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Dr. Enrique Barra Arias
UPM

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0 Education
0 Serious Games
0 Escape Room
0 videoconference

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Short Biography

ENRIQUE BARRA received the Ph.D. degree in telematics engineering with a minor in multimedia and technology-enhanced learning from the Universidad Politécnica de Madrid (UPM). He has participated in many European projects, such as GLOBAL, FIWARE, and [email protected] He is currently involved in several projects contributing to the generation and distribution of educational content in TEL environments. His research interests include videoconferencing, games in education, and social networks in education.

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Journal article
Published: 29 July 2021 in Sustainability
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There is a clear need to promote motivating and effective training actions for the development of teachers’ digital competence, especially in the area of e-safety. Although educational video game-based learning has proven effective to improve motivation and learning outcomes, the existing evidence about its effectiveness for the development of teachers’ digital competence is very limited. This study examines the use of educational video games in an online course in MOOC format with the aim of developing teachers’ digital competence in the e-safety area. A total of 179 teachers from nonuniversity schools in the region of Castilla y León (Spain) participated in this study. A pre-test and a post-test were used to measure the knowledge acquired by the participants, and a questionnaire was used to measure their perceptions. The obtained results suggest that game-based learning using educational video games is an effective and viable approach to train teachers in the e-safety area of digital competence.

ACS Style

Aldo Gordillo; Enrique Barra; Sonsoles López-Pernas; Juan Quemada. Development of Teacher Digital Competence in the Area of E-Safety through Educational Video Games. Sustainability 2021, 13, 8485 .

AMA Style

Aldo Gordillo, Enrique Barra, Sonsoles López-Pernas, Juan Quemada. Development of Teacher Digital Competence in the Area of E-Safety through Educational Video Games. Sustainability. 2021; 13 (15):8485.

Chicago/Turabian Style

Aldo Gordillo; Enrique Barra; Sonsoles López-Pernas; Juan Quemada. 2021. "Development of Teacher Digital Competence in the Area of E-Safety through Educational Video Games." Sustainability 13, no. 15: 8485.

Journal article
Published: 15 April 2021 in IEEE Access
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Existing literature has provided strong evidence that educational escape rooms are engaging and effective learning activities when they are properly conducted in the classroom. However, no prior research has determined whether the positive effects of these novel educational activities on students’ perceptions and learning persist when conducted remotely. This article performs, for the first time, a comparative study of the effectiveness of face-to-face and remote educational escape rooms. For this purpose, two versions of the same educational escape room were conducted: one in-class and one remotely. Both experiences were evaluated by means of three different instruments: (1) a pre-test and a post-test for measuring learning gains, (2) a questionnaire for assessing students’ perceptions, and (3) a web platform for recording student interaction data during the activities. The results obtained suggest that, although remote educational escape rooms for learning programming can be as engaging as their face-to-face counterparts, their learning effectiveness is somewhat lower.

ACS Style

Sonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. Comparing Face-to-Face and Remote Educational Escape Rooms for Learning Programming. IEEE Access 2021, 9, 1 -1.

AMA Style

Sonsoles Lopez-Pernas, Aldo Gordillo, Enrique Barra, Juan Quemada. Comparing Face-to-Face and Remote Educational Escape Rooms for Learning Programming. IEEE Access. 2021; 9 ():1-1.

Chicago/Turabian Style

Sonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. 2021. "Comparing Face-to-Face and Remote Educational Escape Rooms for Learning Programming." IEEE Access 9, no. : 1-1.

Journal article
Published: 31 March 2021 in IT Professional
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In recent years, escape rooms have become one of the leading leisure activities worldwide. Derived from these activities, educational escape rooms have emerged as a new type of teaching practice with the promise of enhancing students’ learning through highly engaging experiences. The rapid rise of educational escape rooms has led to a misalignment between educators’ needs for being able to implement this novel teaching practice and the availability of tools to ease the process. Moreover, this lack of support is preventing teachers and students from taking full advantage of the potential of educational escape rooms. This article provides a road map of the most urgent issues to be addressed to bridge the aforementioned gap: easing the creation of digital puzzles, aiding in the logistical aspects of conducting an educational escape room, harnessing learning analytics, fostering remote collaboration, and integrating artificial intelligence to adapt the experience to each team.

ACS Style

Sonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra. Technology-Enhanced Educational Escape Rooms: A Road Map. IT Professional 2021, 23, 26 -32.

AMA Style

Sonsoles Lopez-Pernas, Aldo Gordillo, Enrique Barra. Technology-Enhanced Educational Escape Rooms: A Road Map. IT Professional. 2021; 23 (2):26-32.

Chicago/Turabian Style

Sonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra. 2021. "Technology-Enhanced Educational Escape Rooms: A Road Map." IT Professional 23, no. 2: 26-32.

Journal article
Published: 04 March 2021 in IEEE Access
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Educational escape rooms are emerging as a new type of learning activity with the potential to enhance students’ learning through highly engaging experiences. However, conducting educational escape rooms effectively is very complex and there are no software tools available for this purpose. This lack of support is hindering the widespread use and adoption of these activities. This article presents Escapp, a web platform that allows teachers to conduct effective and highly engaging educational escape rooms. The platform has been used for conducting three different educational escape rooms (one face-to-face and two remotely) in three higher education settings. Three case studies were conducted to empirically evaluate the usefulness of Escapp for conducting these activities, which involved more than 400 students. On the one hand, a questionnaire was administered to students to gather their opinions on the Escapp platform, obtaining very positive results in terms of overall usefulness, usability and engagement. On the other hand, data automatically recorded by Escapp during the three educational escape rooms are presented as evidence of the high number of student interactions that take place during activities of this kind and the need of using a software system for conducting them in an effective way. The results of this article show that Escapp is a well-suited solution for conducting effective face-to-face and remote educational escape rooms.

ACS Style

Sonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. Escapp: A Web Platform for Conducting Educational Escape Rooms. IEEE Access 2021, 9, 38062 -38077.

AMA Style

Sonsoles Lopez-Pernas, Aldo Gordillo, Enrique Barra, Juan Quemada. Escapp: A Web Platform for Conducting Educational Escape Rooms. IEEE Access. 2021; 9 ():38062-38077.

Chicago/Turabian Style

Sonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. 2021. "Escapp: A Web Platform for Conducting Educational Escape Rooms." IEEE Access 9, no. : 38062-38077.

Journal article
Published: 18 January 2021 in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje
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There is a worrying gap between the digital competence that teachers must have to effectively develop their students’ digital competence and the one they actually have, especially in the area related to the safe and responsible use of technology. Further investigation is needed on the use of training activities, methods and tools aimed at enhancing this competence. This article examines, in the context of an online course in MOOC format, the usefulness of Social Lab, a simulated social network, as an educational tool to improve the digital competence of teachers in the area of safe and responsible use of technology.

ACS Style

Aldo Gordillo; Enrique Barra; Pablo Garaizar; Sonsoles Lopez-Pernas. Use of a Simulated Social Network as an Educational Tool to Enhance Teacher Digital Competence. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 2021, 16, 107 -114.

AMA Style

Aldo Gordillo, Enrique Barra, Pablo Garaizar, Sonsoles Lopez-Pernas. Use of a Simulated Social Network as an Educational Tool to Enhance Teacher Digital Competence. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje. 2021; 16 (1):107-114.

Chicago/Turabian Style

Aldo Gordillo; Enrique Barra; Pablo Garaizar; Sonsoles Lopez-Pernas. 2021. "Use of a Simulated Social Network as an Educational Tool to Enhance Teacher Digital Competence." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 16, no. 1: 107-114.

Journal article
Published: 10 September 2020 in Sustainability
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The COVID-19 pandemic imposed in many countries, in the short term, the interruption of face-to-face teaching activities and, in the medium term, the existence of a ‘new normal’, in which teaching methods should be able to switch from face-to-face to remote overnight. However, this flexibility can pose a great difficulty, especially in the assessment of practical courses with a high student–teacher ratio, in which the assessment tools or methods used in face-to-face learning are not ready to be adopted within a fully online environment. This article presents a case study describing the transformation of the assessment method of a programming course in higher education to a fully online format during the COVID-19 pandemic, by means of an automated student-centered assessment tool. To evaluate the new assessment method, we studied students’ interactions with the tool, as well as students’ perceptions, which were measured with two different surveys: one for the programming assignments and one for the final exam. The results show that the students’ perceptions of the assessment tool were highly positive: if using the tool had been optional, the majority of them would have chosen to use it without a doubt, and they would like other courses to involve a tool like the one presented in this article. A discussion about the use of this tool in subsequent years in the same and related courses is also presented, analyzing the sustainability of this new assessment method.

ACS Style

Enrique Barra; Sonsoles López-Pernas; Álvaro Alonso; Juan Sánchez-Rada; Aldo Gordillo; Juan Quemada. Automated Assessment in Programming Courses: A Case Study during the COVID-19 Era. Sustainability 2020, 12, 7451 .

AMA Style

Enrique Barra, Sonsoles López-Pernas, Álvaro Alonso, Juan Sánchez-Rada, Aldo Gordillo, Juan Quemada. Automated Assessment in Programming Courses: A Case Study during the COVID-19 Era. Sustainability. 2020; 12 (18):7451.

Chicago/Turabian Style

Enrique Barra; Sonsoles López-Pernas; Álvaro Alonso; Juan Sánchez-Rada; Aldo Gordillo; Juan Quemada. 2020. "Automated Assessment in Programming Courses: A Case Study during the COVID-19 Era." Sustainability 12, no. 18: 7451.

Journal article
Published: 21 January 2020 in Sustainability
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The European electronic IDentification, Authentication and trust Services (eIDAS) regulation makes available a solution to ensure the cross-border mutual recognition of electronic IDentification (eID) mechanisms among Member States. However, the basic set of attributes currently provided by each country only contains citizens’ personal and legal attributes, preventing e-services to take full advantage of citizens’ domain-specific information, such as academic or medical data. In this article, we propose an extension of the eIDAS specification to support academic attributes as part of citizens’ profiles. In addition, we present an architecture to enable the connection of eIDAS nodes to national attribute providers to enrich citizens’ profiles with additional academic attributes. We have deployed the eIDAS extension in the specific case of the Spanish eIDAS infrastructure, and we have connected it to an attribute provider of the Technical University of Madrid (UPM). We have also improved a set of institutional services of that university by enabling the connection to eIDAS and enhancing the features offered to students based on their academic profiles retrieved from the eIDAS extended infrastructure. Finally, we have evaluated the resulting services thanks to real students from two different countries, concluding that the widespread adoption of the proposed solution in the academic services of European universities will greatly improve their quality and usability.

ACS Style

Álvaro Alonso; Alejandro Pozo; Aldo Gordillo; Sonsoles López-Pernas; Andrés Munoz-Arcentales; Lourdes Marco; Enrique Barra. Enhancing University Services by Extending the eIDAS European Specification with Academic Attributes. Sustainability 2020, 12, 770 .

AMA Style

Álvaro Alonso, Alejandro Pozo, Aldo Gordillo, Sonsoles López-Pernas, Andrés Munoz-Arcentales, Lourdes Marco, Enrique Barra. Enhancing University Services by Extending the eIDAS European Specification with Academic Attributes. Sustainability. 2020; 12 (3):770.

Chicago/Turabian Style

Álvaro Alonso; Alejandro Pozo; Aldo Gordillo; Sonsoles López-Pernas; Andrés Munoz-Arcentales; Lourdes Marco; Enrique Barra. 2020. "Enhancing University Services by Extending the eIDAS European Specification with Academic Attributes." Sustainability 12, no. 3: 770.

Journal article
Published: 18 December 2019 in IEEE Access
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In recent years, educational escape rooms have started to gain momentum in the academic community. Prior research has reported on the use of educational escape rooms in several fields. However, earlier works have failed to assess the impact of this sort of activities for teaching programming in terms of learning effectiveness. This work fills the existing gap in the literature by examining an educational escape room for teaching programming in a higher education setting by means of three different instruments: (1) a pre-test and a post-test for measuring learning gains, (2) a survey for assessing students’ perceptions, and (3) a web platform for recording student interaction data during the activity. The results of this work provide, for the first time, empirical evidence that educational escape rooms are an effective and engaging way of teaching programming.

ACS Style

Sonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. Analyzing Learning Effectiveness and Students’ Perceptions of an Educational Escape Room in a Programming Course in Higher Education. IEEE Access 2019, 7, 184221 -184234.

AMA Style

Sonsoles Lopez-Pernas, Aldo Gordillo, Enrique Barra, Juan Quemada. Analyzing Learning Effectiveness and Students’ Perceptions of an Educational Escape Room in a Programming Course in Higher Education. IEEE Access. 2019; 7 (99):184221-184234.

Chicago/Turabian Style

Sonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. 2019. "Analyzing Learning Effectiveness and Students’ Perceptions of an Educational Escape Room in a Programming Course in Higher Education." IEEE Access 7, no. 99: 184221-184234.

Journal article
Published: 04 March 2019 in IEEE Access
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In addition to being a well-liked form of recreation, escape rooms have drawn the attention of educators due to their ability to foster teamwork, leadership, creative thinking, and communication in a way that is engaging for students. As a consequence, educational escape rooms are emerging as a new type of learning activity under the promise of enhancing students' learning through highly engaging experiences. These activities consist of escape rooms that incorporate course materials within their puzzles in such a way that students are required to master these materials in order to succeed. Although several studies have reported on the use of escape rooms in a wide range of disciplines, prior research falls short of addressing the use of educational escape rooms for teaching programming, one of the most valuable skills of the twenty-first century that students often have difficulties grasping. This paper reports on the use of an educational escape room in a programming course at a higher education institution and provide, for the first time, insights on the instructional effectiveness of using educational escape rooms for teaching programming. The results of this paper show that appropriate use of educational escape rooms can have significant positive impacts on student engagement and learning in programming courses. These results also suggest that students prefer these activities over traditional computer laboratory sessions. Finally, another novel contribution of this paper is a set of recommendations and proposals for educators in order to help them create effective educational escape rooms for teaching programming.

ACS Style

Sonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. Examining the Use of an Educational Escape Room for Teaching Programming in a Higher Education Setting. IEEE Access 2019, 7, 31723 -31737.

AMA Style

Sonsoles Lopez-Pernas, Aldo Gordillo, Enrique Barra, Juan Quemada. Examining the Use of an Educational Escape Room for Teaching Programming in a Higher Education Setting. IEEE Access. 2019; 7 ():31723-31737.

Chicago/Turabian Style

Sonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. 2019. "Examining the Use of an Educational Escape Room for Teaching Programming in a Higher Education Setting." IEEE Access 7, no. : 31723-31737.

Original articles
Published: 05 February 2014 in New Review of Hypermedia and Multimedia
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Collaborative e-learning is increasingly appealing as a pedagogical approach that can positively affect student learning. We propose a didactical model that integrates multimedia with collaborative tools and peer assessment to foster collaborative e-learning. In this paper, we explain it and present the results of its application to the “International Seminars on Materials Science” online course. The proposed didactical model consists of five educational activities. In the first three, students review the multimedia resources proposed by the teacher in collaboration with their classmates. Then, in the last two activities, they create their own multimedia resources and assess those created by their classmates. These activities foster communication and collaboration among students and their ability to use and create multimedia resources. Our purpose is to encourage the creativity, motivation, and dynamism of the learning process for both teachers and students.

ACS Style

Enrique Barra; Sandra Aguirre Herrera; Jose Ygnacio Pastor Caño; Juan Quemada Vives. Using multimedia and peer assessment to promote collaborative e-learning. New Review of Hypermedia and Multimedia 2014, 20, 103 -121.

AMA Style

Enrique Barra, Sandra Aguirre Herrera, Jose Ygnacio Pastor Caño, Juan Quemada Vives. Using multimedia and peer assessment to promote collaborative e-learning. New Review of Hypermedia and Multimedia. 2014; 20 (2):103-121.

Chicago/Turabian Style

Enrique Barra; Sandra Aguirre Herrera; Jose Ygnacio Pastor Caño; Juan Quemada Vives. 2014. "Using multimedia and peer assessment to promote collaborative e-learning." New Review of Hypermedia and Multimedia 20, no. 2: 103-121.

Conference paper
Published: 01 October 2012 in 2012 Frontiers in Education Conference Proceedings
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Students usually love games. They captivate their attention and hold it for lengthy periods of time. Educational systems have taken advantage of this fact and have used games in education for many years. However, teachers cannot create their own games as easily as they create other learning objects. A tool to assist this labor would be very useful for them. In this paper, we present NICE-Game, an innovative game-like educational content creation tool. It is divided into two modules, the builder to create the games and the viewer to play them. With NICE-Game, different kinds of educational contents (i.e. images, videos, texts) can be easily integrated into a game. Using personal handheld devices is a growing trend among students, hence multi-platform and multi-device issues have been also considered in this implementation. Details about the design, development and the tool itself are explained in this paper as well as an example of an educational game available online.

ACS Style

Enrique Barra Arias; Daniel Gallego Vico; Sandra Leonor Aguirre Herrera; Juan Quemada Vives. A web tool to create educational content with gaming visualization. 2012 Frontiers in Education Conference Proceedings 2012, 1 -6.

AMA Style

Enrique Barra Arias, Daniel Gallego Vico, Sandra Leonor Aguirre Herrera, Juan Quemada Vives. A web tool to create educational content with gaming visualization. 2012 Frontiers in Education Conference Proceedings. 2012; ():1-6.

Chicago/Turabian Style

Enrique Barra Arias; Daniel Gallego Vico; Sandra Leonor Aguirre Herrera; Juan Quemada Vives. 2012. "A web tool to create educational content with gaming visualization." 2012 Frontiers in Education Conference Proceedings , no. : 1-6.

Conference paper
Published: 01 October 2012 in 2012 Frontiers in Education Conference Proceedings
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This paper presents the experience of designing and implementing an educational content creator adapted to mobile devices in a K-12 environment. Two main issues have been detected when designing this tool. The first one is the screen size, which will limit the contents' size and the quantity of contents presented at the same time in the screen. The second issue is related to the touch screens these devices have, which changes the whole user experience. Four types of resources can be generated with this tool considering these issues. Firstly, a virtual microscope where the user can select a sample and study it in detail through the microscope. Secondly, a quiz where the user has to join words to their corresponding definitions or images. Thirdly, a virtual chemistry experiment where the user has to drag and drop pipettes to complete chemical formulas. And finally, a generic flashcard that presents a background image and several “hot zones” where the user can touch and see additional contents that the teacher has previously tagged. Details about the technologies and details related to its implementation are described in the paper.

ACS Style

Enrique Barra Arias; Daniel Gallego Vico; Sandra Leonor Aguirre Herrera; Juan Quemada Vives. Facilitating the creation of K-12 interactive learning objects using a multi device web tool. 2012 Frontiers in Education Conference Proceedings 2012, 1 -6.

AMA Style

Enrique Barra Arias, Daniel Gallego Vico, Sandra Leonor Aguirre Herrera, Juan Quemada Vives. Facilitating the creation of K-12 interactive learning objects using a multi device web tool. 2012 Frontiers in Education Conference Proceedings. 2012; ():1-6.

Chicago/Turabian Style

Enrique Barra Arias; Daniel Gallego Vico; Sandra Leonor Aguirre Herrera; Juan Quemada Vives. 2012. "Facilitating the creation of K-12 interactive learning objects using a multi device web tool." 2012 Frontiers in Education Conference Proceedings , no. : 1-6.