Pub Date : 2023-08-07DOI: 10.1109/RITA.2023.3303100
Carlos Felipe Ordoñez Urbano;Jorge Adrián Muñoz;Leonairo Pencue Fierro;Juan Fernando Flórez Marulanda;Rubiel Vargas-Cañas
Academic training of professionals, especially in engineering fields, should enable them to reliably interpret their surroundings for informed decision-making. This is crucial for engineering students who continuously quantify and anal-yze system operations. In the current context, where in-person and virtual work blend together thanks to technological advances, professional education must establish flexible alternatives to assimilate phenomenological knowledge without sacrificing essential aspects of real experimentation. Remote laboratories emerge as an alternative to strengthen these aspects through distance learning. This paper presents a proposed and developed functional architecture scheme for remote interaction-based mechanical physics laboratories, allowing the configuration of initial operating conditions, execution of experiments, and data collection for three fundamental physics practices: free fall, Hooke’s law, and parabolic motion. The proposed architecture is scalable under the Internet of Things approach, using the necessary hardware and software elements with user-friendly interaction interfaces, making the developed remote laboratories a viable option for engineering students’ education, without requiring physical presence for their execution.
{"title":"Remote Laboratories for Physics Education: A Proposal Toward Interactive Learning for Engineering Students","authors":"Carlos Felipe Ordoñez Urbano;Jorge Adrián Muñoz;Leonairo Pencue Fierro;Juan Fernando Flórez Marulanda;Rubiel Vargas-Cañas","doi":"10.1109/RITA.2023.3303100","DOIUrl":"10.1109/RITA.2023.3303100","url":null,"abstract":"Academic training of professionals, especially in engineering fields, should enable them to reliably interpret their surroundings for informed decision-making. This is crucial for engineering students who continuously quantify and anal-yze system operations. In the current context, where in-person and virtual work blend together thanks to technological advances, professional education must establish flexible alternatives to assimilate phenomenological knowledge without sacrificing essential aspects of real experimentation. Remote laboratories emerge as an alternative to strengthen these aspects through distance learning. This paper presents a proposed and developed functional architecture scheme for remote interaction-based mechanical physics laboratories, allowing the configuration of initial operating conditions, execution of experiments, and data collection for three fundamental physics practices: free fall, Hooke’s law, and parabolic motion. The proposed architecture is scalable under the Internet of Things approach, using the necessary hardware and software elements with user-friendly interaction interfaces, making the developed remote laboratories a viable option for engineering students’ education, without requiring physical presence for their execution.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47208641","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 : 2023-08-04DOI: 10.1109/RITA.2023.3302174
Alberto Gómez;María-Jesús Marco-Galindo;Julià Minguillón
A key factor in online learning is an instructional design that ensures that students maintain an adequate and constant learning pace throughout the course. This is especially relevant when a fundamentally practical and progressive learning approach is required, such as in introductory programming courses. This article describes an intervention conducted in a first-year subject of the Computer Engineering degree called “Programming Fundamentals”. This subject poses many challenges related to the introduction of abstract concepts, the completion of programming exercises in a specific language, and the monitoring of the pace of proposed learning activities so that students can achieve adequate learning. Based on academic results from several semesters, it was decided to make an intervention that modified the planning of learning activities to maintain motivation and learning pace throughout the semester, while reducing the time between completing the activities and receiving feedback. An analysis of the results following the change shows that more students complete the core activities, with a decrease in dropouts from continuous assessment and an increase in the number of students passing the course. Data analysis has been validated using propensity score matching, a method for evaluating interventions with a quasi-experimental design.
{"title":"Evaluation of an Intervention on Activity Planning in CS1","authors":"Alberto Gómez;María-Jesús Marco-Galindo;Julià Minguillón","doi":"10.1109/RITA.2023.3302174","DOIUrl":"10.1109/RITA.2023.3302174","url":null,"abstract":"A key factor in online learning is an instructional design that ensures that students maintain an adequate and constant learning pace throughout the course. This is especially relevant when a fundamentally practical and progressive learning approach is required, such as in introductory programming courses. This article describes an intervention conducted in a first-year subject of the Computer Engineering degree called “Programming Fundamentals”. This subject poses many challenges related to the introduction of abstract concepts, the completion of programming exercises in a specific language, and the monitoring of the pace of proposed learning activities so that students can achieve adequate learning. Based on academic results from several semesters, it was decided to make an intervention that modified the planning of learning activities to maintain motivation and learning pace throughout the semester, while reducing the time between completing the activities and receiving feedback. An analysis of the results following the change shows that more students complete the core activities, with a decrease in dropouts from continuous assessment and an increase in the number of students passing the course. Data analysis has been validated using propensity score matching, a method for evaluating interventions with a quasi-experimental design.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47088042","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}
Mobile language learning applications for smart mobile devices have greatly evolved in recent years. These applications have great potential to help students learn the target language. The present research aims to evaluate the achievement of the competence to read various types of written texts in English as a foreign language using the Duolingo application. The methodology followed is quantitative, in which an experimental group and a control group, each consisting of 24 students, were selected through convenience random sampling. In the experimental group, 25 learning sessions were conducted using the Duolingo application over a period of 3 months, while the control group received no treatment. A Pre-Test and a Post-Test, extracted from the official “British Council” website, were implemented. Entrance tests, feedback tests, and exit tests were administered. The results demonstrated that the Duolingo application has a positive and direct influence on the consolidation of the competence to read various types of written texts in English as a foreign language. A significant improvement was evident compared to the initial results with the exit test, with 77.3% of the sample achieving or surpassing the expected level of performance. In conclusion, participants expressed interest in various aspects of Duolingo, such as forums, podcasts, and identifiable themes in each lesson. However, two drawbacks have been identified, namely occasional issues with speech recognition and limitations in advanced language skills.
{"title":"Toward the Achievement of English Language Learning Competencies Through the Use of an Application: A Case Study","authors":"Benjamín Maraza-Quispe;María Florencia Concha-Fuse;Jorge Luis Torres-Loayza;Grunilda Telma Reymer-Morales;Walter Choquehuanca-Quispe;Kelly Shirley Llanos-Talavera;Rafael Laura-Melendrez","doi":"10.1109/RITA.2023.3301790","DOIUrl":"10.1109/RITA.2023.3301790","url":null,"abstract":"Mobile language learning applications for smart mobile devices have greatly evolved in recent years. These applications have great potential to help students learn the target language. The present research aims to evaluate the achievement of the competence to read various types of written texts in English as a foreign language using the Duolingo application. The methodology followed is quantitative, in which an experimental group and a control group, each consisting of 24 students, were selected through convenience random sampling. In the experimental group, 25 learning sessions were conducted using the Duolingo application over a period of 3 months, while the control group received no treatment. A Pre-Test and a Post-Test, extracted from the official “British Council” website, were implemented. Entrance tests, feedback tests, and exit tests were administered. The results demonstrated that the Duolingo application has a positive and direct influence on the consolidation of the competence to read various types of written texts in English as a foreign language. A significant improvement was evident compared to the initial results with the exit test, with 77.3% of the sample achieving or surpassing the expected level of performance. In conclusion, participants expressed interest in various aspects of Duolingo, such as forums, podcasts, and identifiable themes in each lesson. However, two drawbacks have been identified, namely occasional issues with speech recognition and limitations in advanced language skills.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46149159","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 : 2023-08-03DOI: 10.1109/RITA.2023.3301510
Daniela América da Silva;Johnny Cardoso Marques;Paulo Marcelo Tasinaffo
The graduate programs in Brazil have shown numerical growth and its evaluation system is approved by the national and international academic community. However, even with the growth and improvement of Brazilian graduate programs, the country has continental dimensions and coexists with regional asymmetries. Additionally, until nowadays has not been presented a comprehensive study on the variations in the distribution and growth of graduation programs by small geographic regions in Brazil. This study consists of a graduate program mapping by mesoregions, and the meta-model elaborated here aims to map the existing asymmetries in Education in the country to respond to scientific and technological development.
{"title":"Mapping the Asymmetries of Graduate Programs in Brazil: Modeling, Visualization and Reporting of Estimates","authors":"Daniela América da Silva;Johnny Cardoso Marques;Paulo Marcelo Tasinaffo","doi":"10.1109/RITA.2023.3301510","DOIUrl":"10.1109/RITA.2023.3301510","url":null,"abstract":"The graduate programs in Brazil have shown numerical growth and its evaluation system is approved by the national and international academic community. However, even with the growth and improvement of Brazilian graduate programs, the country has continental dimensions and coexists with regional asymmetries. Additionally, until nowadays has not been presented a comprehensive study on the variations in the distribution and growth of graduation programs by small geographic regions in Brazil. This study consists of a graduate program mapping by mesoregions, and the meta-model elaborated here aims to map the existing asymmetries in Education in the country to respond to scientific and technological development.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48528626","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 : 2023-08-02DOI: 10.1109/RITA.2023.3301429
Arturo Jaime;José Miguel Blanco;César Domínguez;Imanol Usandizaga;Rosa Arruabarrena
Some project-based organizations report and share knowledge through lessons learned in order to improve performance in future work. The objective of this study is to test whether the use of this technique, in Project-Based Learning, is sustainable over time. Also, it is interesting to test what are the types of lessons generated most frequently, whether they have interest for the learners, and whether the activities involved are satisfactory for them. The research is carried out by incorporating the lessons learned technique into a Project-Based Learning experience over several years. The methodology consists of the analysis and classification of lessons, published in a blog, and the data collected about the students (grades and opinions). The results show that technological lessons are the most numerous and visited, followed by methodological lessons in terms of generation, and work organization lessons in terms of visits. Moreover, the opinions of the students are very positive in all activities related to the dissemination, generation, learning achieved and usefulness of the lessons in a fairly unanimous way. In conclusion, the lessons learned technique serves as a good complement to reinforce Project-Based Learning, enabling students to acquire knowledge, perceive its practical usefulness, and express satisfaction with the activities involved.
{"title":"Classification of Lessons Learned Generated by Students in the Practice of Project-Based Learning","authors":"Arturo Jaime;José Miguel Blanco;César Domínguez;Imanol Usandizaga;Rosa Arruabarrena","doi":"10.1109/RITA.2023.3301429","DOIUrl":"10.1109/RITA.2023.3301429","url":null,"abstract":"Some project-based organizations report and share knowledge through lessons learned in order to improve performance in future work. The objective of this study is to test whether the use of this technique, in Project-Based Learning, is sustainable over time. Also, it is interesting to test what are the types of lessons generated most frequently, whether they have interest for the learners, and whether the activities involved are satisfactory for them. The research is carried out by incorporating the lessons learned technique into a Project-Based Learning experience over several years. The methodology consists of the analysis and classification of lessons, published in a blog, and the data collected about the students (grades and opinions). The results show that technological lessons are the most numerous and visited, followed by methodological lessons in terms of generation, and work organization lessons in terms of visits. Moreover, the opinions of the students are very positive in all activities related to the dissemination, generation, learning achieved and usefulness of the lessons in a fairly unanimous way. In conclusion, the lessons learned technique serves as a good complement to reinforce Project-Based Learning, enabling students to acquire knowledge, perceive its practical usefulness, and express satisfaction with the activities involved.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48942400","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 : 2023-08-02DOI: 10.1109/RITA.2023.3301410
Alba López-Segovia;Ignacio Rodríguez-Rodríguez;José-Víctor Rodríguez;Domingo Pardo-Quiles;María Campo-Valera
It is established that physics and engineering students struggle to effectively learn the physical foundations underpinning the photoelectric effect when taught solely via a theoretical approach. In response to this, and contrary to the approaches based on computer tutorials, this paper introduces a set of laboratory experiments that analyze the above phenomenon from a practical perspective. The aim hereby is to visually demonstrate and clarify the main concepts of the photoelectric effect using real equipment. Specifically, the relationship between incident lighting (across different wavelengths and intensities) and the generated photocurrent is studied using a specially designed simple device. The experiments furthermore calculate the Planck constant, elucidate the linear relationship between photon energy and frequency, and prove that the stopping voltage is independent of the incident light intensity. Hence, the proposed experiments may foster a deeper understanding of the corpuscular nature of light among students.
{"title":"A Set of Laboratory Experiments for the Proper Understanding of the Photoelectric Effect Within a Teaching/Learning Context","authors":"Alba López-Segovia;Ignacio Rodríguez-Rodríguez;José-Víctor Rodríguez;Domingo Pardo-Quiles;María Campo-Valera","doi":"10.1109/RITA.2023.3301410","DOIUrl":"10.1109/RITA.2023.3301410","url":null,"abstract":"It is established that physics and engineering students struggle to effectively learn the physical foundations underpinning the photoelectric effect when taught solely via a theoretical approach. In response to this, and contrary to the approaches based on computer tutorials, this paper introduces a set of laboratory experiments that analyze the above phenomenon from a practical perspective. The aim hereby is to visually demonstrate and clarify the main concepts of the photoelectric effect using real equipment. Specifically, the relationship between incident lighting (across different wavelengths and intensities) and the generated photocurrent is studied using a specially designed simple device. The experiments furthermore calculate the Planck constant, elucidate the linear relationship between photon energy and frequency, and prove that the stopping voltage is independent of the incident light intensity. Hence, the proposed experiments may foster a deeper understanding of the corpuscular nature of light among students.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41962604","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 : 2023-08-02DOI: 10.1109/RITA.2023.3301409
Iñigo Aldalur;Xabier Sagarna
Programming is basic to all engineering studies and a complicated subject for many first-year students. Many of the problems stem from the difficulty students have in finding the solution they need on the Internet, which makes students more dependent on the lecturer. Add to this the need for students to use new technologies in the classroom and the rapid digitization caused by the COVID-19 pandemic, the use of the Discovery Learning through WebQuests instructional model is of great help to students. For this subject, students are required to learn C programming using Visual Studio. The results show that WebQuests have contributed to improve academic results and skills such as teamwork, motivation and imagination to solve the problems posed. Students find themselves able to think of appropriate solutions, sometimes more than one solution, and carry them out. In addition, students conclude that the WebQuests have helped them to use their imagination, generate creative ideas and increase their ability to put what they have learned into practice.
{"title":"Improving Programming Learning in Engineering Students Through Discovery Learning","authors":"Iñigo Aldalur;Xabier Sagarna","doi":"10.1109/RITA.2023.3301409","DOIUrl":"https://doi.org/10.1109/RITA.2023.3301409","url":null,"abstract":"Programming is basic to all engineering studies and a complicated subject for many first-year students. Many of the problems stem from the difficulty students have in finding the solution they need on the Internet, which makes students more dependent on the lecturer. Add to this the need for students to use new technologies in the classroom and the rapid digitization caused by the COVID-19 pandemic, the use of the Discovery Learning through WebQuests instructional model is of great help to students. For this subject, students are required to learn C programming using Visual Studio. The results show that WebQuests have contributed to improve academic results and skills such as teamwork, motivation and imagination to solve the problems posed. Students find themselves able to think of appropriate solutions, sometimes more than one solution, and carry them out. In addition, students conclude that the WebQuests have helped them to use their imagination, generate creative ideas and increase their ability to put what they have learned into practice.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49921759","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 : 2023-08-02DOI: 10.1109/RITA.2023.3301392
Sérgio H. Evangelista;Guillermo Alvarez Bestard;Fábio Henrique M. Oliveira;Isaac Ambrósio da Silva;Fábio Ferreira Amorim;Carlos H. Llanos;Sanderson César Macêdo Barbalho
There are few experiences using Problem/Project-Based Learning (PBL) approaches involving projects in critical situations such as lockdown processes. Given that the role of engineering education has gained prominence within Science, Technology, Engineering and Maths (STEM) area, this work discusses some problems and strategies used in a case study developed with undergraduate students during the COVID-19 pandemic. The case study consisted of developing a mechanical ventilator adapting PBL strategies. The major challenge was to include groups of undergraduate students from some universities of Brazil, using only virtual platforms to collaboratively leverage design processes throughout technical-based teams for developing a low-cost mechanical ventilator. Therefore, this research covers two stages. The first was the action research, where professors and students worked together to develop the equipment. Then, after six months of activities entirely performed remotely, a questionnaire was made available to students to assess learning, motivation, difficulties, among others. This paper reflects these two moments at the project execution. The perception analysis of students’ learning and satisfaction demonstrates that the project provided a socialization space in times of pandemics. Finally, it was noticed that the totally virtual environment did not negatively impact students.
{"title":"Using Problem/Project-Based Learning for Developing a Mechanical Ventilator in Brazil: The Perception of Undergraduate Students Regarding Their Learning and Satisfaction","authors":"Sérgio H. Evangelista;Guillermo Alvarez Bestard;Fábio Henrique M. Oliveira;Isaac Ambrósio da Silva;Fábio Ferreira Amorim;Carlos H. Llanos;Sanderson César Macêdo Barbalho","doi":"10.1109/RITA.2023.3301392","DOIUrl":"10.1109/RITA.2023.3301392","url":null,"abstract":"There are few experiences using Problem/Project-Based Learning (PBL) approaches involving projects in critical situations such as lockdown processes. Given that the role of engineering education has gained prominence within Science, Technology, Engineering and Maths (STEM) area, this work discusses some problems and strategies used in a case study developed with undergraduate students during the COVID-19 pandemic. The case study consisted of developing a mechanical ventilator adapting PBL strategies. The major challenge was to include groups of undergraduate students from some universities of Brazil, using only virtual platforms to collaboratively leverage design processes throughout technical-based teams for developing a low-cost mechanical ventilator. Therefore, this research covers two stages. The first was the action research, where professors and students worked together to develop the equipment. Then, after six months of activities entirely performed remotely, a questionnaire was made available to students to assess learning, motivation, difficulties, among others. This paper reflects these two moments at the project execution. The perception analysis of students’ learning and satisfaction demonstrates that the project provided a socialization space in times of pandemics. Finally, it was noticed that the totally virtual environment did not negatively impact students.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41593197","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 : 2023-08-02DOI: 10.1109/RITA.2023.3301413
Manuel Alejandro Ojeda-Misses;Carlos Dávila Chavero
This article presents an educational platform for Mechanics of Materials based in a beam, an Arduino, a smart phone, and Matlab-Simulink with real-time performance. The platform components are given by hardware setup and software setup that these are described. Performance of the platform is assessed by means of real-time experiments using ArduinoIO package for a beam using loading configurations. The platform is easy to implement and to interface using Arduino, electronic circuits, and any computer. The platform is considered portable, reliable, and low-cost, that it can develop for students, opening many new possibilities for practical assignments in Engineering for courses of statics and Mechanics of Materials. Finally, these are included experiments and studied topics during various practices.
{"title":"Educational Platform Based on a Mechanical Beam With Performance in Real Time","authors":"Manuel Alejandro Ojeda-Misses;Carlos Dávila Chavero","doi":"10.1109/RITA.2023.3301413","DOIUrl":"10.1109/RITA.2023.3301413","url":null,"abstract":"This article presents an educational platform for Mechanics of Materials based in a beam, an Arduino, a smart phone, and Matlab-Simulink with real-time performance. The platform components are given by hardware setup and software setup that these are described. Performance of the platform is assessed by means of real-time experiments using ArduinoIO package for a beam using loading configurations. The platform is easy to implement and to interface using Arduino, electronic circuits, and any computer. The platform is considered portable, reliable, and low-cost, that it can develop for students, opening many new possibilities for practical assignments in Engineering for courses of statics and Mechanics of Materials. Finally, these are included experiments and studied topics during various practices.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49158795","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}
Currently, there are a large number of virtual learning objects (LOs) available to chemistry students and teachers. These LOs present interactive contents that complement the study of chemical phenomena in classrooms and laboratories. Given the diversity and heterogeneity of the educational contents addressed and the methods used by the available offer, the present work proposes a model to design and evaluate LOs, especially those that integrate simulation as a basic mechanism to support in particular practical activities. The simulation is proposed to help the student to put in practice chemical processes, prove the chemical model and validate theoretical concepts. A case study presents the structure of Biochemical courses composed of several LO’s integrating the simulation mechanism. Finally, an evaluation instrument is proposed to identify how the simulation mechanism supports practical activities offered in a learning object as part of a chemistry course.
{"title":"A Learning Object Model for Chemistry Courses","authors":"Jaime Muñoz-Arteaga;Lea Yvonne Muñoz-Lozano;César Velázquez Amador;Klinge Orlando Villalba-Condori;Agustín Adúriz-Bravo","doi":"10.1109/RITA.2023.3301388","DOIUrl":"10.1109/RITA.2023.3301388","url":null,"abstract":"Currently, there are a large number of virtual learning objects (LOs) available to chemistry students and teachers. These LOs present interactive contents that complement the study of chemical phenomena in classrooms and laboratories. Given the diversity and heterogeneity of the educational contents addressed and the methods used by the available offer, the present work proposes a model to design and evaluate LOs, especially those that integrate simulation as a basic mechanism to support in particular practical activities. The simulation is proposed to help the student to put in practice chemical processes, prove the chemical model and validate theoretical concepts. A case study presents the structure of Biochemical courses composed of several LO’s integrating the simulation mechanism. Finally, an evaluation instrument is proposed to identify how the simulation mechanism supports practical activities offered in a learning object as part of a chemistry course.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41520872","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：