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Influence of Pedagogic Approaches and Learning Styles on Motivation and Educational Efficiency of Computer Science Students

dc.contributor.authorDebdi, Ouafae
dc.contributor.authorParedes-Velasco, Maximiliano
dc.contributor.authorVelázquez-Iturbide, J. Ángel
dc.date.accessioned2024-01-04T12:52:47Z
dc.date.available2024-01-04T12:52:47Z
dc.date.issued2016-07-13
dc.identifier.citationO. Debdi, M. Paredes-Velasco and J. Á. Velázquez-Iturbide, "Influence of Pedagogic Approaches and Learning Styles on Motivation and Educational Efficiency of Computer Science Students," in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 11, no. 3, pp. 213-218, Aug. 2016, doi: 10.1109/RITA.2016.2590638.es
dc.identifier.issn1932-8540
dc.identifier.urihttps://hdl.handle.net/10115/28178
dc.description.abstractThe 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.es
dc.language.isoenges
dc.publisherIEEEes
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectLearning styleses
dc.subjectFelder-Silverman modeles
dc.subjectEducational efficiencyes
dc.subjectMotivationes
dc.titleInfluence of Pedagogic Approaches and Learning Styles on Motivation and Educational Efficiency of Computer Science Studentses
dc.typeinfo:eu-repo/semantics/articlees
dc.typeinfo:eu-repo/semantics/preprintes
dc.identifier.doi10.1109/RITA.2016.2590638es
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses


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