Pub Date : 2024-09-11DOI: 10.1109/RITA.2024.3458848
Maicon Bernardino;Rodrigo Cargnelutti;Renato de Souza Garcia;Williamson Silva
Software Engineering students enrolled in the Problem Solving I (PSI) course experience a Requirements Engineering (RE) approach to education. As part of one of the PSI assessments, students must develop a manuscript on RE. Following submission and presentation, we conducted an exploratory study to assess students’ perception of using ChatGPT to support improving and reviewing their scientific paper writing. Based on the results obtained from the participants (n = 40), we highlight the different ways to use ChatGPT to support the learning process. We conclude that ChatGPT and other AI tools can and should be explored by students and professors in the academic setting. However, evaluating the generated responses with caution and discernment is essential. Moreover, to enhance the overall experience, it is crucial to pose precise questions that yield accurate responses; this, in essence, constitutes the primary challenge.
{"title":"The Use of ChatGPT in Improving and Reviewing Scientific Paper Writing: An Exploratory Study","authors":"Maicon Bernardino;Rodrigo Cargnelutti;Renato de Souza Garcia;Williamson Silva","doi":"10.1109/RITA.2024.3458848","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458848","url":null,"abstract":"Software Engineering students enrolled in the Problem Solving I (PSI) course experience a Requirements Engineering (RE) approach to education. As part of one of the PSI assessments, students must develop a manuscript on RE. Following submission and presentation, we conducted an exploratory study to assess students’ perception of using ChatGPT to support improving and reviewing their scientific paper writing. Based on the results obtained from the participants (n = 40), we highlight the different ways to use ChatGPT to support the learning process. We conclude that ChatGPT and other AI tools can and should be explored by students and professors in the academic setting. However, evaluating the generated responses with caution and discernment is essential. Moreover, to enhance the overall experience, it is crucial to pose precise questions that yield accurate responses; this, in essence, constitutes the primary challenge.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"120-128"},"PeriodicalIF":1.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313122","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 : 2024-09-11DOI: 10.1109/RITA.2024.3458850
Gabriel B. Sá Alves;João N. Carlos Bittencourt;Anfranserai Dias
In the rapidly evolving domain of technology education, the integration of digital systems and computer architecture into a unified academic curriculum has become increasingly important. This integration reflects the dynamic nature of the technological landscape and aligns with the growing demands and expectations of students pursuing competencies in both disciplines. Within this context, there is an urgent need for innovative and disruptive pedagogical tools that are in line with current educational trends and effectively address the different learning styles of students. Consequently, the adoption of Field Programmable Gate Array (FPGA) co-design approaches, which integrate hardware and software aspects of systems, represents a significant step forward in meeting the contemporary demands of computer architecture education, offering a practical, engaging and scalable solution. This paper introduces CoLenda, a novel learning tool, through the implementation of an educational FPGA platform based on a 2D graphics processor. The aim of CoLenda is to provide a comprehensive understanding of its architecture, enabling students to experience practical, hands-on learning through the development of graphics-based games. The introduction of this processor enhances the learning process by allowing students to engage in digital design and computer architecture curricula while fostering creativity and practical problem-solving skills. Additionally, making the project open-source for community contributions could significantly expand the potential and scope of this educational tool.
{"title":"An FPGA Integrated 2D Graphic Processor for Enhanced Digital Design and Computer Architecture Education","authors":"Gabriel B. Sá Alves;João N. Carlos Bittencourt;Anfranserai Dias","doi":"10.1109/RITA.2024.3458850","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458850","url":null,"abstract":"In the rapidly evolving domain of technology education, the integration of digital systems and computer architecture into a unified academic curriculum has become increasingly important. This integration reflects the dynamic nature of the technological landscape and aligns with the growing demands and expectations of students pursuing competencies in both disciplines. Within this context, there is an urgent need for innovative and disruptive pedagogical tools that are in line with current educational trends and effectively address the different learning styles of students. Consequently, the adoption of Field Programmable Gate Array (FPGA) co-design approaches, which integrate hardware and software aspects of systems, represents a significant step forward in meeting the contemporary demands of computer architecture education, offering a practical, engaging and scalable solution. This paper introduces CoLenda, a novel learning tool, through the implementation of an educational FPGA platform based on a 2D graphics processor. The aim of CoLenda is to provide a comprehensive understanding of its architecture, enabling students to experience practical, hands-on learning through the development of graphics-based games. The introduction of this processor enhances the learning process by allowing students to engage in digital design and computer architecture curricula while fostering creativity and practical problem-solving skills. Additionally, making the project open-source for community contributions could significantly expand the potential and scope of this educational tool.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"176-185"},"PeriodicalIF":1.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142397091","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 : 2024-09-11DOI: 10.1109/RITA.2024.3458865
Óscar Cánovas Reverte;Pilar González Férez;Félix J. García Clemente;Federico Pardo García
This article presents findings derived from the implementation of different modes of using an interactive response system in a Computer Engineering Degree course. The research focuses on the use of the Wooclap platform, which allows posing questions to students for real-time responses using their mobile devices. The designed experience addresses two modalities of platform use: one without competition and another with competition based on points. The methodology involves two distinct groups of students responding to the same questions, led by the same teacher in separate tests, using different platform modes. This quasi-experimental approach is based on data collection regarding student performance (correct responses to questions) and the overall level of classroom interaction during the tests. Furthermore, an audio recording analysis system supported by artificial intelligence is utilized to characterize the participation of the various actors involved.To further the analysis, transcriptions of the teacher’s oral interventions are examined, investigating the typology of these interventions and evaluating if the quantity and distribution of these types vary between the competition mode and the non-competition mode. The results reveal distinctive patterns in the level of student interaction during the tests, depending on the mode used, as well as in the type of interventions made by the teacher. Despite these variations, the results indicate that the mode of use does not have a significant influence on the performance achieved by the students.
{"title":"Analyzing Wooclap’s Competition Mode With AI Through Classroom Recordings","authors":"Óscar Cánovas Reverte;Pilar González Férez;Félix J. García Clemente;Federico Pardo García","doi":"10.1109/RITA.2024.3458865","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458865","url":null,"abstract":"This article presents findings derived from the implementation of different modes of using an interactive response system in a Computer Engineering Degree course. The research focuses on the use of the Wooclap platform, which allows posing questions to students for real-time responses using their mobile devices. The designed experience addresses two modalities of platform use: one without competition and another with competition based on points. The methodology involves two distinct groups of students responding to the same questions, led by the same teacher in separate tests, using different platform modes. This quasi-experimental approach is based on data collection regarding student performance (correct responses to questions) and the overall level of classroom interaction during the tests. Furthermore, an audio recording analysis system supported by artificial intelligence is utilized to characterize the participation of the various actors involved.To further the analysis, transcriptions of the teacher’s oral interventions are examined, investigating the typology of these interventions and evaluating if the quantity and distribution of these types vary between the competition mode and the non-competition mode. The results reveal distinctive patterns in the level of student interaction during the tests, depending on the mode used, as well as in the type of interventions made by the teacher. Despite these variations, the results indicate that the mode of use does not have a significant influence on the performance achieved by the students.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"220-229"},"PeriodicalIF":1.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142443145","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 : 2024-09-11DOI: 10.1109/RITA.2024.3458852
Benjamín Maraza-Quispe;Victor Hugo Rosas-Iman;Maribel Ovalle-Quispe;Simona Luz Sajama-Castro;Guina Victoria Mamani-Flores;Carola Natalia Romero-Vera;Jorge Luis Torres-Loayza
The aim of the research is to determine the impact of video games on the development of meaningful learning in the field of mathematics among students in Regular Basic Education. The research was carried out through a quasi-experimental process and a systematic review of sources. A structured design was used in a pretest and posttest with a one-month application interval, during which three educational video games were used: Strategy, Adventure, and Simulation. The population consisted of 40 students divided into four groups: Three experimental groups and one control group, each composed of ten students. The results showed a significant influence of video games on the development of meaningful learning in the field of mathematics; it was observed that video games function as an educational complement and not as an absolute pedagogical means. The lack of reliability is highlighted due to the inability to control the learning pace of each student, and the possible ethical impacts inherent in education are pointed out. The conclusions show that, although video games can contribute to the development of meaningful learning in the field of mathematics, their use should be considered as part of a comprehensive pedagogical approach and not as the sole teaching and learning tool.
{"title":"Impact of Educational Video Games on the Development of Meaningful Learning in the Field of Mathematics: A Quasi-Experimental Approach","authors":"Benjamín Maraza-Quispe;Victor Hugo Rosas-Iman;Maribel Ovalle-Quispe;Simona Luz Sajama-Castro;Guina Victoria Mamani-Flores;Carola Natalia Romero-Vera;Jorge Luis Torres-Loayza","doi":"10.1109/RITA.2024.3458852","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458852","url":null,"abstract":"The aim of the research is to determine the impact of video games on the development of meaningful learning in the field of mathematics among students in Regular Basic Education. The research was carried out through a quasi-experimental process and a systematic review of sources. A structured design was used in a pretest and posttest with a one-month application interval, during which three educational video games were used: Strategy, Adventure, and Simulation. The population consisted of 40 students divided into four groups: Three experimental groups and one control group, each composed of ten students. The results showed a significant influence of video games on the development of meaningful learning in the field of mathematics; it was observed that video games function as an educational complement and not as an absolute pedagogical means. The lack of reliability is highlighted due to the inability to control the learning pace of each student, and the possible ethical impacts inherent in education are pointed out. The conclusions show that, although video games can contribute to the development of meaningful learning in the field of mathematics, their use should be considered as part of a comprehensive pedagogical approach and not as the sole teaching and learning tool.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"407-417"},"PeriodicalIF":1.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142918296","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 objective of the research was to build a support platform for chemistry laboratory activities based on the Internet of Things (IoT). The platform provides an economical alternative for conducting chemistry laboratory activities. The research had a mixed approach, where surveys were applied to teachers, students, and administrative staff of the University of Cartagena, and a V-model was used for the development of the application. The main stages of the model included benchmarking to determine the components to be used, the construction of the data acquisition hardware, the development of the laboratory data acquisition software, and the application of component integration, reliability, and technological acceptance tests. As a result, a web application was created, and TDS and temperature sensors were installed and connected by Wi-Fi. In addition, a technological acceptance test was conducted in the Chemistry program. The acceptance test was based on Davis’ technology acceptance model (1989), which considers the user’s ease of use and usefulness perceived, which resulted in a high degree of acceptance. In addition, the platform built has compatibility with multiple sensors, including those outside chemistry, allowing its use in laboratories of other disciplines.
这项研究的目的是建立一个基于物联网（IoT）的化学实验活动支持平台。该平台为开展化学实验活动提供了一种经济的选择。研究采用了混合方法，对卡塔赫纳大学的教师、学生和行政人员进行了调查，并使用 V 模型开发应用程序。该模型的主要阶段包括：确定要使用的组件的基准测试、数据采集硬件的构建、实验室数据采集软件的开发，以及组件集成、可靠性和技术验收测试的应用。最终，创建了一个网络应用程序，安装了 TDS 和温度传感器，并通过 Wi-Fi 进行了连接。此外，还在化学项目中进行了技术验收测试。验收测试以 Davis 的技术验收模型（1989 年）为基础，该模型考虑了用户的易用性和实用性，因此验收结果很高。此外，所建立的平台与多种传感器（包括化学以外的传感器）兼容，可用于其他学科的实验室。
{"title":"Support Platform for IoT-Based Chemistry Laboratory Activities","authors":"Jeimy Vélez-Ramos;Luis Tovar-Garrido;Francisco Scholborgh","doi":"10.1109/RITA.2024.3458853","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458853","url":null,"abstract":"The objective of the research was to build a support platform for chemistry laboratory activities based on the Internet of Things (IoT). The platform provides an economical alternative for conducting chemistry laboratory activities. The research had a mixed approach, where surveys were applied to teachers, students, and administrative staff of the University of Cartagena, and a V-model was used for the development of the application. The main stages of the model included benchmarking to determine the components to be used, the construction of the data acquisition hardware, the development of the laboratory data acquisition software, and the application of component integration, reliability, and technological acceptance tests. As a result, a web application was created, and TDS and temperature sensors were installed and connected by Wi-Fi. In addition, a technological acceptance test was conducted in the Chemistry program. The acceptance test was based on Davis’ technology acceptance model (1989), which considers the user’s ease of use and usefulness perceived, which resulted in a high degree of acceptance. In addition, the platform built has compatibility with multiple sensors, including those outside chemistry, allowing its use in laboratories of other disciplines.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"205-211"},"PeriodicalIF":1.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142438564","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 : 2024-09-11DOI: 10.1109/RITA.2024.3458859
Valéria Farinazzo Martins;André Andriotti;Carlos de Oliveira;Rafael J. Pezeiro;Claudionor Domingues;Leonardo Veríssimo;Natália Becker
Autism Spectrum Disorder (ASD) is characterized by problems with social interactions and communication, and restricted or repetitive behaviors. Upon reaching adolescence, individuals with ASD are often faced with a broader environment and more complex relationships. It is important, therefore, to find ways to develop and improve the social cognition skills of these individuals. Here we describe the development process of a digital game, called TEACOG, for training social cognition in adolescents with ASD. This project was undertaken by an interdisciplinary team of seven people from the areas of computer science and psychology, as well as undergraduate and graduate students, researchers, and a person with autism.
{"title":"Developing a Digital Game to Enhance Social Cognition Skills in Adolescents With ASD in a Multidisciplinary Context","authors":"Valéria Farinazzo Martins;André Andriotti;Carlos de Oliveira;Rafael J. Pezeiro;Claudionor Domingues;Leonardo Veríssimo;Natália Becker","doi":"10.1109/RITA.2024.3458859","DOIUrl":"https://doi.org/10.1109/RITA.2024.3458859","url":null,"abstract":"Autism Spectrum Disorder (ASD) is characterized by problems with social interactions and communication, and restricted or repetitive behaviors. Upon reaching adolescence, individuals with ASD are often faced with a broader environment and more complex relationships. It is important, therefore, to find ways to develop and improve the social cognition skills of these individuals. Here we describe the development process of a digital game, called TEACOG, for training social cognition in adolescents with ASD. This project was undertaken by an interdisciplinary team of seven people from the areas of computer science and psychology, as well as undergraduate and graduate students, researchers, and a person with autism.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"19 ","pages":"186-194"},"PeriodicalIF":1.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142434569","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 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}
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