This work is expected to clarify the advantages and pitfalls of generative AI applied to college-level programming learning.
This study discusses creating and using GAME (Goals And Motivation Engine), a system that can be changed to fit different CS projects like SOCIO-BEE. It helps overcome the problems of keeping people interested and motivated.
The R3 Project aims to bridge STEM education gaps in rural schools using remote experimentation, ensuring equal opportunities for all students.
From an early age, girls disregard studies related to science, technology, engineering, or mathematics (STEM), and this means that a gender gap begins during secondary education and continues to increase over time. Multiple causes have been identified for this phenomenon in the literature, and numerous initiatives are being carried out to reverse this situation
Lempel is a game designed to foster computational thinking skills, particularly pattern recognition, among primary and secondary school students.
Study of 326 learners on Kodetu platform uncovers maze challenge difficulty factors, aiding computational thinking skill enhancement.
In a world where algorithms are ubiquitous, the development of computational thinking competencies is becoming progressively important among students, technology professionals, and 21st-century citizens in general.
Analyzing interactions on an online platform sheds light on CT development, influenced by age and gender, offering design recommendations.
Creativity and Computational Thinking (CT) have been both extensively researched in recent years. However, the associations between them are still not fully understood despite their recognition as essential competencies for the digital age.
Computational Thinking (CT) and creativity are considered two vital skills for the 21st century that should be incorporated into future curricula around the world.
We studied the relationship between these two constructs while focusing on learners’ personal characteristics. Two types of creativity were examined: creative thinking and computational creativity.
Seguir una carrera STEAM para las mujeres puede compararse con una tubería con fugas, que se filtra de tantas maneras que, al final, se vacía antes de llegar a posiciones profesionales de liderazgo.
The Open Schools for Open Societies (OSOS) Spain community presents in this article a series of OSOS initiatives successfully carried out in several Spanish schools. Initiatives that fight against invasive species in the landscape, intergenerational initiatives that seek to improve the physical, emotional and mental activity of ageing people, initiatives on energy poverty or climate change, recycling initiatives that involve an entire town, among others.
Many worldwide initiatives consider both creativity and computational thinking as crucial skills for future citizens, making them a priority for today’s learners. We studied the associations between these two constructs among middle school students (N = 57), considering two types of creativity: a general creative thinking, and a specific computational creativity.
This article presents two related studies conducted at the University of Deusto. The first study wants to show that it is possible to carry out an assessment of project management competence through the analysis of the data that is obtained when the students interact with certain tools for the management of projects. In the second study, the objective is to demonstrate that the use of Learning Analytics assessment to carry out continuous monitoring and provide feedback to the students, directly influences their capacity to manage a project and therefore, leads to an improvement in their results.
The purpose of this paper is to propose a computational model that implicitly predict the children’s creative quality of solutions by analyzing the query pattern on a problem-solving-based lesson.
SNOLA is a Thematic Network of Excellence recognized by the Spanish Ministry of Economy and Competitiveness composed of the main Spanish researchers in the field of learning analytics.
This paper describes the main characteristics of Make World, an online platform where young students can create their own programming challenges, and analyses the use and piloting phase where more than 500 students of primary education have participated to measure the impact of Make World in their learning.
This paper aims to analyze the data collected from a first approach at the process of applying coaching techniques in the advisor service of students in their first course of engineering.
In this paper, we present a preliminary study of creativity in an online programming learning environment.
In the present study we analyzed clickstream data from 3,355 participants enrolled in several Computational Thinking workshops using Kodetu, an online platform with fine grained logging features.
In this study, we propose a model to estimate the creative quality of users’ solutions dealing with heuristic problems, based on the automatic analysis of query patterns issued during the information search to solve the problem.
This paper hypothesizes that use of a remote laboratory has a positive effect on students’ learning process. This report analyzes the effect of the use of VISIR in five different groups of students from two different academic years (2013-2014 and 2014-2015), with three teachers and at two educational levels.
Learning analytics evolves techniques gauging student engagement, satisfaction, and identifying at-risk students. Research focuses on understanding how students learn, enhancing teaching. Experiment at University of Deusto assessed project management competence.
The education sector transitions from ICT integration to a cross-technological wave focusing on learning analytics, addressing barriers through SNOLA.
Research works presented in this special issue show the ability of analyzing and improving learning and teaching processes through LA.
This study evaluates e-teaching competencies of Arabic language teachers in Alhisa district, considering gender, School Stage, and Experience. A questionnaire with 69 items was administered to 51 teachers, revealing moderate competencies with significant gender and experience-based differences.
We propose an implicit model for detecting student creative behavior based on the diversity of queries issued by students during a task search information to solve a problem.
This paper examines project-based learning in higher education and its connection to competency frameworks. It suggests technological tools and assessment indicators, linking them to data for learning analytics to support project-based learning assessment
This work proposes novel behavioral features to track learners’ creative potential over time, based on associative skills. It defines models to depict students’ creativity, achieving accurate prediction of creative potential.
El artículo presenta los fundamentos y la integración de la competencia de trabajo en equipo en un juego serio. Describe el proceso de diseño, las decisiones pedagógicas y la metodología, además del uso de técnicas de Learning Analytics para su evaluación.
Learning Analytics (LA) is an interdisciplinary field where education, statistics, and technology merge to glean insights from learning data. Collaboration and knowledge-sharing are essential, evident in conferences like LAK and LASI-Spain, facilitating advancements in learning and teaching processes.
Discusses the use of mobile devices in higher education, presenting four case studies from the Faculty of Engineering, University of Deusto, Spain. It includes student feedback on mobile device usage
An automatic assessment model for competency development in physics using VISIR remote experiments and learning analytics is presented.
We have designed and developed SCALA (Supporting Competency-Assessment through a Learning Analytics approach), an analytics system that integrates usage -how the user interacts with resources- and social -how students and teachers interact among them- trace data to support competency assessment.
SCALA integrates usage and social trace data to support competency assessment, offering enriched rubrics and visual analytics tools.
SCALA addresses challenges in competency assessment by integrating learning analytics into educational tools, enabling scalable measurement of student progress. It overcomes data interoperability issues and provides analytics for pattern discovery and metric relations.»
This paper presents a serious game that aims to develop and assess oral and interpersonal communication competences. Based on the University of Deustos’ Learning model we implement a multiplayer adventure environment using HTML5 and Javascript technologies.
This chapter describes the process followed at the university to integrate collaborative technologies in the educational context, agents involved in the process, and how available technologies with competences are combined to achieve educational objectives.
This paper focuses on the design of a serious game for the teaching and assessment of generic competences, placing particular emphasis on the competences assessment aspect.
Universities stress competency development, yet assessment is challenging. SCALA integrates usage and social trace data, supporting competency assessment through learning analytics.»
The project “Serious Games for Education–Programming Skills” presents an innovative technology that integrates serious games techniques with remote laboratories and augmented reality.
This paper describes the creation of Boole-WebLab-FPGA, a system which integrates Boole-Deusto –an educational electronics design tool– and WebLab-Deusto-FPGA.
Interdisciplinary team from University of Deusto develops serious game for job-oriented education, emphasizing entrepreneurship and problem-solving skills.
Boole-Deusto and WebLab-Deusto-FPGA combine for rapid digital electronics design, aiding first-year students and teachers in learning and teaching.
This work proposes to make easier the work of teachers enabling the integration of mobile learning experiences at university learning environments. We propose to achieve this goal through the design and development of a mobile learning conceptual framework which could recreate digital learning scenarios, engaging, this way, students, in learning-related activities in diverse physical locations, enhancing availability and accessibility of information networks.
The Basque Government issued calls for digital educational objects under Eskola 2.0. DeustoTech Learning group surveyed approved objects until November 2011
We propose integrating interactive audiovisual content throughout the learning process using ACCEedu, enhancing materials with tagging, subtitling, and audio description
