Examinando por Autor "Urquiza-Fuentes, Jaime"

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Actas de las I Jornadas de Innovación y TIC Educativas - JITICE 2010
(Universidad Rey Juan Carlos, 2010-07) Martín Barroso, Estefanía; Rubio Sánchez, Manuel; Urquiza-Fuentes, Jaime
ACTIVE LEARNING METHODOLOGIES, STUDENT MOTIVATION, AND DROPOUT: A PILOT STUDY IN SCIENCE AND ENGINEERING DEGREES
(IATED Academy, 2024-07-01) Urquiza-Fuentes, Jaime; Garcés Osado, Andrés; Palacios Alonso, Daniel; Paredes Barragán, Pedro; Rodríguez Mazo, Fernando; Sánchez-Barba, Luis F.; Vargas Fernández, Carolina; Velázquez Iturbide, J. Ángel
This paper presents a pilot study on the impact of active learning methodologies on student motivation and course dropout in Science and Engineering degrees. This study is part of a two-phase project. The first phase designs an initial data collection instrument and applies it to selected courses in two schools of Science and Engineering from the Universidad Rey Juan Carlos (Spain). This pilot study corresponds to this phase, aiming to validate the instrument through statistical and psychometric analysis. The sample consisted of 216 participants from five different university degrees, three from the Engineering branch related to the Computer Science discipline and two from the Science branch related to the Chemistry discipline. All courses belonged to the first year and were chosen because they had a significant risk of dropout. The instrument is a questionnaire that addresses different aspects within the context of the course where it is facilitated. Thus, participants answered the questionnaire in person. The instrument asked about the probability of absenteeism and dropout of both, course, and degree; the expectation regarding the grade, and other data that characterizes the student. In addition, it asked about motivation using a Situational Motivation Scale validated in other contexts. Regarding active learning methodologies, it asked if any active methodologies have been used in the course, such as collaborative or cooperative learning, flipped classroom, project-based learning, serious games, video-based learning, escape room, and other approaches that encourage student involvement such as gamification. After analyzing the results of this first questionnaire, we can draw several conclusions. First, we can confirm that the motivation construct used in the instrument is valid. The correlations between the different aspects measured have been studied, and no correlation has been detected with aspects such as the family's economic effort for studies or the type of internet access used by the student. Medium-level correlations have been detected between some form of motivation and either student habits or active learning methodologies. Since the correlations identified in this study are not definite, the main result is the validation of the questionnaire that will be used in the following phase of the project.
An evaluation of the effortless approach to build algorithm animations with WinHIPE
(Elsevier, 2007-07-04) Urquiza-Fuentes, Jaime; Velázquez-Iturbide, J. Ángel
The use of algorithm visualizations in computer science education is not a new thing. Although there is a firm belief that graphical representations of algorithms are learning aids, empirical studies show that what is important is what the students do with the animations rather than what they see in them. In this paper we compare to kinds of interaction: viewing animations vs constructing animations. We have conducted a controlled experiment where a group of students (n=15) had to study an algorithm and complete a knowledge test about it and a subjective opinion questionnaire. Students were randomly divided in constructing and viewing groups. Results have been measured by means of learning outcomes, efficiency issues and student's subjective opinion. Results significantly evidence that builders obtained better results than viewers.
An Approach to Effortless Construction of Program Animations
(Elsevier, 2008-01-01) Velázquez-Iturbide, J. Ángel; Pareja-Flores, Cristóbal; Urquiza-Fuentes, Jaime
Program animation systems have not been as widely adopted by computer science educators as we might expect from the firm belief that they can help in enhancing computer science education. One of the most notable obstacles to their adoption is the considerable effort that the production of program animations represents for the instructor. We present here an approach to reduce such a workload based on the automatic generation of visualizations and animations. The user may customize them in a user-friendly way to construct more expressive program animations. These operations are carried out by means of a user-friendly manipulation based on the metaphor of office documents. We have applied this approach to the functional paradigm by extending the WinHIPE programming environment. Finally, we report on the successful results of an evaluation performed to measure its ease of use.
Building LL (1) parsers with VAST. Second usability and educational evaluation
(Departamento de Lenguajes y Sistemas Informáticos I, 2011-07-13) Almeida-Martínez, Francisco J.; Urquiza-Fuentes, Jaime; Urquiza-Fuentes, Jaime; Pérez-Carrasco, Antonio; Pérez-Carrasco, Antonio
VAST is an educational tool to use in subjects as compilers and language processors which allows to display the syntax tree. Its main feature is that can be used independent from the generation tool used to build the parser. This makes possible to visualize and animate the syntax tree generated by the parser. In this work we describe the second usability and educational evaluation using VAST comparing the results with ANTLR and ANTLRworks
Building LR (1) grammars and parsers using VAST and CUP
(Departamento de Lenguajes y Sistemas Informáticos I, 2011-07-29) Almeida-Martínez, Francisco J.; Urquiza-Fuentes, Jaime; Pérez-Carrasco, Antonio
In this document we describe an evaluation performed with VAST to build LR (1) parsers and grammars. The results of the evalua- tion are satisfactory, so although we did not nd any statistics signi cant di erences, we noticed that students could nish the exercises faster. Be- sides the number of deliveries was higher in the treatment group than in the control one.
Designing Collaborative ScratchJr for Multi-touch Tabletops
(IEEE Computer Society Press, 2024-07-29) Paredes Barragán, Pedro; Paredes Velasco, Maximiliano; Urquiza-Fuentes, Jaime; García-Delgado Álvarez, Guillermo J.; Anslow, Craig; Homer, Michael
Teaching fundamental aspects of computer science at pre-university levels has been a relevant topic for several years. Visual programming environments based on block-based languages, such as Scratch, have gained prominence due to their ability to simplify entry into the complex field of programming. This work focuses on ScratchJr, a user-friendly environment specifically designed for early childhood and primary education. Collaborative learning is one of the most effective and widely used methodologies in classrooms.With this in mind, our research centers on designing a collaborative interface that enables group work among multiple students within a shared workspace. This workspace will be deployed on a multitouch table, leveraging the advantages provided by such devices. These advantages include enhanced collaboration and the need for hands-on experiences for young learners. We present the interface design process, which began with a participatory and collaborative approach involving students from early childhood and primary education degrees. Following this, we proceeded with both low-fidelity and high-fidelity prototyping stages.
¡Estudiantes creativos! Creación de vídeos educativos en redes sociales educativas
(Universidad Rey Juan Carlos, 2014-07-01) Martín, Estefanía; Gertrudix, Manuel; Urquiza-Fuentes, Jaime; Haya, Pablo A.; Hernán-Losada, Isidoro; Castellanos, Jorge J.
Este capítulo se centra en un proceso reflexivo de creación de vídeos educativos donde los alumnos son los autores de los mismos. La metodología de trabajo se centra en trabajar un concepto umbral en formato audiovisual y discutirlo con los propios compañeros a través de una red social educativa. Tanto la creación del vídeo como el proceso de discusión aportan un aprendizaje significativo al alumno quien toma un rol totalmente activo en su proceso de aprendizaje. Con el objetivo de ilustrar el proceso completo se han incluido distintos vídeos creados por alumnos de diferentes asignaturas así como imágenes correspondientes al proceso de discusión y reflexión que se lleva a cabo en la plataforma y donde gracias a la revisión por pares supervisada por el profesor, los alumnos van aprendiendo de sus compañeros en un entorno activo y colaborativo seguro.
Evaluación analítica de una herramienta de visualización de traductores dirigidos por la sintaxis
(Congreso SIIE 2021, 2021) Sánchez-Granados, Ángel F.; Urquiza-Fuentes, Jaime; Garcia-Oller, Adrián; Loeches-Ruiz, José M.
Este trabajo presenta una herramienta educativa basada en tecnologías de visualización. El principal objetivo de esta herramienta es servir de apoyo a los estudiantes en el aprendizaje de los conceptos asociados a la traducción dirigida por la sintaxis. En primer lugar, se ha desarrollado una API para permitir la anotación de la especificación del traductor. En segundo lugar, la ejecución del traductor genera como efecto colateral la traza de ejecución que será interpretada por la interfaz de visualización. Así, se ofrece una representación visual de la ejecución del traductor en términos de las acciones semánticas ejecutadas y los valores de los atributos de los símbolos. Debido a la separación entre la API de anotación y la interfaz de visualización, se provee cierto grado de independencia entre la interfaz y la herramienta de generación del traductor. Con la actual situación por la COVID-19, no se ha podido realizar una evaluación empírica. En su lugar, se ha realizado una evaluación analítica desde tres puntos de vista: la usabilidad de la interfaz, la usabilidad de la API y la efectividad pedagógica. Los resultados son positivos y nos llevan hacia la evaluación empírica de la herramienta definiendo futuras líneas de trabajo.
Experiences and Proposals of Use of Generative AI in Advanced Software Courses
(IEEE Computer Society Press, 2024-07-08) Palacios-Alonso, Daniel; Urquiza-Fuentes, Jaime; Velázquez-Iturbide, J. Ángel; Guillén-García, Julio
The last year, we have witnessed the popularization of generative artificial intelligence. Its output includes text, code, image, audio, speech, voice, music, and video. Therefore, it impacts education courses where students are required to elaborate on any of these artifacts. In particular, the generation of code affects informatics courses, where assignments usually ask students to develop and deliver programming code. The impact of generative artificial intelligence on informatics courses has been mainly studied for introductory programming courses. These studies have shown that generative artificial intelligence is able to produce highly sophisticated programs, but also that its results and rationale can be inaccurate. Moreover, the impact of generative artificial intelligence has not been studied for other informatics subjects. In this paper, we present our preliminary experience and proposals on three advanced software courses, namely video games, advanced algorithms and language processors. For the video games course, we present the opportunities of use of generative artificial intelligence and the results of a survey conducted with students on their use to obtain different media products. For the algorithms course, we present the result of a session driven by the instructor on different design techniques, showing the merits and demerits of the answers generated. For the language processors course, a proposal of use of generative artificial intelligence is presented, broken down into the parts of a typical language processor. The paper concludes with some suggestions for instructors.
Herramienta de visualización de traductores dirigidos por la sintaxis
(2024-07-19) Sánchez-Granados, Ángel F.; Urquiza-Fuentes, Jaime
Para los estudiantes de grados afines a la Informática, el estudio de la traducción dirigida por la sintaxis suele resultar complejo de aprender. Para incrementar su motivación y mejorar su experiencia de aprendizaje, en este trabajo se presenta VisTDS, un software de visualización de traductores. La herramienta, que permite al usuario un alto grado de interactividad, está orientada tanto a docentes como a estudiantes, y ofrece una representación gráfica de los conceptos con los que se trabajan de forma teórica. Aunque este programa aún se encuentra en desarrollo, los resultados obtenidos hasta el momento son positivos, y han resultado de utilidad para definir las líneas de trabajo futuro.
Improving Compilers Education through Symbol Tables Animations
(ACM Press, 2011-06-27) Urquiza-Fuentes, Jaime; Manso, Francisco; Velázquez-Iturbide, Ángel; Rubio Sánchez, Manuel
This paper presents the evaluation of an educational tool focused on the visualization of the symbol table in the context of a compiler course. In a first evaluation we used simulation exercises and tested basic concepts of symbol tables. We detected efficiency improvements, students who used the tool completed the exercises with the same grading and significantly faster than the students who did not use the tool. In addition students' opinion was positive. In a second evaluation we used more active tasks, and tested students' skills on writing parser specifications regarding symbol table management. We have detected significant improvements. Students who used the tool outperformed those who did not use the tool in a 22%.
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.
Increasing Students' Responsibility and Learning Outcomes Using Partial Flipped Classroom in a Language Processors Course
(IEEE EDUCATION SOCIETY SECTION, 2020) Urquiza-Fuentes, Jaime
More than twenty years have passed since the term Flipped Classroom was coined. Despite of the increasing interest in this teaching methodology, elds like Computer Science still need more research in order to judge the impact of this methodology in the learning process. Thiswork presents a comparative study between traditional lectures and a partial application of the Flipped Classroom methodology in the subject Language Processors of a Computer Science degree. The study involved 158 students during two weeks and focused on practical contents of the subject. The results show that students in the Flipped Classroom group were more responsible of their learning process, consequently they got signi cant better learning outcomes either during or at the end of the learning process. Students' satisfaction was highly positive as well. This work increases the amount of experiments about Flipped Classroom within the eld of Computer Science. In addition, this work serves as an example of how to begin the transition from traditional lectures to the Flipped Classroom methodology.
Innovación Docente aplicando Aprendizaje Colaborativo basado en Proyectos - Aplicación en la práctica de la asignatura de Diseño Centrado en el Usuario
(Universidad Politécnica de Madrid (Gabinete del Rector), 2011-09) Cáceres, Paloma; Martín, Estefanía; Urquiza-Fuentes, Jaime
Este artículo presenta el trabajo de innovación docente llevado a cabo durante el curso académico 2010/2011 en la asignatura denominada Diseño Centrado en el Usuario del Máster Universitario en Informática Interactiva y Multimedia ofrecido en la Universidad Rey Juan Carlos de Madrid (España). La asignatura se encuentra articulada en tres grandes bloques: proceso de diseño centrado en el usuario, usabilidad y accesibilidad, y por último, evaluación de interfaces de usuario. El objetivo de dicho trabajo ha sido la innovación de la parte práctica de la asignatura, siguiendo un enfoque metodológico de aprendizaje basado en proyectos colaborativos y evaluación entre iguales.
Investigating the effect of realistic projects on students’ motivation, the case of Human-Computer interaction course
(Elsevier, 2017) Urquiza-Fuentes, Jaime; Paredes Velasco, Maximiliano
Most of the subjects in computer science degrees can be taught using a theory+practice approach. The aim of this study is to test the effect of a concrete way to use practical exercises in a human-computer interaction course. The general approach to teach human-computer interaction is using theoretical sessions explaining concepts and examples together with lab sessions where concrete exercises are proposed. Our approach is based on replacing these concrete exercises with realistic projects based on collaborative work, long term duration (the whole course instead of concrete labs) and multidisciplinary design interacting with real end-users. The realistic projects approach supports the practice of theoretical concepts together with professional skills development, e.g. social skills needed to interact with end-user without technical background. In order to assess this approach we have conducted a comparative study with three different groups involving 133 students. Two groups followed the realistic projects approach, the difference between them was end-users recruitment. End-users were recruited by teachers in on group and by the students in the other. The third group followed the general approach. We think that the effect of our approach cannot be simplified to a grade. This is the reason why our comparative study is based on students’ motivation. Besides, positive motivation improves students’ learning process. We have chosen the Situational Motivation Scale as the measurement instrument. Results show that, independently from the end-user recruitment, students involved in realistic projects are significantly more motivated than students involved in the general approach. Following the Situational Motivation Scale framework, students involved in realistic projects perceive that these activities are important and necessary because they think that these activities are useful or important for them.
Long term evaluation using VAST
(Departamento de Lenguajes y Sistemas Informáticos I, 2011-07-29) Almeida-Martínez, Francisco J.; Urquiza-Fuentes, Jaime
This evaluation was carried out using the results of the last three evaluations. As the students in previous evaluations participated in the same group, they were used to work with VAST. We used an obligatory partial delivery of the practice of the subject to analyze in long term the e ects of using VAST. The results of this study are satisfactory. We observed that the number of deliveries is higher in students who used VAST and also their marks are higher
Mejorando el aprendizaje de Procesadores de Lenguajes mediante visualizaciones
(2010-09) Almeida-Martínez, Francisco J.; Urquiza-Fuentes, Jaime; Velázquez-Iturbide, J. Ángel
Procesadores de Lenguajes es una asignatura bastante compleja para los estudiantes. Aunque las herramientas de generación automática facilitan su diseño, apenas existen herramientas educativas. En esta comunicación se describe la herramienta educativa basada en visualización VAST. Con las últimas mejoras desarrolladas, VAST es un entorno integrado de diseño de procesadores de lenguajes con facilidades de visualización. Tras utilizar la herramienta durante la parte del curso dedicada a análisis ascendente, se han detectado mejoras significativas en el aprendizaje de los estudiantes que usaron VAST. Además, VAST es reconocida por los estudiantes como una herramienta de alta calidad, fácil de usar y que ayuda a su aprendizaje.
Reorganización de las prácticas de compiladores para mejorar el aprendizaje de los estudiantes
(Universidad de Santiago de Compostela, 2010-07) Urquiza-Fuentes, Jaime; Almeida-Martínez, Francisco; Pérez-Carrasco, Antonio
La parte práctica de asignaturas como Compiladores o Procesadores de Lenguajes (las trataremos como la misma en el resto de la comunicación) suele ser bastante costosa, ya que requiere cierto grado de planificación y continuidad en el trabajo de los estudiantes y las herramientas utilizadas no tienen una conexión clara con los fundamentos teóricos. Nuestra propuesta estructura estas sesiones prácticas en tres tipos: las que se encargan de enlazar teoría y práctica, las que introducen a los estudiantes las herramientas de generación de compiladores y la final donde se desarrolla un compilador de cierta complejidad. Con este enfoque hemos mejorado el porcentaje de éxito en la parte práctica hasta un 86%.
Reorganización de las prácticas de compiladores para mejorar el aprendizaje de los estudiantes
(A.T.I. Asociación de Técnicos de Informática, 2011-06-30) Urquiza-Fuentes, Jaime; Almeida-Martínez, Francisco J.; Pérez-Carrasco, Antonio
La parte práctica de asignaturas como Compiladores o Procesadores de Lenguajes (las trataremos como la misma en el resto de la comunicación) suele ser bastante costosa, ya que requiere cierto grado de planificación y continuidad en el trabajo de los estudiantes y las herramientas utilizadas no tienen una conexión clara con los fundamentos teóricos. Nuestra propuesta estructura estas sesiones prácticas en tres tipos: las que se encargan de enlazar teoría y práctica, las que introducen a los estudiantes las herramientas de generación de compiladores y la final donde se desarrolla un compilador de cierta complejidad. Con este enfoque hemos mejorado el porcentaje de éxito en la parte práctica hasta un 86%.