Pub Date : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10104663
Antonio Carlos Bento, Daniel Couto Gatti
This document presents experimental results about an applied survey on Internet of Things (IoT) projects, applying resources and developing solutions for create prototypes using Tinkercad Circuits application for computing classes. The results of this experiment were able to prove the capability of online solutions for share the development and to managing the operations and process while working with IoT applications. The results of this studies allowed to see and show the viability to build online solutions, which can contribute for a physical solution, practical and applicable for real projects, the prototype allowed to verify the functionality of a physical solution, avoiding issues as device damages, costs, other devices attachment and loss of time for solutions development. These results will allow the development of the solutions with no cost, fast, practical and with a professional point of view, helping professionals, students, experts, and others individual which need to develop IoT solutions and with low code and remotely. Qualitative and quantitative variables used for comparisons and result analysis on the participants’ opinion, which pointed to consistent and valuable results for the development of solutions using the tool.
{"title":"Experimental Survey’s results for IoT Projects with Tinkercad Circuits Prototypes for Virtual Classes","authors":"Antonio Carlos Bento, Daniel Couto Gatti","doi":"10.1109/IEEECONF56852.2023.10104663","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104663","url":null,"abstract":"This document presents experimental results about an applied survey on Internet of Things (IoT) projects, applying resources and developing solutions for create prototypes using Tinkercad Circuits application for computing classes. The results of this experiment were able to prove the capability of online solutions for share the development and to managing the operations and process while working with IoT applications. The results of this studies allowed to see and show the viability to build online solutions, which can contribute for a physical solution, practical and applicable for real projects, the prototype allowed to verify the functionality of a physical solution, avoiding issues as device damages, costs, other devices attachment and loss of time for solutions development. These results will allow the development of the solutions with no cost, fast, practical and with a professional point of view, helping professionals, students, experts, and others individual which need to develop IoT solutions and with low code and remotely. Qualitative and quantitative variables used for comparisons and result analysis on the participants’ opinion, which pointed to consistent and valuable results for the development of solutions using the tool.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117095025","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 : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10104685
C. Camacho-Zuñiga, Gretel Julio-Ramos, Genaro Zavala
Inequalities and exclusion from education were exposed and worsened during the COVID-19 pandemic; however, it forced us to recognize the need to make equality, equity, and social inclusion policies effective for all. Scientific and technological solutions to global threats depend on the formation of the maximum number of qualified human resources, which entirely relies on enabling everyone to acquire, update, and improve their knowledge, skills, and competencies through lifelong learning and higher education. To guarantee inclusive and quality education for all (UN Sustainable Development Goal 4) is hard to achieve at higher education or post-secondary levels. This research aims to provide an overview of the achievements and challenges that higher education institutions (HEI) face in fulfilling the requirements of students with disabilities (SWD). We analyzed a database of 104 abstracts from reviews of SWD in HEI published in Scopus-indexed journals between 2018 and August 2022. After data preprocessing, the text mining analysis on the corpus was visualized in word clouds and graphs. From the results, we could identify that providing access to facilities and information still dominates the research on inclusive education, and visual disability is the most frequently analyzed. The graphs reveal published research on undergraduates with disorders like Autism Spectrum (ASD), learning disorders, and visual, hearing, physical, intellectual, and psychosocial disabilities. The authors also evidenced the lack of information on the barriers and needs of SWD in HEI and potential future research to address them. Concerning the strategies to attend and care for SWD inside the classrooms, the graphs highlight Universal Design as a promising trend leading to inclusivity in higher education. The results and analyses in current research provide essential information to educational stakeholders and decision-makers inside institutions so that they can take action to embrace diversity.
{"title":"Higher Education for Students with Disabilities. An Overview Through the Lens of Text Min","authors":"C. Camacho-Zuñiga, Gretel Julio-Ramos, Genaro Zavala","doi":"10.1109/IEEECONF56852.2023.10104685","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104685","url":null,"abstract":"Inequalities and exclusion from education were exposed and worsened during the COVID-19 pandemic; however, it forced us to recognize the need to make equality, equity, and social inclusion policies effective for all. Scientific and technological solutions to global threats depend on the formation of the maximum number of qualified human resources, which entirely relies on enabling everyone to acquire, update, and improve their knowledge, skills, and competencies through lifelong learning and higher education. To guarantee inclusive and quality education for all (UN Sustainable Development Goal 4) is hard to achieve at higher education or post-secondary levels. This research aims to provide an overview of the achievements and challenges that higher education institutions (HEI) face in fulfilling the requirements of students with disabilities (SWD). We analyzed a database of 104 abstracts from reviews of SWD in HEI published in Scopus-indexed journals between 2018 and August 2022. After data preprocessing, the text mining analysis on the corpus was visualized in word clouds and graphs. From the results, we could identify that providing access to facilities and information still dominates the research on inclusive education, and visual disability is the most frequently analyzed. The graphs reveal published research on undergraduates with disorders like Autism Spectrum (ASD), learning disorders, and visual, hearing, physical, intellectual, and psychosocial disabilities. The authors also evidenced the lack of information on the barriers and needs of SWD in HEI and potential future research to address them. Concerning the strategies to attend and care for SWD inside the classrooms, the graphs highlight Universal Design as a promising trend leading to inclusivity in higher education. The results and analyses in current research provide essential information to educational stakeholders and decision-makers inside institutions so that they can take action to embrace diversity.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126013654","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 : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10104757
Milton Osiel Candela Leal, Dacia Martínez Díaz, Cecilia Orozco Romo, Aime Judith Aguilar Herrera, Jesús Eduardo Martínez Herrera, Arath Emmanuel Marín Ramírez, Luis Orlando Santos Cruz, César Francisco Cruz Gómez, Santiago Xavier Carrillo Ruiz, Erick Adrián Gutiérrez Flores, Karen Lizette Rodríguez Hernández, Esther Aimeé Delgado Jiménez, Ricardo A. Ramírez Mendoza, Gerardo Presbítero Espinosa, J. D. J. L. Santos, Mauricio Adolfo Ramírez Moreno
For athletes, coaches, or rehabilitation patients, the systems currently used to perform biomechanical studies and the dependence on technical experts for interpreting analyses and results can limit organizational, logistical, and economic resources. In this project, a Recurrent Neural Network model was created to predict human joint accelerations through the automatic digitalization of human body movement using video and acceleration sensors. The project aimed to prevent injuries and fractures in athletes and the elderly population because there is a lack of tools that predicts the risk of these traumas as a preventive method. Acceleration data was collected using Matlab mobile installed in cell phones attached to the arms and legs of volunteers doing physical tasks (walking, running, jumping). Experiments were video recorded, and machine learning models were trained using acceleration and video using Python libraries. After model evaluation, we observed that the selected model could predict the best on the XY axes and the worst on the Z axis, probably due to predicting a three-dimensional feature with a two-dimensional input. A biomechanical Digital Twin was created by combining the information from wearable devices, computer vision, and machine learning algorithms. This tool was able to estimate human joint accelerations (up to an extent) during movements with more refinement; it can help to evaluate movement performance within exercises or tasks and aid in injury/fracture risk prediction.
{"title":"Biomechanics Digital Twin: Markerless Joint Acceleration Prediction Using Machine Learning and Computer Vision","authors":"Milton Osiel Candela Leal, Dacia Martínez Díaz, Cecilia Orozco Romo, Aime Judith Aguilar Herrera, Jesús Eduardo Martínez Herrera, Arath Emmanuel Marín Ramírez, Luis Orlando Santos Cruz, César Francisco Cruz Gómez, Santiago Xavier Carrillo Ruiz, Erick Adrián Gutiérrez Flores, Karen Lizette Rodríguez Hernández, Esther Aimeé Delgado Jiménez, Ricardo A. Ramírez Mendoza, Gerardo Presbítero Espinosa, J. D. J. L. Santos, Mauricio Adolfo Ramírez Moreno","doi":"10.1109/IEEECONF56852.2023.10104757","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104757","url":null,"abstract":"For athletes, coaches, or rehabilitation patients, the systems currently used to perform biomechanical studies and the dependence on technical experts for interpreting analyses and results can limit organizational, logistical, and economic resources. In this project, a Recurrent Neural Network model was created to predict human joint accelerations through the automatic digitalization of human body movement using video and acceleration sensors. The project aimed to prevent injuries and fractures in athletes and the elderly population because there is a lack of tools that predicts the risk of these traumas as a preventive method. Acceleration data was collected using Matlab mobile installed in cell phones attached to the arms and legs of volunteers doing physical tasks (walking, running, jumping). Experiments were video recorded, and machine learning models were trained using acceleration and video using Python libraries. After model evaluation, we observed that the selected model could predict the best on the XY axes and the worst on the Z axis, probably due to predicting a three-dimensional feature with a two-dimensional input. A biomechanical Digital Twin was created by combining the information from wearable devices, computer vision, and machine learning algorithms. This tool was able to estimate human joint accelerations (up to an extent) during movements with more refinement; it can help to evaluate movement performance within exercises or tasks and aid in injury/fracture risk prediction.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131636232","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 : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10104622
Natalie Kiesler
The increasing availability of online tools helps support computing students via feedback to gain more practice in programming at their own pace. Due to the lack of educators’ insights into students’ independent practice with such online tools and their feedback options, this research aims at the evaluation of tutoring feedback types offered by the exemplary online tool CodingBat. In particular, students’ use of tutoring feedback types, as well as their effects on the cognitive, meta-cognitive and motivational level are investigated. The exploratory research methodology comprises a qualitative thinking aloud study with five novice learners of programming. The transcribed protocols were analyzed by using qualitative content analysis and deductive categories that originate from previous research on feedback effects and their observable and reportable indicators. The qualitative results reveal insights into students’ use of feedback, effects of feedback types on the cognitive, meta-cognitive and motivational level, as well as the importance of tutoring feedback including hints and a sample solution. The results of this applied, qualitative research add to the exploration of recommendations for the design of tutoring feedback in the context of self-paced online exercises for novice programmers. The findings further imply that automatically generated tutoring feedback seems to be helpful even without information that is adapted to the individual learner’s input.
{"title":"Investigating the Use and Effects of Feedback in CodingBat Exercises: An Exploratory Thinking Aloud Study","authors":"Natalie Kiesler","doi":"10.1109/IEEECONF56852.2023.10104622","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104622","url":null,"abstract":"The increasing availability of online tools helps support computing students via feedback to gain more practice in programming at their own pace. Due to the lack of educators’ insights into students’ independent practice with such online tools and their feedback options, this research aims at the evaluation of tutoring feedback types offered by the exemplary online tool CodingBat. In particular, students’ use of tutoring feedback types, as well as their effects on the cognitive, meta-cognitive and motivational level are investigated. The exploratory research methodology comprises a qualitative thinking aloud study with five novice learners of programming. The transcribed protocols were analyzed by using qualitative content analysis and deductive categories that originate from previous research on feedback effects and their observable and reportable indicators. The qualitative results reveal insights into students’ use of feedback, effects of feedback types on the cognitive, meta-cognitive and motivational level, as well as the importance of tutoring feedback including hints and a sample solution. The results of this applied, qualitative research add to the exploration of recommendations for the design of tutoring feedback in the context of self-paced online exercises for novice programmers. The findings further imply that automatically generated tutoring feedback seems to be helpful even without information that is adapted to the individual learner’s input.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"273 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125725072","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 : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10104881
Martha Elena Nuñez, M. Rodríguez-Paz, A. Abbas
This paper presents a quantitative study on developing an app to promote Sustainable Development (SD) learning and reflection among higher education students. The research was conducted at Tecnologico de Monterrey (TEC), Mexico, in seven industrial design courses during the spring 2022 semester. At the end of the semester, a focus group was undertaken to show the students the Sostek Application (APP) mockup. The purpose was to determine the roles of performance expectancy, effort expectancy, and hedonic motivation in students’ satisfaction. The data were collected from 40 students through an online questionnaire and analyzed using the IBM SPSS-26 application. The statistically analyzed results of the linear regression test affirmed that performance expectancy, effort expectancy, and hedonic motivation factors had a statistically significant correlation with students’ satisfaction. Furthermore, the research provides guidelines to higher education institutions to promote SD learning and reflection to help students gain experience in the SD educational setting. The results so far show a potential to develop incremental learning about SD and establish the means to continue disseminating and debating SD topics.
{"title":"Students’ Satisfaction and Recommendation of Sostek Application based on Sustainable Development Learning in Higher Education","authors":"Martha Elena Nuñez, M. Rodríguez-Paz, A. Abbas","doi":"10.1109/IEEECONF56852.2023.10104881","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104881","url":null,"abstract":"This paper presents a quantitative study on developing an app to promote Sustainable Development (SD) learning and reflection among higher education students. The research was conducted at Tecnologico de Monterrey (TEC), Mexico, in seven industrial design courses during the spring 2022 semester. At the end of the semester, a focus group was undertaken to show the students the Sostek Application (APP) mockup. The purpose was to determine the roles of performance expectancy, effort expectancy, and hedonic motivation in students’ satisfaction. The data were collected from 40 students through an online questionnaire and analyzed using the IBM SPSS-26 application. The statistically analyzed results of the linear regression test affirmed that performance expectancy, effort expectancy, and hedonic motivation factors had a statistically significant correlation with students’ satisfaction. Furthermore, the research provides guidelines to higher education institutions to promote SD learning and reflection to help students gain experience in the SD educational setting. The results so far show a potential to develop incremental learning about SD and establish the means to continue disseminating and debating SD topics.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"298 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132495344","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 : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10104668
Pamela Inés Marroquín Alanís, Rocío Elizabeth Cortez Márquez, Daniel Cantú Gonzalez, Ana Gabriela Rodríguez Mendoza, D. Munoz
Technology has become fundamental in supporting the academic continuity of students in times of pandemic. Digital tools, such as simulators, have aided communication and interaction for a better learning experience. This virtual reality project identifies how nutritional labels can help choose the best product and analyzes products’ front labels to identify their most relevant elements. Currently, the use of Virtual Reality resources is changing learning because its characteristics help to increase students’ involvement in immersive, interactive experiences, which provide a new way of learning (Elliot Hu-Au, 2018).
{"title":"Analysis of the Impact of Virtual Reality on High School Students’ Learning in Nutrition Courses","authors":"Pamela Inés Marroquín Alanís, Rocío Elizabeth Cortez Márquez, Daniel Cantú Gonzalez, Ana Gabriela Rodríguez Mendoza, D. Munoz","doi":"10.1109/IEEECONF56852.2023.10104668","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104668","url":null,"abstract":"Technology has become fundamental in supporting the academic continuity of students in times of pandemic. Digital tools, such as simulators, have aided communication and interaction for a better learning experience. This virtual reality project identifies how nutritional labels can help choose the best product and analyzes products’ front labels to identify their most relevant elements. Currently, the use of Virtual Reality resources is changing learning because its characteristics help to increase students’ involvement in immersive, interactive experiences, which provide a new way of learning (Elliot Hu-Au, 2018).","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123688107","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 : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10104699
Carlos Alberto González Almaguer, Ángeles Carolina Aguirre Acosta, Alejandro Acuña López, Olaf Ramiro Román Jiménez, Carla Corona Cardoso, Claudia Zubieta Ramírez
Virtual, augmented, and immersive reality opens a world of possibilities in education by allowing students to recreate authentic situations, such as operating machinery, assembling a product, or training tool handling, to mention a few. In the TEC21 educational model, the core is the challenge: a project with a real-world challenge assigned by the training partner results in students offering solution proposals.The trigger that accelerated the development of virtual, augmented, and immersive reality activities in distance learning was COVID-19 confinement. During this, these technologies recreated the laboratory and its facilities’ learning through augmented reality (AR) and virtual reality (VR) experiences.Using these technologies in the classroom allows students to achieve a great learning experience and develop skills for postgraduate studies and professional futures.Furthermore, now that we have returned to our physical facilities and laboratories, we can accelerate the learning obtained at the training partners’ facilities, recreating processes and machinery through these immersive technologies and a hybrid experience for our students.The present research shows the activity learning design process and the statistical treatment of the data to provide continuous feedback during the activity; we examine the three transcendental variables in the educational process: the learning (academic rigor), the development of competencies, and the involvement or immersion of the students in the classroom.
{"title":"Augmented, Virtual and Immersive Reality as Learning Support in TEC21 Educational Model","authors":"Carlos Alberto González Almaguer, Ángeles Carolina Aguirre Acosta, Alejandro Acuña López, Olaf Ramiro Román Jiménez, Carla Corona Cardoso, Claudia Zubieta Ramírez","doi":"10.1109/IEEECONF56852.2023.10104699","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104699","url":null,"abstract":"Virtual, augmented, and immersive reality opens a world of possibilities in education by allowing students to recreate authentic situations, such as operating machinery, assembling a product, or training tool handling, to mention a few. In the TEC21 educational model, the core is the challenge: a project with a real-world challenge assigned by the training partner results in students offering solution proposals.The trigger that accelerated the development of virtual, augmented, and immersive reality activities in distance learning was COVID-19 confinement. During this, these technologies recreated the laboratory and its facilities’ learning through augmented reality (AR) and virtual reality (VR) experiences.Using these technologies in the classroom allows students to achieve a great learning experience and develop skills for postgraduate studies and professional futures.Furthermore, now that we have returned to our physical facilities and laboratories, we can accelerate the learning obtained at the training partners’ facilities, recreating processes and machinery through these immersive technologies and a hybrid experience for our students.The present research shows the activity learning design process and the statistical treatment of the data to provide continuous feedback during the activity; we examine the three transcendental variables in the educational process: the learning (academic rigor), the development of competencies, and the involvement or immersion of the students in the classroom.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121667746","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 : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10104694
María Lule Salinas, Beatríz Murrieta Cortés
Human factors will always be primary elements in the design of workstations. Now we support our designs with technology to simulate a scenario before implementation, preventing possible application failures. This article describes the features of Jack Simulation software and its benefits.
{"title":"Jack Simulation Software for Industrial Engineering Learning","authors":"María Lule Salinas, Beatríz Murrieta Cortés","doi":"10.1109/IEEECONF56852.2023.10104694","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104694","url":null,"abstract":"Human factors will always be primary elements in the design of workstations. Now we support our designs with technology to simulate a scenario before implementation, preventing possible application failures. This article describes the features of Jack Simulation software and its benefits.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126875529","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 present study explores the integration of mind mapping into solving and presenting clinical nutrition cases. Seventeen undergraduate nutrition students and 9 professors participated in the study. Within a mixed-method framework, we used a Pearson coefficient correlation to determine if there is any association between mind map scores and academic performance. Furthermore, participants’ perceptions were thematically analyzed to determine how mind mapping influenced students’ thinking processes and communication skills. According to faculty and students, mind mapping helped students to better organize, comprehend, and analyze information related to their cases, develop nutritional interventions, and communicate effectively with their audiences. Other benefits and suggestions for implementing these kinds of activities are discussed.
{"title":"Mind Maps for Clinical Case Presentation: The Case of Nutrition Faculty and Students","authors":"Rosa Elvia Díaz Méndez, Katherina Edith Gallardo Córdova, Dixia Patricia Ramírez Vega","doi":"10.1109/IEEECONF56852.2023.10104911","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104911","url":null,"abstract":"The present study explores the integration of mind mapping into solving and presenting clinical nutrition cases. Seventeen undergraduate nutrition students and 9 professors participated in the study. Within a mixed-method framework, we used a Pearson coefficient correlation to determine if there is any association between mind map scores and academic performance. Furthermore, participants’ perceptions were thematically analyzed to determine how mind mapping influenced students’ thinking processes and communication skills. According to faculty and students, mind mapping helped students to better organize, comprehend, and analyze information related to their cases, develop nutritional interventions, and communicate effectively with their audiences. Other benefits and suggestions for implementing these kinds of activities are discussed.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126202019","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 : 2023-01-16DOI: 10.1109/IEEECONF56852.2023.10104873
Nayiv Assaf, L. Morán-Mirabal
Educational Technology (EdTech) lacks a foundational, formal, scientific, epistemic theory. Therefore, it lacks native constructs/variables and an epistemological object of study for scientifically deploying its work. This study determines the existence (ontology) of the theorized constructs Instructional Usability (UsI) and Learner-User eXperience (LUX) and defines their characterization (epistemology). Both constructs were modeled and instrumented. Furthermore, a Tech-Instructionality Model (TIM) was theorized and developed in this paper, both analytically and empirically. The model integrates UsI and LUX as two pairs of constructs linked with two EdTech epistemological objects of study, the instructional interface and the instructional interaction in two assessment modalities, testing mode (user-learner view) and inspection mode (expert/designer view). Two instruments were developed and validated in this study for testing mode, the Instructional Usability Scale (SUsI) and the Learner-User eXperience Questionnaire (QLUX). Both instruments were tested in a non-immersive virtual reality educational milieu during the academic lockdown of the Covid19 pandemic. The results show that both SUsI and QLUX consistently measured UsI and LUX, thus, providing a valid assessment for tech-instructionality and a foundation for constructing a scientific theory of EdTech.
{"title":"Instructional Usability and Learner-User eXperience Assessment in a Virtual Reality Educational Milieu: A Deductive Tech-Instructionality Model from EdTech","authors":"Nayiv Assaf, L. Morán-Mirabal","doi":"10.1109/IEEECONF56852.2023.10104873","DOIUrl":"https://doi.org/10.1109/IEEECONF56852.2023.10104873","url":null,"abstract":"Educational Technology (EdTech) lacks a foundational, formal, scientific, epistemic theory. Therefore, it lacks native constructs/variables and an epistemological object of study for scientifically deploying its work. This study determines the existence (ontology) of the theorized constructs Instructional Usability (UsI) and Learner-User eXperience (LUX) and defines their characterization (epistemology). Both constructs were modeled and instrumented. Furthermore, a Tech-Instructionality Model (TIM) was theorized and developed in this paper, both analytically and empirically. The model integrates UsI and LUX as two pairs of constructs linked with two EdTech epistemological objects of study, the instructional interface and the instructional interaction in two assessment modalities, testing mode (user-learner view) and inspection mode (expert/designer view). Two instruments were developed and validated in this study for testing mode, the Instructional Usability Scale (SUsI) and the Learner-User eXperience Questionnaire (QLUX). Both instruments were tested in a non-immersive virtual reality educational milieu during the academic lockdown of the Covid19 pandemic. The results show that both SUsI and QLUX consistently measured UsI and LUX, thus, providing a valid assessment for tech-instructionality and a foundation for constructing a scientific theory of EdTech.","PeriodicalId":445092,"journal":{"name":"2023 Future of Educational Innovation-Workshop Series Data in Action","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116954239","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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