Examinando por Autor "Pérez-Marín, Diana"

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A Case Study on Learning visual programing with TutoApp for Composition of Tutorials: An approach for Learning by Teaching
(IEEE, 2022) Paredes-Velasco, Maximiliano; Lozano-Osorio, Isaac; Pérez-Marín, Diana; Santacruz-Valencia, Liliana Patricia
Teaching programming is a topic that has generated a high level of interest among researchers in recent decades. In particular, multiple approaches to teaching visual programming have been explored, from the use of tools such as Scratch, robots, unplugged programming or activities for the development of computational thinking. Despite the wide range of resources used, students generally tend to perform poorly academically and perceive learning visual programming as a complex and demotivating task. In this article, the TutoApp system is proposed together with a new methodology based on "Learning by Teaching”, where students create tutorials in their mobile devices to explain programming concepts to their peers. The hypothesis of this paper is that the use of this tool improves learning outcomes and the level of student satisfaction. An experiment with a pre-post- test design has been carried out with 57 university students in an introductory programming course, 30 belonging to a control group (did not use TutoApp) and 27 belonging to the experimental group (used TutoApp). The findings indicate that the creation of tutorials with TutoApp significantly improved students' academic performance over those who did not use it, specifically in learning the loops and conditional control structures. However, it was observed that anxiety increased in all students while learning visual programming. The results of this study open the door to the validation of the use of systems and methodologies for creating tutorials for teaching visual programming to university students.
A Methodology Proposal Based on Metaphors to Teach Programming to Children
(2018-02) Pérez-Marín, Diana; Hijón-Neira, Raquel; Martín-Lope, Mercedes
Interest in studying Computer Science has been extended to children. However, it is unclear which educational method should be used. Teachers need help to tackle this task. Therefore, this paper proposes using metaphors such as recipe/program (and sequence), pantry/memory, and boxes/variables. It also illustrates the possibility of applying these metaphors to any resource available to the teacher. Four step-bystep scripts of how to use the metaphors in class are provided, with the opinions of sixty-two children (enrolled in grades fourth, fifth and sixth of Spanish Primary Education, 9 to 11 years in age) and their teacher’s opinion.
A Proposal for A Blended Learning Methodology and How to Apply it With University Students
(Elsevier, 2012) Pérez-Marín, Diana; Santacruz-Valencia, Liliana Patricia; Gómez-Gómez, Marta
In this paper, our aim is to propose a Blended Learning Methodology generic enough to be applied in any course at least in Higher Education. It is our belief that lecturers could change their teaching strategies if provided with some clear guidelines to follow. That way, we expect that any lecturer can take advantage of the proven benefits of using Blended Learning in their courses. Moreover, to test the validity of the methodology, several experiments have been carried out using the proposed methodology during the 2010/2011 academic year in four courses with 5 different lecturers and 273 university students.
Active learning through collaborative knowledge building using an automatic free-text scoring system in a b-learning environment.
(Taylor & Francis, 2016) Pérez-Marín, Diana; Hijón-Neira, Raquel; Santacruz-Valencia, Liliana Patricia
En el año académico 2012/2013, pedimos a un grupo de 124 estudiantes de Infantil y Primaria que crearan preguntas y sus respuestas correctas en grupos en un sistema de puntuación de texto libre. De ellos, 41 estudiantes (grupo de estudiantes involucrados, GEI) cumplieron con todos los requisitos durante el curso. La hipótesis era que los estudiantes serían capaces de aumentar su rendimiento académico y niveles de compromiso en comparación con el resto de los estudiantes. Los resultados obtenidos proporcionan evidencia estadística para apoyar esa hipótesis. Este estudio pretende ayudar a los profesores que quieran aumentar el rendimiento académico y los niveles de compromiso de sus estudiantes en cursos que puedan encontrar aburridos y no relacionados con el tema principal de su grado, o no directamente relacionados con sus principales intereses académicos.
An analysis of the current situation of teaching programming in Primary Education/ Un análisis de la situación sobre el estado de la enseñanza de la Programación en Primaria y su didáctica
(IEEE Explorer (versió en inglés)/ CIED – Centro Interdisciplinar de Estudos Educacionais (versión en español), 2017-10) Hijón-Neira, Raquel; Santacruz-Valencia, Liliana Patricia; Pérez-Marín, Diana; Gómez-Gómez, Marta
ABSTRACT: The interest in studying Computer Science has extended worldwide to children in the last years. In Spain, teaching is regulated with RDA (Royal Decree Act) 89/2014. According to this RDA, the subject “Technology and Digital Resources for Learning Improvement” is configured as an Autonomic Free Configuration Subject, and in the case of Autonomous Community of Madrid (ACM), the subject is compulsory. This paper presents the results of a survey sent to 318 educational centers in Madrid. The goal of the survey was to find out the current situation of programming teaching in Primary Education. Forty six schools filled and returned the survey showing that: (a) 100% of the schools consider that teaching programming in Primary Education is useful; and, (b) 39.1% of the schools are unable to teach programming because they find difficult to accommodate the timetable of the subject, and (or) they lack teachers with enough knowledge and training for the subject. In the schools where the subject is taught, most teachers rely on using Scratch or games, but they lack an adequate methodology. When the schools were asked about the possibility of implementing a methodology based on metaphors, 63% of them approved the idea, and 61% were in favor of applying it in their classrooms. RESUMEN: En los últimos años el interés por el aprendizaje de la programación ha crecido a nivel mundial y en España está legislado en el RD 126/2014. Según este decreto, la asignatura “Tecnología y Recursos Digitales para la mejora del aprendizaje” está configurada como de Libre Configuración Autonómica, y en el caso de la Comunidad de Madrid, se ha fijado como obligatoria. En este artículo se presentan los resultados de un cuestionario realizado a diversos centros educativos, con el fin de indagar sobre el estado de la enseñanza de la Programación en Primaria y su didáctica. Aunque el cuestionario fue enviado a 318 colegios de la Comunidad de Madrid, se recibieron 46 respuestas a través de las cuales se pudo constatar que: (i) a todos los centros les parece útil y adecuado enseñar Programación en dicha etapa y que (ii) un 39,1% de los centros no pueden impartir Programación porque encuentran dificultades en cómo encajarlo en el horario y en encontrar profesores adecuadamente formados. De otra, en aquellos centros en los que se imparte Programación la metodología utilizada suele ser en gran medida soportada en el uso de Scratch o en el uso de juegos, pero con una metodología sin definir. También se les preguntó acerca del uso de otra metodología, como la relacionada con el uso de metáforas, a lo que el 63% de los centros ha respondido que les parece bien y el 61% quisiera ponerla en práctica.
Analysis of the implementation of the teaching digital competence framework in preservice teachers
(Facultat de Psicologia, Ciencies de l'Educacio i de l'Esport Blanquerna, Universidad Ramón Llull, 2023-05-11) Hijón-Neira, Raquel; Gómez-Gómez, Marta; Pérez-Marín, Diana; Santacruz-Valencia, Liliana Patricia
After a conceptual analysis of numerous frameworks for teachers’ digital competence (TDC), one such framework was selected to be implemented, and the state of development of the TDC and its relationship with the introduction of computer programming have been studied. The hypothesis is that the implementation of a TDC framework within a first-year university class within an Education degree, called Computer Science and Digital Competence would help future teachers to significantly improve their TDC and, specifically, increase their knowl-edge of computer programming. In order to test this hypothesis, a study has been carried out with 116 students enrolled in the degree programs in Early Childhood and Primary Education at the Universidad Rey Juan Carlos. The results show that the participants were not digitally competent at the beginning of the course but that they had become significantly more so at the end of it, with a large effect size. Additionally, the prospective teachers did not understand the basic concepts of programming at the beginning of the course, but by the end their knowl-edge of programming concepts had improved significantly, as evidenced by the large effect size, although even by the end of the course they had not reached an adequate level of programming. The most used frequently tools among students are WhatsApp, social networks and email, but many they were not aware of tools such as podcasts or forums. In addition, the motivation of the participants to learn programming seems to be excellent.
Can computational thinking be improved by using a methodology based on metaphors and scratch to teach computer programming to children?
(ScienceDirect, 2020-04-01) Pizarro Romero, Celeste; Hijón-Neira, Raquel; Bacelo, Adrián; Pérez-Marín, Diana
Computational thinking (CT) is a key skill in the 21st century. However, it is not clear which is the most effective way to acquire and improve CT. Big research efforts are made to determine which pedagogical means should be used. One research trend is based on the idea that teaching programming since Primary Education suffices to improve CT. In our previous work, we proposed and validated a methodology based on metaphors and used of Scratch (MECOPROG) to teach basic programming concepts to children. It is our hypothesis H that by applying MECOPROG, students will develop their CT. To check H, we carried out an experiment with 132 Primary Education Students (9–12 years in age). At the beginning of the experiment, all students were asked to fill in a programming concepts test and two tests to measure their CT. During the sessions, all students were taught according to MECOPROG. Finally, they took the three tests again. A significant increase in the results on all the tests has been measured, supporting the use of metaphors and Scratch to teach computer programming concepts to Primary Education students to develop their CT.
Can Mindfulness Help Primary Education Students to Learn How to Program With an Emotional Learning Companion?
(IEEE, 2021-01-13) Morales-Urrutia, Elizabeth; Ocaña, Jose Miguel; Pérez-Marín, Diana; Pizarro, Celeste
Teaching programming to children has attracted significant research in recent decades. In our previous work, we co-designed the learning companion called Alcody with children between 10-12 years old who had some previous programming knowledge. Alcody is based on Papert’s constructionism theory, interacting with the students in pseudocode and providing recommendations as emotional support. Students using Alcody could significantly increase their scores in a programming test as well as seeming to be happy using the system. However, the relationship between the increase in scores and satisfaction and motivation levels was not explored. Moreover, since the COVID-19 pandemic, children have seemed too distracted and stressed to keep focusing on learning programming. This is why this paper introduces, for the first time in the literature, the use of mindfulness (the quality of being aware of the present moment) to help children focus before their programming sessions. The hypothesis is that by integrating mindfulness into the teaching of programming to children with an emotional learning companion, such as Alcody, the learning of programming concepts and students’ attitudes to learning can be improved. To test the hypothesis, an experiment was carried out with 137 students between 10-12 years old during the 2020 summer, split into a control group (without mindfulness) and a test group (with mindfulness). The 69 students in the test group achieved a significantly higher improvement in their post-test programming scores, and significantly higher satisfaction and motivation levels than the students in the control group. Moreover, students in the test group reported that they liked the experience of practicing mindfulness and that they felt it helped them to focus. It is therefore concluded that integrating mindfulness practices into the teaching of programming to children can be beneficial to increase their scores, satisfaction, and motivation levels.
Evolución de la percepción de la competencia digital en la formación del profesorado universitario tras la docencia remota de emergencia
(Centro de Investigação em Educação, 2024-06) Gómez-Gómez, Marta; Hijón-Neira, Raquel; Santacruz-Valencia, Liliana; Pérez-Marín, Diana
Desde la COVID-19, la integración de herramientas y habilidades digitales en la educación superior se ha convertido en una realidad en todos los países. El objetivo del estudio es analizar la percepción del profesorado (n = 88) y de los estudiantes (n = 487) de los Grados en Educación Infantil y Primaria y del Máster en Formación del Profesorado de una universidad pública de Madrid sobre la evolución de su competencia digital, en general, y de las diferentes áreas competenciales, tanto antes como durante la docencia remota de emergencia. Para ello utilizamos el conocido Marco Común para la Competencia Digital en la Docencia del Instituto Nacional de Tecnologías Educativas y Formación del Profesorado (INTEF). Utilizando una metodología cuantitativa y un cuestionario ad hoc validado por expertos, se realizó un análisis descriptivo, correlacional e inferencial de las variables. Los resultados muestran, en ambos perfiles, la disponibilidad de recursos digitales suficientes para afrontar esta modalidad, un aumento significativo en la autopercepción de esta competencia, destacando un mayor desarrollo en las siguientes áreas: Comunicación y Colaboración, Creación de contenidos digitales y Seguridad. También muestran descontento con la modalidad virtual debido a la excesiva carga de trabajo y capacitación continua que requiere. El estudio ayuda a repensar los currículos de los futuros docentes y los planes de formación del profesorado universitario en términos de la competencia digital requerida actualmente.
Experiencia de implantación del Marco en Competencia Digital Docente en los Grados de Educación Infantil y Educación Primaria de la Universidad Rey Juan Carlos
(Dykinson, 2019-11) Santacruz-Valencia, Liliana Patricia; Pérez-Marín, Diana; Hijón-Neira, Raquel; Borrás-Gené, Oriol; Gómez-Gómez, Marta
En este artículo se describe la experiencia de implantación, en el curso 2017/2018, del Marco en Competencia Digital Docente del Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF) en la asignatura “TIC en la Educación” de los Grados de Educación Infantil y Educación Primaria de la Universidad Rey Juan Carlos. La competencia digital, esto es, ser capaces de usar las tecnologías educativas en su práctica docente, es clave para los profesores del siglo XXI. Por este motivo, se ofreció este nuevo modelo de enseñanza abarcando cambios tanto en los contenidos como en las competencias (cubriendo las áreas competenciales del marco del INTEF). Además, los estudiantes tuvieron la posibilidad de evaluar el desarrollo de su propia competencia digital mediante el portafolio del INTEF, comprobándose cómo puede mejorarse esta competencia en los docentes.
Impacto del proceso de enseñanza y aprendizaje remoto de emergencia en la competencia digital y en el estado de ánimo en la formación del profesorado
(Ediciones Universidad de Salamanca, 2022-03-21) Gómez-Gómez, Marta; Hijón-Neira, Raquel; Santacruz-Valencia, Liliana Patricia; Pérez-Marín, Diana
La COVID-19 ha impactado en los procesos de enseñanza y aprendizaje acentuando dificultades académicas y emocionales. El objetivo del estudio es analizar si durante la enseñanza y aprendizaje remoto de emergencia ha habido cambios significativos en el estado de ánimo y en la competencia digital de 89 profesores y 488 estudiantes de los Grados de Educación Infantil y Primaria, y del Máster de formación del profesorado de la Universidad Rey Juan Carlos (Madrid), analizados desde su autopercepción. Bajo una metodología cuantitativa y un cuestionario diseñado ad hoc, se ha medido su validez interna y de contenido por parte de expertos, analizándose aspectos como el estado de ánimo y el estrés antes y durante el confinamiento, registrándose un aumento significativo en los valores promedio. En ambos perfiles, las fuentes de estrés, ansiedad y carga de trabajo han aumentado significativamente, al mismo tiempo que han disminuido algunas capacidades cognitivas. La actitud y motivación hacia la modalidad completamente online ha disminuido en ambos casos, sobre todo en estudiantes, aunque la competencia digital de ambos ha aumentado. Como principal conclusión se resalta la importancia de conocer el impacto de factores académicos y no académicos en el proceso de enseñanza y aprendizaje online. Por ello, el estudio puede ser valioso para afrontar los posibles cambios hacia dicha modalidad en estos tiempos de incertidumbre teniendo en cuenta los factores analizados. También, es preciso ofrecer a la comunidad educativa formación pedagógico-digital junto a formación en gestión de emociones y afrontamiento positivo de dichos cambios.
Learning by Teaching: Creation of Tutorials in the Field of Vocational Training
(IEEE, 2024-04-29) Lozano-Osorio, Isaac; Ruiz-Olmedilla, Sonia; Pérez-Marín, Diana; Paredes-Velasco, Maximiliano
Contribution: A methodology based on the learning by teaching approach facilitated by a mobile learning tool for creating tutorials. A study of the impact this methodology has had on the emotional well-being of students and its correlation with academic performance has also been carried out. Background: Insufficient resources and the absence of targeted teaching methods for technical content in vocational training may impact academic outcomes and lead to student demotivation. Previous studies indicate that employing active group methodologies contributes to the improvement of educational quality and positively influences the emotional well-being of students. Intended Outcomes: Improved academic performance, motivation levels, and collaborative work among peers, particularly within vocational training cycles. Application Design: A quasi-experimental design with a pre–post assessment of knowledge and emotional states. The study was carried out with 131 vocational training students, with one group following a conventional master class methodology that used practical activities, and another group following the learning by teaching methodology, where students created explanatory tutorials for their peers using a mobile application. Findings: Students who followed the proposed methodology significantly improved learning results compared to those who followed the traditional methodology. This improvement was evident both at the end of the experience and in the final evaluation of the course. Moreover, results revealed that the emotions of enjoyment and pride at the end of the learning process positively correlated with the acquisition of knowledge and that this correlation was more pronounced within the cohort that followed the learning by teaching methodology.
Propuesta de Modelo Específico de Enseñanza Multidisciplinar entre Grados de Educación e Informática
(DyKinson, 2023) Pérez-Marín, Diana; Paredes-Velasco, Maximiliano; Martín-Lope, Mercedes
En este artículo se presenta una experiencia de aprendizaje multidisciplinar realizada en el curso académico 2021/2022 entre los grados de Educación Primaria e Informática de la Universidad Rey Juan Carlos, con la participación de 120 estudiantes: 41 estudiantes de Ingeniería de Computadores y 79 de Educación Primaria. El objetivo perseguido es que los estudiantes de Informática desarrollen una aplicación educativa según los requisitos indicados por los estudiantes de Educación y en relación con la didáctica de las matemáticas. Se propone un modelo específico para su desarrollo en el aula que consta de cuatro fases: creación de grupos, puesta en marcha, desarrollo y cierre. La experiencia valida el modelo consiguiendo un alto rendimiento y satisfacción tanto por parte de los estudiantes como del profesorado de ambas titulaciones. Este modelo se comparte con el objetivo de animar a más profesores de los grados de Educación e Informática a ponerlo en práctica con sus estudiantes.
Stimulating children’s engagement with an educational serious videogame using Lean UX co-design
(Elsevier, 2021) Ramos-Vega, Maria C.; Palma-Morales, Victor M.; Pérez-Marín, Diana; Moguerza, Javier M.
The motivation to stimulate children’s learning engagement could be found in the fact that learning is not always motivational in itself. This is particularly true when learning is obligatory and based upon material that has not been chosen by the children themselves. A Lean UX approach to the co-design of an educational serious videogame (MOBI) is proposed in this paper. The core idea is that children's natural interest in playing can be stimulated by engendering the feeling that they are participating in the creation of something. The hypothesis is that this approach can increase the children's level of engagement and can facilitate their awareness of their learning perception. With the aim of testing this hypothesis, this paper describes an experience with 50 children with ages between 10 and 12 years old. The results indicate that the children’s satisfaction grew significantly during the process, with an important reduction in the requests for changes and that 60% had the perception of having learned. It can be concluded that the co-design based upon a Lean UX methodology, of a children’s educational serious videogame increases their level of product engagement and facilitates their awareness of their learning perception.
The Effects of a Visual Execution Environment and Makey Makey on Primary School Children Learning Introductory Programming Concepts
(IEEE, 2020-01-01) Pizarro, Celeste; Pérez-Marín, Diana; Hijón-Neira, Raquel; Connolly, Cornelia
The interest of children in learning to program computers has increased dramatically in recent years with the adaptation of new programming languages such as Scratch or game-based approaches. That being so, it is still unclear how best to teach programming concepts to young children. There is a gap in the literature on how to introduce basic programming concepts to children at the primary school level, while taking factors such as the grade level and approach used into account. This paper explores the best approach for introducing basic programming concepts to school children in the 4th, 5th and 6th grades as well as the effects of the approaches on students’ learning gains (per concept). The concepts addressed here are those used in a traditional Introduction to Programming course, such as programs, memory and variables, inputs and outputs, conditionals and loops. The paper presents the resulting improvements achieved by the 4th, 5th and 6th graders in a multigroup pretest-posttest design, with a control group (the use of a blackboard as an unplugged approach) and two experimental groups (the use of a visual execution environment (VEE) with a mouse and the use of the VEE with Makey Makey). We present the results exploring the interaction between the grade and approach factors for the 144 children (9-12 years old) enrolled in primary education. The results provide statistically significant data indicating how the children succeeded in learning basic programming concepts according to their grade, the type of approach used, and the programming concept under study.