Examinando por Autor "Lacave, Carmen"

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Analyzing the influence of a visualization system on students’ emotions: An empirical case study
(Elsevier Science Ltd., 2020-05-01) Lacave, Carmen; Velázquez-Iturbide, J. Ángel; Paredes-Velasco, Maximiliano; Molina, Ana Isabel
Visualization systems are a class of tools that may potentially have a positive impact on students’ emotions. We have investigated this issue in computer science education, where there is a long tradition in researching on the impact of program and algorithm visualization on students. We designed a quasi-experimental study to analyze the variations in positive and negative emotions that students experience during their learning process. To address the limitations of quasi-experimental designs, we also considered other factors that might affect changes in students’ emotions, namely educational context, students’ personal profiles, students’ previous knowledge, subjective perception of their knowledge of the topic, their valuation of the visualization tool, and the cognitive load associated to the activity in general. Afterward, the quasi-experiment was replicated to contrast results. The article has three main contributions to studies on emotions in computer science education. Firstly, we obtained evidence that negative emotions decreased after using a visualization tool, while positive emotions remained invariant. Secondly, we identified a factor that influenced the emotions that students experienced on supporting their learning with visualization tools: the valuation of the visualization tool. Non-conclusive results were obtained about another factor, namely the university where students were enrolled. Thirdly, as a part of both evaluations, two scales were developed and calibrated (about students' subjective perception of their knowledge of the topic and students' valuation of the visualization tool).
Factors related to teaching quality: a validated questionnaire to assess teaching in Spanish higher education
(Taylor & Francis, 2022-06-17) Mellado-Moreno, Pedro C.; Lacave, Carmen; Sánchez-Antolín, Pablo; Molina, Ana I.
Quality in higher education requires the evaluation of the teaching-learning and assessment methodologies used by the teachers, the adaptation of the students, as well as the resources used. To respond to this need, this study aims to analyze the validity and reliability of the Factors Related to Teaching Quality (FRTQ) questionnaire, developed for this research. The sample was obtained among Spanish undergraduate students (n = 291). Validation was performed by a content and construct analysis through a review of the literature on the dimensions of teaching, learning and assessment, in addition to obtaining the measure of sampling adequacy and a factor extraction. Reliability was determined by Cronbach’s alpha. The validity and reliability of the questionnaire was confirmed, and the factor analysis showed a six-factor structured model: Functions of the assessment; Attention to diversity, Clarity and control of the educational process; Learning resources; Teaching resources; Assessment resources. The conclusions indicate the importance of approaching some aspects of the educational process from the dimensions of teaching and learning at the same time due to their transversal nature, as well as the relevance of having a useful instrument to evaluate the processes of change and improvement of teaching in Spanish higher education.