GHIA: Modelado de Estudiantes, Analítica de Aprendizaje, Atención a la Diversidad y e-Learning

Xavier Alamán, Rosa M. Carro, Ruth Cobos, Javier Gómez, Francisco Jurado, Pablo Molins Ruano, Germán Montoro, Jaime Moreno, Alvaro Ortigosa, Pilar Rodríguez, Juan C. Torrado

Resumen


En este documento se resumen las principales líneas de investigación del grupo GHIA en el ámbito de la informática educativa y se describen los trabajos realizados en este contexto durante los últimos años. Estos trabajos se centran principalmente en los siguientes aspectos: adquisición automática e inferencia de información (emociones, sentimientos, personalidad, etc.) para crear o alimentar modelos de estudiantes a partir de fuentes diversas; analítica de aprendizaje para la predicción del riesgo de fracaso o abandono de los estudiantes e intervención; diseño y desarrollo de aplicaciones y recursos para el aprendizaje y el entrenamiento de habilidades (juegos, robótica, realidad mixta, mundos virtuales, etc.); y creación de asistentes personales para la vida cotidiana (vestimenta, desplazamientos, tareas laborales, gestión de emociones, etc.). Los beneficiarios de los resultados de esta investigación son individuos o grupos que reciben aplicaciones y recursos adaptados a sus características y necesidades concretas, con especial énfasis en personas y colectivos con necesidades especiales y específicas.

Citas


Alamán, X., Carro, R.M., Claros, I. D., Cobos, R., Echeverría, L., García-Herranz, M., Gómez, J., Guerra, E., Haya, P.A., Lara, J., Mateu, J., Montoro, G., Moreno-Llorena, J., Ortigosa, A. y Rodríguez, P. (2012). GHIA (Grupo de Herramientas Interactivas Avanzadas). IE Comunicaciones. Revista Iberoamericana de Informática Educativa, 15, 57-66.

Carro R.M., Ballesteros F.J., Ortigosa A., Guardiola G. y Soriano E. (2012). AngryEmail? EmotionBased E-mail Tool Adaptation. Ambient Assisted Living and Home Care. LNCS, 7657. 399-406.

Claros, I., Cobos, R. y Collazos, C. (2015). An Approach Based on Social Network Analysis Applied to a Collaborative Learning Experience. IEEE Transactions On Learning Technologies, 9(2), 190-195.

Claros, I., Cobos, R., Sandoval, G., y Villanueva, M. (2015). Creating MOOCs by UAMx: experiences and expectations. En The Third European MOOCs Stakeholders Summit, 61-64.

Claros, I., Echeverría, L., Garmendia, A., y Cobos, R. (2014). Towards a Collaborative Pedagogical Model in MOOCs. En IEEE Global Engineering Education Conference, 905-911.

Cobos, R., y Jurado, F. (2018). An Exploratory Analysis on MOOCs Retention and Certification in Two Courses of Different Knowledge Areas. En IEEE Global Engineering Education Conference, 1659-1666.

Cobos, R., y Macias, V. (2017). edX-MAS: Model Analyzer System. En 5th International Conference on Technological Ecosystems for Enhancing Multiculturality.

Cobos, R., y Olmos, L. (2018). A Learning Analytics Tool for Predictive Modelling of Dropout and Certificate acquisition on MOOCs for Professional Learning. In IEEE International Conference on Industrial Engineering and Engineering Management.

Cobos, R., Gil, S., Lareo, A., y Vargas, F. (2016). Open-DLAs: An Open Dashboard for Learning Analytics. En the Third (2016) ACM Conference on Learning @ Scale, ACM, 265-268.

Cobos, R., Jurado, F., y Blázquez-Herránz, A. (2019). A Content Analysis System that supports Sentiment Analysis for Subjectivity and Polarity detection in Online Courses. Revista Iberoamericana de Tecnologías del Aprendizaje. https://doi.org/10.1109/rita.2019.2952298 Nov’19

Cobos, R., Wilde, A., y Zaluska, E. (2017). Predicting attrition from Massive Open Online Courses in FutureLearn and edX. En Workshop at the 7th International Learning Analytics and Knowledge Conference, 13-17.

Costales, F.G. y Carro, R.M. (2017). SilverTouch: Game-based Training for Children with Myoelectric Prostheses. En companion proceedings de 22nd International Conference on Intelligent User Interfaces, 93-96.

Echeverría, L., Cobos, R., Machuca, L. y Claros, I. (2017). Using collaborative learning scenarios to teach programming to non-CS majors. Computer applications in engineering education, 25(3),1–13.

Echeverría, L., Cobos, R. y Morales, M. (2019) Improving the students Computational Thinking skills with collaborative learning techniques. Revista Iberoamericana de Tecnologías del Aprendizaje. In-press.

Garcia, A., Carro, R.M. y Haya, P. (2012). Where Should I Go? Guiding Users with Cognitive Limitations through Mobile Devices Outdoors. En 13th International Conference on Interacción Persona-Ordenador. ACM, art 46.

Gomez, J., Jaccheri, L., Torrado, J. C., y Montoro, G. (2018). Leo con lula, introducing global reading methods to children with ASD. In the 17th ACM Conference on Interaction Design and Children. 420-426.

Gomez, J., Montoro, G., Torrado, J. C., y Plaza, A. (2015). An Adapted Wayfinding System for Pedestrians with Cognitive Disabilities. Mobile Information Systems. 15 págs.

Gomez, J., Torrado, J. C., y Montoro, G. (2017). Using smartphones to assist people with Down syndrome in their labour training and integration: a case study. Wireless Communications and Mobile Computing. 15 págs.

Gomez, L. and Carro, R.M. (2014). Adaptive Training of Children with Attention Deficit Hyperactivity Disorder through Multi-touch Surfaces. In IEEE 14th International Conference on Advanced Learning Technologies, 561-563.

Guerrero, G., Ayala, A., Mateu, J. Casades, L. y Alamán, X. (2016). Integrating Virtual Worlds with Tangible User Interfaces for Teaching Mathematics: A Pilot Study. Sensors,16(11),1775.

Isidro, C., Carro, R.M. y Ortigosa, A. (2018). Dropout Detection in MOOCs: An Exploratory Analysis. 2018 International Symposium on Computers in Education (SIIE), 1-6.

Lang, C., Siemens, G., Wise, A., y Gasevic, D. (2017). Handbook of Learning Analytics. Society of Learning Analytics Research.

Leon, M., Cobos, R., Dickens, K., White, S., y Davis, H. (2016). Visualising the MOOC experience: a dynamic MOOC dashboard built through institutional collaboration. En 4th European MOOCs Stakeholders Summit, 461-470.

Llanos, Julia (2015). Análisis de personalidad en Twitter mediante modelos de usuario basados en extracción de características y aprendizaje colaborativo. Trabajo fin de máster. UAM.

Llanos, J., Carro, R.M. (2015) The Squares: A Multitouch Adaptive Game for Children Integration. In the XVII International Symposium on Computers in Education. 137-140.

Mateu, J., Lasala, M.J. y Alamán, X. (2015). Developing Mixed Reality Educational Applications: The Virtual Touch Toolkit. Sensors, 15(9). 21760-21784

Martin, E. y Carro, R.M. (2009). Supporting the development of mobile adaptive learning environments: a case study. IEEE Transactions on Learning Technologies, 2(1), 23-36.

Mascaraque, P. y Carro, R.M. (2016). Supporting the Design and Development of Personalised Activities for Occupational Therapy, In the XVIII International Symposium on Computers in Education (SIIE). 103-108.

Molins-Ruano, P., Gonzalez-Sacristan, C., y GarciaSaura, C. (2018). Phogo: A low cost, free and «maker» revisit to Logo. Computers in Human Behavior, 80. 428-440.

Molins-Ruano, P., Jurado, F., Rodriguez, P., Atrio, S., y Sacha, G. M. (2016). An approach to gamify an adaptive questionnaire environment. En 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE.

Molins-Ruano, P., Rodriguez, P., Atrio, S., y Sacha, G. M. (2016). Modelling experts’ behavior with evalUAM to measure computer science skills. Computers in Human Behavior, 61, 378-385.

Molins-Ruano, P., Sevilla, C., Santini, S., Haya, P. A., Rodríguez, P., y Sacha, G. M. (2014). Designing videogames to improve students’ motivation. Computers in Human Behavior, 31, 571-579.

Molins-Ruano, P., Borrego-Gallardo, F., Sevilla, C., Jurado, F., Rodriguez, P., y Gomez-Monivas, S. (2016). Improvement Process of Adaptive Questionnaires: Implementation and Early Experiences with e-valUAM. IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 11(3), 187-193.

Moraleda, M. and Carro, R.M. (2013) Designing and delivering adaptive educational games through multi-touch surfaces for users with cognitive limitations. In the XV International Symposium on Computers in Education. Viseu.

Ortigosa A. and Carro R.M. (2003) The Continuous Empirical Evaluation Approach: Evaluating Adaptive Web-Based Courses. In: Brusilovsky P., Corbett A., de Rosis F. (eds) User Modeling 2003. LNCS, 2702. 163-167.

Ortigosa, A., Carro, R.M., Bravo, J., Lizcano, D., Alcolea, J. y Blanco, O. (2019). From Lab to Production: Lessons Learnt and Real-Life Challenges of an Early Student-Dropout Prevention System. IEEE Transactions on Learning Technologies, 12(2). 264-277.

Ortigosa, A., Carro, R.M. y Quiroga, J. (2014). Predicting user personality by mining social interactions in Facebook. Journal of Computer and System Sciences, 80(1). 57–71.

Ortigosa, A., Martin, J. y Carro, R.M. (2014). Sentiment analysis in Facebook and its application to e-learning. Computers in Human Behavior, 31. 527-541.

Rodriguez, P., Ortigosa, A. y Carro, R.M. (2014). Detecting and making use of emotions to enhance student motivation in e-learning environments. Int. J. of Continuing Engineering Education and LifeLong Learning, 24 (2). 168-183.

Rojo, J. A. y Carro, R. M. (2013). MyDressRecommender: a distributed mobile dress recommender for users with special needs. In the XV International Symposium on Computers in Education (SIIE). Viseu.

Ruipérez-Valiente, J., Cobos, R., Muñoz-Merino, P., Andújar, A., y Kloos, C.D. (2017). Early Prediction and Variable Importance of Certificate Accomplishment. En European MOOC Stakeholder Summit. eMOOCs. 22-26.

Siemens, G., y Baker, R.S. (2012). Learning Analytics and Educational Data Mining: Towards Communication and Collaboration. In International Conference on Learning Analytics and Knowledge.

Torrado, J. C., Gomez, J., y Montoro, G. (2017). Emotional self-regulation of individuals with autism spectrum disorders: smartwatches for monitoring and interaction. Sensors, 17(6), 1359.

Torrado, J. C., Jaccheri, L., y Gomez, J. (2019, June). Supporting self-evaluation for children with mental disabilities through Augmented Reality. In the 18th ACM International Conference on Interaction Design and Children. ACM, 635-641.

Torrado, J. C., Montoro, G., y Gomez, J. (2016). Easing the integration: A feasible indoor wayfinding system for cognitive impaired people. Pervasive and Mobile Computing, 31, 137-146.


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.