Examinando por Autor "Alulema, Darwin"

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LESCA: Scaffolding and its impact on the higher cognitive levels and emotions of the student
(Graz University of Technology : Institut für Informationssysteme und Computer Medien, 2024-07-28) Alulema, Darwin; Paredes Velasco, Maximiliano
Teaching technical content in science and engineering requires the development of high-level competencies such as analytical and critical thinking skills, and is perceived by students as a difficult subject to understand. One way to help students learn this type of content is through the use of scaffolding, which dynamically regulates and adjusts learning according to the student’s needs. Although the use of scaffolding has already been applied in different educational contexts, so far there are no studies analysing its impact on students’ emotions and perception. In this paper we propose the LESCA system, which performs adaptive content feedback through scaffolding. The main hypothesis of this article is that the use of this tool together with teacher scaffolding improves the acquisition of content at higher cognitive levels and improves the student’s emotional state during learning. An experience has been carried out with 36 students of Industrial Electronics and Robotics Associate Degree with a pre-post design, where one group of students did not use the tool and another one did. The findings indicate that knowledge acquisition at the higher levels of Bloom’s taxonomy improved after the use of technological scaffolding and that this acquisition improved significantly when incorporating teacher scaffolding. On the other hand, students who performed the tasks with the system experienced significantly less anxiety and despair than students who did not use it. In addition, it has been found that students perceive teacher scaffolding to be significantly more useful than technological scaffolding.
Relation between Programming Visual Learning with VILEP and Students’ Emotions
(IEEE, 2021-02-01) Alulema, Darwin; Paredes-Velasco, Maximiliano
In this article a visual programming tool is shown, which allows coding programs by abstracting complex parts of the syntactic structures of the language by means of graphic representations combined with textual expressions. The tool allows student to relate the syntax of a language to the logic of solving a problem. To validate the proposal, we carried out an experience with a group of students who used the tool and another group who used Eclipse. The results show that there was an additional 23.4% of students who used the tool and reduced their error rate compared to those who used Eclipse.
SCAFFOLDING FOR VISUAL PROGRAMMING: DESIGN AND EVALUATION OF A MODEL-DRIVEN ENGINEERING APPROACH
(2023-11) Alulema, Darwin; Paredes-Velasco, Maximiliano
The learning of programming is increasingly gaining importance; however, it is a task that many students consider difficult, as it involves understanding theoretical concepts, knowledge of syntax and semantics of a programming language, syntactic coding, and programming logic for constructing a solution to a problem. In this regard, this work presents the current state of a tool based on Model-Driven Engineering and Model-to-Text Transformations to facilitate the teaching of programming through scaffolding techniques. Eclipse Modeling Framework (EMF), Sirius, and Acceleo tools are employed for building this tool. To validate the tool, a comparative study is conducted between an experimental group that uses the designed tool and a control group that uses Eclipse IDE. Data is collected through questionnaires at the beginning and end of the experience, evaluating aspects such as emotions, acquired knowledge, and tool usability. The effectiveness of the tool and its impact on students' positive emotions, as well as knowledge enhancement, could be determined.