examination (ENADE), in the report of the National Curriculum Guidelines for Engineering Courses and in the Pedagogical Project of the Electrical Engineering Program at the Federal University of Campina Grande. With the answers of teachers and students, analyzes were carried out to obtain information of agreement or disagreement of the participants about the assertions addressed. In addition, the results obtained in some assertions were compared with the results obtained in the survey conducted during the National Student Performance Examination of 2017. This comparison aims to identify if the opinions of the students are undergoing modifications or remaining similar. From the results of this work, it is believed that it is possible to identify the factors that affect the teaching and learning process of the Undergraduate Course in Electrical Engineering of the Federal University of Campina Grande, so that future solutions can be proposed with the aim of improving the learning experience offered in the course.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"47-56"},"PeriodicalIF":1.0,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143716454","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 : 2025-03-13DOI: 10.1109/RITA.2025.3551086
Eric Fujiwara
Equivalent circuits (EC) and bond graphs (BG) are inventive approaches to represent energy interactions in complex multidomain systems. Undergraduate and graduate students in engineering and physics courses benefit from such intuitive representations as alternatives to abstract space-state models and block diagram forms. However, differences between EC and physical counterparts frustrate their implementation and simulation in network analysis software like the widespread SPICE-based ones. Therefore, this paper proposes a method for converting EC and BG into realizable models through modulated effort/flux sources supported by systematic node labeling. Comparative transient simulations in LTspice and MATLAB encompass examples of mechanical, electrical, and magnetic systems, yielding compatible results apart from the multidomain interfaces. The presented technique supports elaborated models’ development and validation through an open-source and lightweight software, motivating further applications in didactic projects and virtual labs.
{"title":"Multidomain Systems Modeling With SPICE: Equivalent Circuit and Bond Graph Approaches","authors":"Eric Fujiwara","doi":"10.1109/RITA.2025.3551086","DOIUrl":"https://doi.org/10.1109/RITA.2025.3551086","url":null,"abstract":"Equivalent circuits (EC) and bond graphs (BG) are inventive approaches to represent energy interactions in complex multidomain systems. Undergraduate and graduate students in engineering and physics courses benefit from such intuitive representations as alternatives to abstract space-state models and block diagram forms. However, differences between EC and physical counterparts frustrate their implementation and simulation in network analysis software like the widespread SPICE-based ones. Therefore, this paper proposes a method for converting EC and BG into realizable models through modulated effort/flux sources supported by systematic node labeling. Comparative transient simulations in LTspice and MATLAB encompass examples of mechanical, electrical, and magnetic systems, yielding compatible results apart from the multidomain interfaces. The presented technique supports elaborated models’ development and validation through an open-source and lightweight software, motivating further applications in didactic projects and virtual labs.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"39-46"},"PeriodicalIF":1.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143688154","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 : 2025-03-06DOI: 10.1109/RITA.2025.3567528
Valéria Farinazzo Martins;André Luiz Satoshi Kawamoto;Cibelle Albuquerque de la Higuera Amato;Maria Amelia Eliseo;Ismar Frango Silveira
Although accessibility and digital inclusion are increasingly present in our daily lives, researchers have dedicated little effort debating these topics in Computer Science courses in Brazil. This paper presents a PBL (Problem-Based Learning) approach to Human-Computer Interaction classes which encourages students to discuss and consider accessibility issues during the systems project. As a result, the students created serious games aimed at the older people audience. This topic can be explored to increase students’ motivation, engagement, and commitment in the development of computational systems. This paper describes all the development phases suggested by our approach and outlines evaluation with students and teachers and discussion on the results from its application.
{"title":"Fostering Accessibility Through Problem-Based Learning—Developing Serious Games in HCI Education: Experience Report in Developing for Older Adults","authors":"Valéria Farinazzo Martins;André Luiz Satoshi Kawamoto;Cibelle Albuquerque de la Higuera Amato;Maria Amelia Eliseo;Ismar Frango Silveira","doi":"10.1109/RITA.2025.3567528","DOIUrl":"https://doi.org/10.1109/RITA.2025.3567528","url":null,"abstract":"Although accessibility and digital inclusion are increasingly present in our daily lives, researchers have dedicated little effort debating these topics in Computer Science courses in Brazil. This paper presents a PBL (Problem-Based Learning) approach to Human-Computer Interaction classes which encourages students to discuss and consider accessibility issues during the systems project. As a result, the students created serious games aimed at the older people audience. This topic can be explored to increase students’ motivation, engagement, and commitment in the development of computational systems. This paper describes all the development phases suggested by our approach and outlines evaluation with students and teachers and discussion on the results from its application.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"125-133"},"PeriodicalIF":1.0,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144232179","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 : 2025-03-01DOI: 10.1109/RITA.2025.3566095
Francisco da Conceição Silva;Andre Macedo Santana;Rodrigo Miranda Feitosa
With the increasing application of Artificial Intelligence (AI) in education, it becomes essential to understand the factors influencing school dropout, as the educational context demands reliable decision-making. This study investigates dropout indicators in secondary-level technical courses at a Brazilian institution, using Explainable AI (XAI) techniques applied to Machine Learning models. The study analyzed data from 15,084 students to identify the main factors contributing to school dropout, utilizing predictive models and applying the explainability techniques LIME and SHAP to highlight key dropout factors, thereby improving prediction transparency. The results show that decision tree-based models performed best, with Random Forest achieving 85% Recall, effectively identifying students at risk of dropout. LIME and SHAP consistently highlighted school attendance, family income, and place of residence as key dropout factors. The analysis of the explainers showed that students with low attendance and lower income are more likely to drop out. These findings highlight the importance of targeted educational policies, such as scholarship programs, transportation assistance, and personalized academic support, especially for vulnerable students. This study contributes to the understanding of factors associated with school dropout and provides insights for the formulation of more effective educational policies. Strategies such as scholarship programs, transportation assistance, and academic monitoring can be implemented to reduce dropout rates.
{"title":"An Investigation Into Dropout Indicators in Secondary Technical Education Using Explainable Artificial Intelligence","authors":"Francisco da Conceição Silva;Andre Macedo Santana;Rodrigo Miranda Feitosa","doi":"10.1109/RITA.2025.3566095","DOIUrl":"https://doi.org/10.1109/RITA.2025.3566095","url":null,"abstract":"With the increasing application of Artificial Intelligence (AI) in education, it becomes essential to understand the factors influencing school dropout, as the educational context demands reliable decision-making. This study investigates dropout indicators in secondary-level technical courses at a Brazilian institution, using Explainable AI (XAI) techniques applied to Machine Learning models. The study analyzed data from 15,084 students to identify the main factors contributing to school dropout, utilizing predictive models and applying the explainability techniques LIME and SHAP to highlight key dropout factors, thereby improving prediction transparency. The results show that decision tree-based models performed best, with Random Forest achieving 85% Recall, effectively identifying students at risk of dropout. LIME and SHAP consistently highlighted school attendance, family income, and place of residence as key dropout factors. The analysis of the explainers showed that students with low attendance and lower income are more likely to drop out. These findings highlight the importance of targeted educational policies, such as scholarship programs, transportation assistance, and personalized academic support, especially for vulnerable students. This study contributes to the understanding of factors associated with school dropout and provides insights for the formulation of more effective educational policies. Strategies such as scholarship programs, transportation assistance, and academic monitoring can be implemented to reduce dropout rates.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"20 ","pages":"105-114"},"PeriodicalIF":1.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10981760","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144090783","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 : 2025-02-20DOI: 10.1109/RITA.2025.3542560
Catalina Guerrero-Romera;José-Antonio Gómez-Hernández;Dor a Sales Salvador;Miguel-Ángel Vera-Baceta;José Antonio Merlo Vega;Aurora Cuevas-Cerveró
In the 21st century, technologies have become an essential element in the daily lives of all people and a basic resource for participating in society and exercising their full rights as citizens. Nonetheless, not all the population has the necessary resources to be able to access and be digitally trained, which is why the digital divide is one of the great challenges nowadays, especially for the migrant population. This double digital and social divide can occur to a greater extent in women, creating a series of gaps that hinder their full social inclusion and make it necessary to acquire basic competences and skills that contribute to promoting and exercising their rights on an equal footing in society. The purpose of this paper is to present a basic digital education programme aimed at migrant women that includes different contents and activities aligned with the European DigComp Framework at the basic level. It is expected that this training will have an impact on their level of digital performance and on fostering their participation and social inclusion.
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Pub Date : 2025-02-13DOI: 10.1109/RITA.2025.3541541
Oscar Revelo Sánchez;Alexander Barón Salazar;Manuel Ernesto Bolaños
Concepts and skills related to the basic constructs of programming (variables, types, expressions, assignment, simple input and output, and conditional control and iteration structures) are a key component in the education of future software developers. Initial programming courses (CS1) tend to have a high academic mortality rate. This is reflected in low student grades, indicating that students are not achieving the required academic competencies. Seeking alternative ways to improve student performance in CS1 courses, this paper proposes as a didactic learning strategy the use of collaborative programming/coding, mediated by the integrated development environment Visual Studio Code and its add-on Live Share, in solving computer programming problems or challenges. The results of a controlled experiment in which this collaborative tool was used in different CS1 courses of the Faculty of Engineering of the University of Nariño in San Juan de Pasto - Colombia are presented.
与编程的基本构造（变量、类型、表达式、赋值、简单输入和输出、条件控制和迭代结构）相关的概念和技能是未来软件开发人员教育的关键组成部分。初级编程课程（CS1）往往具有很高的学术死亡率。这反映在学生的低成绩上，表明学生没有达到所需的学术能力。为了寻找其他方法来提高学生在CS1课程中的表现，本文提出了一种教学学习策略，即使用协作编程/编码，通过集成开发环境Visual Studio Code及其附加的Live Share来解决计算机编程问题或挑战。本文介绍了在哥伦比亚圣胡安德帕斯托Nariño大学工程学院不同CS1课程中使用该协作工具的对照实验结果。
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