Examinando por Autor "Paredes-Velasco, Maximiliano"

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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.
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).
APRENDER ENSEÑANDO: CREACIÓN DE TUTORIALES CON TUTOAPP EN EL ÁMBITO DE FORMACIÓN PROFESIONAL
(2023-11) Ruiz-Omedilla, Sonia; Lozano-Osorio, Isaac; Paredes-Velasco, Maximiliano
El auge de las metodologías activas en educación y su importancia para atender a la diversidad presente en las aulas, se plantea como una oportunidad para realizar una intervención en la etapa de Formación Profesional introduciendo la metodología activa aprender enseñando, utilizando tecnología móvil a través de una aplicación Android, llamada TutoApp. Con esta aplicación los estudiantes crean tutoriales y breves cuestionarios relacionados con los contenidos a trabajar, de manera que este material facilite el aprendizaje tanto a sus creadores como al resto de compañeros. En la intervención descrita se valoran las emociones experimentadas por los estudiantes antes y después de la experiencia junto al rendimiento académico. La experiencia apunta a un mayor rendimiento en el aprendizaje y el dominio de los contenidos trabajados de los alumnos que usaron la herramienta de TutoApp respecto a los que no lo usaron. Sin embargo, no se encontró que el uso de la herramienta mejorase significativamente el estado emocional de los estudiantes.
Augmented reality with algorithm animation and their effect on students’ emotions
(Springer, 2022) Paredes-Velasco, Maximiliano; Velázquez-Iturbide, J. Ángel; Gómez-Ríos, Mónica
Algorithm animations are a resource that assists in learning algorithms by visually displaying the behavior of an algorithm at a higher level of abstraction than source code. On the other hand, augmented reality is a technology that allows extending visible reality in a mobile device, which can result in greater emotional well-being for the student. However, it is not clear how to integrate algorithm animations with augmented reality. The article makes two contributions to this concern. On the one hand, we describe an architecture that allows generating interactive algorithm animations, integrating them appropriately in the context of immersive augmented reality. This way the user can watch the source code of the algorithm, augmented with textual explanations, visualizations and animations of its behavior. We illustrate the use of the architecture by instantiating it to the well-known Dijkstra’s algorithm, resulting in an augmented reality tool that generates text, 2D and 3D visualizations. On the other hand, the influence of the tool on the user’s emotions has been studied by conducting an experience with face-to-face and online students. The results show that, with the joint use of augmented reality and visualizations, the students: experienced significantly more positive than negative emotions, experienced more agitation and stimulation than inactivity or calm, enjoyed as much as they expected, and their feeling of boredom decreased during the experience. However, students felt anxiety from the beginning and it increased with the use of augmented reality. The study also found that the face-to-face or online learning model influences emotions and learning outcomes with augmented reality.
Evaluating the Effect of Program Visualization on Students’ Motivation
(IEEE, 2017-01-16) Velázquez-Iturbide, J. Ángel; Hernán-Losada, Isidoro; Paredes-Velasco, Maximiliano
An increase in student motivation is often cited as an expected effect of software visualization, but, as far as the authors are aware, no controlled experiments have yet demonstrated this. This paper therefore presents a controlled evaluation of this effect, conducted within the framework of self-determination theory. Students were tasked with removing redundant recursion in a multiple recursive algorithm. The experimental group (N = 19) used the SRec program visualization system, while the control group (N = 17) could use any programming tool in which they were proficient, such as BlueJ or Eclipse. The increase in motivation was measured by the difference between student scores in pre- and post-tests of their motivation. Statistically significant increases were observed for the two more determined forms of motivation, intrinsic motivation (p = 0.01), and extrinsic motivation via identified regulation (p = 0.03). Student feedback about their subjective acceptance of SRec reinforced these results. These findings give experimental support to expectations for software visualization in terms of motivation. Several paths for future work are identified, in particular, the need for more experiments under various conditions to achieve deeper understanding of the motivational effect of program visualization.
Improving Soft Skills Through an Interdisciplinary Approach in a Realistic Context Between Education and CS Students in an HCI Course
(IEEE, 2023) Paredes-Velasco, Maximiliano; Arnal-Palacián, Mónica; Urquiza-Fuentes, Jaime; Martín-Lope, Mercedes
Abstract—Contribution: Prior studies on pedagogical methodologies to acquire soft skills have shown that developing collaborative tasks produces positive impact in students’ abilities. In this article, a pedagogical approach based on interdisciplinary practice and realistic problems is proposed to improve students’ teamwork skills. Background: Traditionally, soft skill acquisition has received scarce attention in high education curricula. Consequently, students finish their studies without having developed important competencies, such as communication, conflict resolution and teamwork skills. Intended Outcomes: Students who follow a realistic interdisciplinary approach improve both their soft and hard skills compared to students who follow a traditional collaborative pedagogical methodology. Through the approach proposed, students progress in completing tasks, participating in the team, collaborating in the organization, accepting agreements and taking into account the others’ points of view. Application Design: The experience involved students from two different disciplines, prospective computer science engineers and preservice teachers. They worked together to design an educational application that required prospective engineers to apply Human–Computer Interaction fundamentals. A quasiexperimental study was performed using either knowledge tests or self-assessment pre-post-tests, both subsequently analyzed using quantitative methods. Findings: 1) the prospective CS engineers who followed the interdisciplinary realistic practice approach achieved better learning outcomes than those who did not; 2) the educational context affects teamwork skill development; and 3) students improved their ability to work and participate in the team after the experience.
Influence of Pedagogic Approaches and Learning Styles on Motivation and Educational Efficiency of Computer Science Students
(IEEE, 2016-07-13) Debdi, Ouafae; Paredes-Velasco, Maximiliano; Velázquez-Iturbide, J. Ángel
The classic didactic approach that has been applied in the classroom for learning algorithms focuses on the use of lectures combined with practical exercises. In our approach, we propose a novel way for learning algorithms through interactive and collaborative experimentation. Furthermore, as far as we know, there are no existing studies that analyze the relationships that these approaches may have with the three key components in the learning process: the student's learning style, motivation during the learning process, and educational efficiency. In this paper, we present an experiment carried out in the classroom for learning greedy algorithms, which studies these components on two didactic approaches: the first one based on active teaching methodology and the second one on traditional teaching methods.
Mejora de una asignatura para la formación del profesorado en programación basada en bloques
(Asociación de Enseñantes Universitarios de la Informática (AENUI), 2023) Velázquez-Iturbide, J. Ángel; Paredes-Velasco, Maximiliano; Cavero Díaz, Sergio; Palacios-Alonso, Daniel
Uno de los principales retos para la introducción de una materia obligatoria de informática en niveles educativos preuniversitarios es la falta de profesorado formado en informática. En nuestra universidad ofrecemos un máster para formar profesores en competencia digital y programación. La asignatura “Programación y Pensamiento Computacional I” presenta una introducción a la programación basada en bloques. En el curso académico 2021/22 se realizó un diseño de la asignatura basada en cuatro lenguajes de bloques en orden creciente de complejidad. Aunque los alumnos valoraron muy positivamente la asignatura, se identificaron varias cuestiones mejorables. En la comunicación se presentan los cambios introducidos durante el curso 2022/23, que consisten en la eliminación del lenguaje Code.org, una revisión de los apuntes de Scratch, el desarrollo de nuevos ejercicios de autoestudio para ScratchJr y Scratch, y la transición de Scratch a App Inventor. Se presentan los resultados obtenidos de rendimiento de los alumnos y de aceptación de la asignatura. La asignatura ha consolidado su aceptación por los alumnos, pero los cambios introducidos no han redundado en una mejora apreciable y aún persiste como reto el aprendizaje de los elementos más complejos, principalmente App Inventor. | One of the main challenges to introduce informatics as a mandatory subject matter in pre-college education is the lack of teachers adequately trained on informatics. Our university offers master’s studies aimed at teachers’ development in digital competence and computer programming. The course “Programming and computational thinking I” introduces block-based programming. In the academic year 2021/22, the course was designed as a sequence of four languages, in increasing order of complexity. The students rated the course very high, but a few issues were amenable to improvement. In this paper, we present the changes introduced for the academic year 2022/23, comprising the removal of Code.org, re-elaboration of Scratch lecture notes, development of additional self-study exercises for ScratchJr and Scratch, and transition between Scratch and App Inventor. The paper also presents the out-comes obtained on students’ performance and course acceptance. The course is consolidated according to students’ high acceptance. However, the changes introduced did not produce a significant enhancement of acceptance, and learning the most complex elements remains an open challenge, especially App Inventor.
MoCAS: A Mobile Collaborative Tool for Learning Scope of Identifiers in Programming Courses
(2016) Paredes-Velasco, Maximiliano; Serrano-Cámara, Luis Miguel; Velázquez-Iturbide, J. Ángel; Alcover, Carlos-María; Castellanos, María Eugenia
This article presents an instructional framework for collaborative learning, called CIF and aimed at the analysis level of Bloom’s taxonomy, as well as a mobile collaborative tool called MoCAS that supports CIF. MoCAS is aimed at the domain of scope of identifiers in programming learning, which is a topic present in programming courses in engineering studies. The specification and development of MoCAS were explicitly driven by pedagogical goals and by the atomic actions declared in CIF as simple items of collaborative activities. Furthermore, CIF and MoCAS were evaluated in an actual educational context with respect to students’ performance and motivation. Students using CIF and MoCAS obtained statistically significant higher grades than students studying in an individual or collaborative basis but not using MoCAS. In addition, we measured statistically significant measures indicating that students instructed with CIF and MoCAS were more motivated than students instructed collaboratively but not using CIF or MoCAS. In addition to CIF andMoCAS,and the evaluation results, the experiences here reported exemplify several software engineering practices: the design of an educational system based on knowledge of the target domain (namely, Bloom’s taxonomy) and the evaluation of users’ satisfaction (mainly, students’ motivation).
Multi-mode digital teaching and learning of Human-Computer Interaction (HCI) using the VARK model during COVID-19
(JSTOR, 2022) Perez-Marin, Diana; Paredes-Velasco, Maximiliano; Pizarro, Celeste
In this paper, a multi-mode digital teaching approach is proposed based on the use of the VARK (Visual, Aural, Read/Write, Kinaesthetic) model where students have different styles (one or more) that improve their learning (face-to-face and online). Our research question is on the effectiveness of this approach in terms of learning efficacy and students’ satisfaction. An experiment with 41 students has been carried out for five months to answer the research question and to provide a first validation of using VARK for multi-mode digital HCI teaching. During the experiment, the theoretical sessions were given through videoconference using Microsoft Teams and with the support of Moodle. In the practical sessions, students had to create a software prototype following a User-Centred Design with a real client. For this, they used Discord to collaborate in their groups, Teams to ask questions to teachers and PowerPoint and Genially to present their work online to the class through a Teams videoconference. A regression model has been provided to predict the VARK indicated by the questionnaire to each student with a prediction success of nearly 77%. Using the VARK multi-mode digital teaching approach has proved valid, and effective and beneficial in the teaching of HCI with a significant improvement in the learning scores and satisfaction levels of the students even with respect to pre-COVID-19 where the teaching was face-to-face.
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.
Questionnaires to measure emotions and learning outcomes in a vocational training experience with Learning by Teaching
(Serie de Informes Técnicos DLSI1-URJC, 2024-04) Lozano-Osorio, Isaac; Ruiz-Olmedilla, Sonia; Perez-Marin, Diana; Paredes-Velasco, Maximiliano
The present work presents the questionnaires used in an experiment conducted with vocational training students, which measured the impact of the Learning by Teaching methodology on students' emotions and academic outcomes. First, the context in which the experiment was conducted is briefly described, followed by the display of the questionnaires used, in both English and Spanish versions.
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.
The Challenge of Increasing the E ectiveness of Learning by Using Active Methodologies
(MDPI, 2020-10-20) Vergara, Diego; Paredes-Velasco, Maximiliano; Chivite, Carmen; Fernández-Arias, Pablo
One of the most important objectives of the Sustainable Development Goals (SDGs) is quality education, which is related to reducing school dropouts. To this end, the use of active learning methodologies improves the motivation, facilitating the learning process and, hence, reducing the dropouts. The present study proposes a methodological approach based on collaborative learning, titled: Presentation–Questions–Answers (PQA). The aim of the research is to determine whether the use of a collaborative learning methodology affects the motivation and learning of students studying theoretical content. An analytical experimental linear study was developed, whereby students were distributed across two groups, (i) a control group, which employed a lecture-based traditional approach, and (ii) an experimental group, which employed a collaborative methodology. Pre-and post-tests were carried out to assess the knowledge and motivation of students using the Situational Motivation Scale (validated scale) and a specific knowledge scale. Improvement was found in the effectiveness of the experimental group regarding the control group, with findings showing that the group utilizing the collaborative methodology acquired 64% more knowledge than the control group during the same period. However, no significant changes were found in either the intrinsic or the extrinsic motivation of the students in either group. The results prove that the use of collaborative learning maintains students’ motivation and is more effective than lecture-based methods in learning theoretical content.
The educational impact of a comprehensive serious game within the university setting: Improving learning and fostering motivation
(Cell Press, 2024-08-30) Rodríguez-Calzada, Lorena; Paredes-Velasco, Maximiliano; Urquiza-Fuentes, Jaime