LITE (Laboratory of Information Technologies in Education), URJC

J. Ángel Velázquez-Iturbide, Diana Pérez-Marin, Oriol Borrás-Gené, César Cáceres-Taladriz, Miguel García-Iruela, Marta Gómez-Gómez, Isidoro Hernán-Losada, Raquel Hijjón-Neira, Carlos A. Lázaro-Carrascosa, Estefanía Martín-Barroso, Mercedes Martín-Lope, Daniel Palacios-Alonso, Pedro Paredes-Barragán, Maximiliano Paredes-Velasco, Celeste Pizarro, Liliana P. Santacruz-Valencia, Jaime Urquiza-Fuentes, María Zapata-Cáceres

Resumen


Se presenta el grupo de investigación LITE (Laboratory of Information Technologies in Education), de la URJC. Sus actividades pueden clasificarse según dos criterios: ámbito educativo y tecnologías informáticas. Con respecto al ámbito, buena parte de su investigación se ha orientado al aprendizaje de la programación, desde la educación infantil hasta la universidad. Otras áreas son el aprendizaje de los algoritmos, la interacción persona-ordenador y la competencia digital, y el uso de la taxonomía de Bloom. Desde el punto de las tecnologías informáticas, destacan las investigaciones realizadas sobre visualización del software, apoyo a la clase invertida, uso de vídeos, sistemas colaborativos, mecanismos de gamificación, MOOCs y sistemas de experimentación con algoritmos.

Citas


Becerra-Jimenez, D. Clemente-Sánchez, S. CáceresTaladriz, C. y Rosado-Martín, S. URJCX, el conocimiento abierto como herramienta de transformación digital en las universidades. Innovación y transformación digital: estrategias y metodologías docentes en Educación Superior. Dykinson; 2018. p. 119-134. ISBN 978-84-9148-9078.

Borrás-Gené, O. Martínez-Núñez, M. y FidalgoBlanco, Á. (2016). New challenges for the motivation and learning in engineering education using gamification in MOOC. International Journal of Engineering Education. 32(1B), 501–512.

Cáceres-Taladriz, C. (2018). Flipped Learning y otras metodologías docentes atractivas. Innovación y transformación digital: estrategias y metodologías docentes en Educación Superior. Ed. Dykinson. ISBN 978-84-9148-907-8, págs. 87-98.

Castellanos, J., Haya, P. A. Urquiza-Fuentes, J. (2017) A novel group engagement score for virtual learning environments. IEEE Transactions on Learning Technologies 10(3), 306-317 doi: 10.1109/TLT.2016.2582164

Debdi, O., Paredes-Velasco, M. y Velázquez-Iturbide, J. Á. (2015). GreedExCol, a CSCL tool for experimenting with greedy algorithms. Computer Applications in Engineering Education, 23(5), 790804. doi: 10.1002/cae.21655

Esteban-Sánchez, N., Pizarro, C. y VelázquezIturbide, J. Á. (2014) Evaluation of a didactic method for the active learning of greedy algorithms. IEEE Transactions on Education, 57(2), 83-91. doi: 10.1109/TE.2013.2275154

García-Iruela, M. Fonseca, M. J. Hijón-Neira y R. Chambel, T. (2019). Analysis of gamification elements. A case study in a computer science course, 20th International Conference on Artificial Intelligence in Education, AIED 2019, 89-93. doi: 10.1007/978-3-030-23207-8_17

García-Iruela, M. Hijón-Neira, R. (2018). How gamification impacts on vocational training students, 19th International Conference on Artificial Intelligence in Education, AIED 2018, 99-103. doi: 10.1007/978-3-319-93846-2_19

Hijón-Neira, R., Velázquez-Iturbide, C., PizarroRomero, C., Carriço, L. (2014a). Serious games for motivating into programming. IEEE Frontiers in Education Conference (FIE), 757-763. doi: 10.1109/fie.2014.7044111.

Hijón-Neira, R., Velázquez-Iturbide, C., PizarroRomero, C., Carriço, L. (2014b). Merlin-know, an interactive virtual teacher for improving learning in Moodle. IEEE Frontiers in Education Conference (FIE), 19-26. doi: 10.1109/fie.2014.7043990

Hijón-Neira, R., Velázquez-Iturbide, Á., PizarroRomero, C, Cariço L. (2014c). Game programming for improving learning experience. ITICSE 2014 - Proceedings of the 2014 Innovation and Technology in Computer Science Education Conference, 225-230. doi: 10.1145/2591708.2591737

Lázaro-Carrascosa, C., Palacios Alonso, D. y Velázquez-Iturbide, A. (2019). Combinando Flipped Classroom y Puzzle de Aronson en el Máster del Profesorado. International Symposium on Computers in Education (SIIE, 2019). Comunicación aceptada.

Llana, L., Martín-Martín, E., Pareja-Flores, C. y Velázquez-Iturbide, J. Á. (2014). FLOP: A userfriendly system for automated program assessment. Journal of Universal Computer Science, 20(9), 1.3041.326

Llinás, P., Haya, P. A., Gutiérrez, M. A., Martín, E., Castellanos, J., Hernán, I., Urquiza-Fuentes, J. (2014) Proceedings of the 9th European Conference on Technology Enhanced Learning (EC-TEL 2014). Rensing, C., De Freitas, S., Ley, T., Muñoz-Merino, P.J. (eds.) Open Learning and Teaching in Educational Communities, LNCS vol. 8719, pp 502-505. DOI:10.1007/978-3-319-11200-8_51

Martín, E., Cupeiro, C., Pizarro, L., Roldán-Álvarez, D., Montero-de-Espinosa, G. (2018). “Today I tell” A comics and story creation app for people with autism spectrum condition. International Journal of Human– Computer Interaction, 35(8), 679-601. doi: 10.1080/10447318.2018.1550178

Martín, E., Gertrúdix, M., Urquiza-Fuentes, J., Haya, P. A. (2015a) Student activity and profile datasets from an online video-based collaborative learning experience. British Journal of Educational Technology, 46(5), 993-998. doi: 10.1111/bjet.12318

Martín, E., Hernán-Losada, I., Haya, P.A. (2015b) Comparing social factors affecting recommender decisions in online and educational social network, New Review of Hypermedia and Multimedia, 22:1-2, 6-26. doi: 10.1080/13614568.2015.1027966.

Martín, E., Roldán‐Álvarez, D., Haya, P. A., Fernández‐Gaullés, C., Guzmán, C., Quintanar, H. (2019). Impact of using interactive devices in Spanish early childhood education public schools. Journal of Computer Assisted Learning, 35(1), 1-12

Masapanta-Carrión, S. y Velázquez-Iturbide, J. Á. (2018). A systematic review of the use of Bloom’s taxonomy in computer science education. Proceedings of the 49th ACM Technical Symposium on Computing Science Education, SIGCSE 2018, 441-446. doi: 10.1145/3159450.3159491

Masapanta-Carrión, S. y Velázquez-Iturbide, J. Á. (2019). Evaluating instructors’ classification of programming exercises using the revised Bloom’s taxonomy. Proceedings of the 24th Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE 2019, 541-547, doi: 10.1145/3304221.3319748

Nicolalde-Rodríguez, D., Urquiza-Fuentes, J (2018). Educational Impact of Syntax Directed Translation Visualization, a Preliminary Study. Proceedings of the 2018 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). DOI: 10.1109/VLHCC.2018.8506537

Pérez-Marín, D., Hijón-Neira, R., Bacelo, A., Pizarro, C. (2018). Can computational thinking be improved by using a methodology based on metaphors and scratch to teach computer programming to children? Computers in Human Behaviour, https://doi.org/10.1016/j.chb.2018.12.027

Pérez-Marín, D., Hijón-Neira, R., Romero, A., Cruz, S. (2019). is the use of makey makey helpful to teach programming concepts to primary education students? International Journal of Online Pedagogy and Course Design (IJOPCD). IGI-Global 9(2), 63-67.

Roldán-Álvarez, D., Martín, E., García-Herranz, M., Haya, P. A. (2016). Mind the gap: Impact on learnability of user interface design of authoring tools for teachers. International Journal of HumanComputer Studies, 94, 18-34. DOI: 10.1016/j.ijhcs.2016.04.011.

Roldán-Álvarez, D., Martín, E., Haya, P. A., GarcíaHerranz, M., Rodríguez-González, M. (2018). DEDOS: An authoring toolkit to create educational multimedia activities for multiple devices. IEEE Transactions on Learning Technologies, 11(4), 493505. doi: 10.1109/TLT.2017.2788867

Rubio-Sánchez, M., Kinnunen, P., Pareja-Flores, C. y Velázquez-Iturbide, J. Á. (2014). Students perception and usage of an automated programming assessment tool. Computers in Human Behavior, 31, 453-460. doi: 10.1016/j.chb.2013.04.001

Santacruz Valencia, L., Pérez Marín, D., Gómez Gómez, M. y Hijón Neira, R. (2013). ApS como metodología de transferencia de aprendizajes en TIC de la Universidad a los centros escolares. Revista Iberoamericana de Educación en Tecnología y Tecnología en Educación (TE & ET), 11, 46-53. Recuperado de http://sedici.unlp.edu.ar/handle/10915/32352

Serrano-Cámara, L. M., Paredes-Velasco, M., Alcover, C. Mª. y Velázquez-Iturbide, J. Á. (2014). An evaluation of students’ motivation in computersupported collaborative learning of programming concepts. Computers in Human Behavior, 31, 499508. doi: 10.1016/j.chb.2013.04.030

Serrano-Cámara, L. M., Paredes-Velasco, M., Velázquez-Iturbide, J. Á., Alcover, C. Mª. y Castellanos, Mª. E. (2016). MoCAS: A mobile collaborative tool for learning scope of identifiers in programming courses. International Journal of Engineering Education, 32(2B), 969-981

Urquiza-Fuentes, J. (2019). Experiencia de clase invertida en la asignatura de Procesadores de Lenguajes. Competencia Digital Docente: Una perspectiva de futuro en la Educación Superior. En imprenta.

Urquiza-Fuentes, J., Velázquez-Iturbide, J. Á. (2013). Towards the Effective Use of Educational Program Animations: the Roles of Student's Engagement and Topic Complexity. Computers & Education, 67, 178192. DOI: 10.1016/j.compedu.2013.02.013

Urquiza-Fuentes, J., Almeida-Martínez, F. J., PérezCarrasco, A., Velázquez-Iturbide, J. Á. (2013). Improving students' performance with visualization of error recovery strategies in syntax analysis. Journal of Research and Practice in Information Technology 45(3), 237-250.

Urquiza-Fuentes, J., Paredes-Velasco, M. (2017). Investigating the effect of realistic projects on students' motivation, the case of human-computer interaction course. Computers in Human Behavior 72: 692-700. DOI: 10.1016/j.chb.2016.07.020

Velázquez-Iturbide, J. Á. (2013a). An experimental method for the active learning of greedy algorithms. ACM Transactions on Computing Education, 13(4), artículo 18. doi: 10.1145/2534972

Velázquez-Iturbide, J. Á. (2013b). Identification and removal of misconceptions on optimization concepts underlying greedy algorithms. Journal of Research and Practice in Information Technology, 45(3/4), 203-217

Velázquez-Iturbide, J. Á. (2013c). Using textbook illustrations to extract design principles for algorithm visualizations. En W. Huang (Ed.), Handbook of Human Centric Visualization, Springer Science+Business Media, 227-249. doi: 10.1007/978-14614-7485-2_9

Velázquez-Iturbide, J. Á. (2016a). A «multiple executions» technique of visualization. Proceedings of the 21st Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE 2016, 59-64. doi: 10.1145/2899415.2899451

Velázquez-Iturbide, J. Á. (2016b). GreedEx and OptimEx: Two tools to experiment with optimization algorithms. International Journal of Engineering Education, 32(3A), 1.097-1.106

Velázquez-Iturbide, J. Á. (2019). Students’ misconceptions of optimization algorithms. Proceedings of the 24th Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE 2019, 464-470. doi: 10.1145/3304221.3319749

Velázquez-Iturbide, J. Á. et al. (2012). LITE (Laboratory of Information Technologies in Education), URJC. IE Comunicaciones, 15, 103-112.

Velázquez-Iturbide, J. Á. et al. (2018). Informe del grupo de trabajo SCIE/CODDII sobre la enseñanza preuniversitaria de la informática: SCIE. Recuperado de http://www.scie.es/informatica-ensenanza-nouniversitaria/

Velázquez-Iturbide, J. Á., Castellanos, Mª. E. e HijónNeira, R. (2016). Recursion removal as an instructional method to enhance the understanding of recursion tracing. IEEE Transactions on Education, 59(3), 161-168. doi: 10.1109/TE.2015.2468682

Velázquez-Iturbide, J. Á., Debdi, D. y ParedesVelasco, M. (2015). A review of teaching and learning through practice of optimization algorithms. En R. Queirós (Ed.), Innovative Teaching Strategies and New Learning Paradigms in Computer Programming (pp. 65-87). IGI Global.

Velázquez-Iturbide, J. Á., Debdi, D., EstebanSánchez, N. y Pizarro, C. (2013). GreedEx: A visualization tool for experimentation and discovery learning of greedy algorithms. IEEE Transactions on Learning Technologies, 6(2), 130-143. doi: 10.1109/TLT.2013.8

Velázquez-Iturbide, J. Á.. Hernán-Losada, I. y Paredes-Velasco, M. (2017). Evaluating the effect of program visualization on student motivation. IEEE Transactions on Education, 60(3), 238-245. doi: 10.1109/TE.2017.2648781

Velázquez-Iturbide, J. Á. y Pérez-Carrasco, A. (2017). Using the SRec visualization system to construct dynamic programming algorithms. International Journal of Engineering Education, 33(2B), 908-917


Texto completo: PDF

Creative Commons License
Este trabajo está licenciado bajo la licencia Creative Commons Attribution 3.0 .


Revistas asociadas
Vivat Academia

Indexada en
Google Scholar Dialnet PKP PKP PKP PKP PKP

http://www.adie.es IE Comunicaciones ISSN 1699-4574.