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Dr. MARIA SAIZ MANZANARES
Universidad de Burgos

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Research Keywords & Expertise

0 Blended Learning
0 Data Mining
0 Deep Learning
0 Metacognition
0 early care assessment

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Data Mining
Blended Learning
Metacognition
Deep Learning

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Short Biography

Maria Consuelo Saiz Manzanares has a doctor of psychology and a doctor of industrial technologies and civil degree in the field of data mining. She is an expert in virtual education. Currently, she is an associate professor at the University of Burgos. She is also director of GIR DATAHES at the University of Burgos, and of the associations, e.g., EARLI. She has numerous publications (orcid.org/0000-0002-1736-2089) related to the study of metacognitive skills, new technologies, and the application of data mining techniques in the educational and health fields. In addition, she has participated as a principal researcher in numerous projects, the results of which have resulted in numerous invited papers and communications at scientific conferences.

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Project

Project Goal: self-regulated learning and new technologies

Starting Date:01 September 2019

Current Stage: Data colection

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Project

Project Goal: Learning Analytics in Moodle

Starting Date:10 July 2019

Current Stage: analyzing data

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Project

Project Goal: Sustainability in Learning to S: Down

Starting Date:01 September 2018

Current Stage: analyzing data

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Journal article
Published: 26 July 2021 in PUBLICACIONES
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Los modelos de enseñanza-aprendizaje universitarios están siendo afectados por la crisis originada por la COVID-19. Para atender a esta crisis desencadenada se diseñó de urgencia una propuesta de ecología de aprendizaje autorregulado virtualizada durante el confinamiento de 2020 en la asignatura de Ciencias de la Naturaleza y su Didáctica I del Grado en Maestro de Educación Primaria. En este artículo se describe esta ecología de aprendizaje: los materiales elaborados, los contextos diseñados y la utilización de estrategias de enseñanza-aprendizaje basadas en el aprendizaje autorregulado, tanto durante la docencia virtual como durante la tutorización del alumnado. El objetivo de este estudio es analizar la ecología de aprendizaje autorregulado a través de la apreciación del alumnado con respecto a su motivación hacia la asignatura, su opinión sobre la calidad de los materiales y sobre la evaluación, la percepción del alumnado de la motivación del profesorado hacia la asignatura y respecto a la carga de trabajo de la asignatura, así como la satisfacción general de la labor docente. La información se recabó utilizando el Cuestionario de opinión del alumnado sobre la calidad de la docencia realizado por la Universidad de Burgos. Todos los ítems fueron bien valorados, por lo que la experiencia puede sentar las bases para la implementación de ecologías de aprendizaje que puedan extrapolarse a otras titulaciones universitarias y contextos diferentes al aquí implementado.

ACS Style

Miguel Ángel Queiruga Dios; José Benito Vázquez Dorrío; María Consuelo Sáiz Manzanares; Emilia López Iñesta; María Diez Ojeda. Valoración de la Ecología de Aprendizaje Autorregulado Virtualizada para la Didáctica de las Ciencias de la Naturaleza durante la crisis COVID-19. PUBLICACIONES 2021, 51, 375 -420.

AMA Style

Miguel Ángel Queiruga Dios, José Benito Vázquez Dorrío, María Consuelo Sáiz Manzanares, Emilia López Iñesta, María Diez Ojeda. Valoración de la Ecología de Aprendizaje Autorregulado Virtualizada para la Didáctica de las Ciencias de la Naturaleza durante la crisis COVID-19. PUBLICACIONES. 2021; 51 (3):375-420.

Chicago/Turabian Style

Miguel Ángel Queiruga Dios; José Benito Vázquez Dorrío; María Consuelo Sáiz Manzanares; Emilia López Iñesta; María Diez Ojeda. 2021. "Valoración de la Ecología de Aprendizaje Autorregulado Virtualizada para la Didáctica de las Ciencias de la Naturaleza durante la crisis COVID-19." PUBLICACIONES 51, no. 3: 375-420.

Journal article
Published: 13 July 2021 in Journal of Computing in Higher Education
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Monitoring students in Learning Management Systems (LMS) throughout the teaching-learning process has been shown to be a very effective technique for detecting students at risk. Likewise, the teaching style in the LMS conditions, the type of student behaviours on the platform and the learning outcomes. The main objective of this study was to test the effectiveness of three teaching modalities (all using Online Project-based Learning -OPBL- and Flipped Classroom experiences and differing in the use of virtual laboratories and Intelligent Personal Assistant -IPA-) on Moodle behaviour and student performance taking into account the covariate "collaborative group". Both quantitative and qualitative research methods were used. With regard to the quantitative analysis, differences were found in student behaviour in Moodle and in learning outcomes, with respect to teaching modalities that included virtual laboratories. Similarly, the qualitative study also analysed the behaviour patterns found in each collaborative group in the three teaching modalities studied. The results indicate that the collaborative group homogenises the learning outcomes, but not the behaviour pattern of each member. Future research will address the analysis of collaborative behaviour in LMSs according to different variables (motivation and metacognitive strategies in students, number of members, interactions between students and teacher in the LMS, etc.).

ACS Style

María Consuelo Sáiz-Manzanares; Raúl Marticorena-Sánchez; Juan José Rodríguez-Díez; Sandra Rodríguez-Arribas; José Francisco Díez-Pastor; Yi Peng Ji. Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques. Journal of Computing in Higher Education 2021, 1 -32.

AMA Style

María Consuelo Sáiz-Manzanares, Raúl Marticorena-Sánchez, Juan José Rodríguez-Díez, Sandra Rodríguez-Arribas, José Francisco Díez-Pastor, Yi Peng Ji. Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques. Journal of Computing in Higher Education. 2021; ():1-32.

Chicago/Turabian Style

María Consuelo Sáiz-Manzanares; Raúl Marticorena-Sánchez; Juan José Rodríguez-Díez; Sandra Rodríguez-Arribas; José Francisco Díez-Pastor; Yi Peng Ji. 2021. "Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques." Journal of Computing in Higher Education , no. : 1-32.

Journal article
Published: 02 July 2021 in Applied Sciences
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In recent decades, the use of technological resources such as the eye tracking methodology is providing cognitive researchers with important tools to better understand the learning process. However, the interpretation of the metrics requires the use of supervised and unsupervised learning techniques. The main goal of this study was to analyse the results obtained with the eye tracking methodology by applying statistical tests and supervised and unsupervised machine learning techniques, and to contrast the effectiveness of each one. The parameters of fixations, saccades, blinks and scan path, and the results in a puzzle task were found. The statistical study concluded that no significant differences were found between participants in solving the crossword puzzle task; significant differences were only detected in the parameters saccade amplitude minimum and saccade velocity minimum. On the other hand, this study, with supervised machine learning techniques, provided possible features for analysis, some of them different from those used in the statistical study. Regarding the clustering techniques, a good fit was found between the algorithms used (k-means ++, fuzzy k-means and DBSCAN). These algorithms provided the learning profile of the participants in three types (students over 50 years old; and students and teachers under 50 years of age). Therefore, the use of both types of data analysis is considered complementary.

ACS Style

María Sáiz-Manzanares; Ismael Pérez; Adrián Rodríguez; Sandra Arribas; Leandro Almeida; Caroline Martin. Analysis of the Learning Process through Eye Tracking Technology and Feature Selection Techniques. Applied Sciences 2021, 11, 6157 .

AMA Style

María Sáiz-Manzanares, Ismael Pérez, Adrián Rodríguez, Sandra Arribas, Leandro Almeida, Caroline Martin. Analysis of the Learning Process through Eye Tracking Technology and Feature Selection Techniques. Applied Sciences. 2021; 11 (13):6157.

Chicago/Turabian Style

María Sáiz-Manzanares; Ismael Pérez; Adrián Rodríguez; Sandra Arribas; Leandro Almeida; Caroline Martin. 2021. "Analysis of the Learning Process through Eye Tracking Technology and Feature Selection Techniques." Applied Sciences 11, no. 13: 6157.

Research article
Published: 21 June 2021 in Journal for the Study of Education and Development
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The teaching of STEAM has been gaining ground in the world of education for some years now. This article presents two fundamental contributions to STEAM literature. The first contribution is the detailed description of a STEAM work experience with secondary school students using Project Based Learning, in which the disciplines of science and art are connected and integrated. To achieve this, connections established among the disciplines corresponding to S, T, E, A and M are analysed. The second contribution presented in this paper is the study of the relationships established between the members of the educational community and the external educational agents (artists, researchers and research centres) involved in the project. These relationships among all the educational agents give rise to important connections relevant to STEAM education. Additionally, an increase in performance and interest in science and technology manifested by the students is analysed in a quantitative way. The students perceive an improvement in certain skills, such as teamwork, creativity, communication and self-evaluation.

ACS Style

Miguel-Ángel Queiruga-Dios; Emilia López-Iñesta; María Diez-Ojeda; María-Consuelo Sáiz-Manzanares; José-Benito Vázquez-Dorrío. Implementation of a STEAM project in compulsory secondary education that creates connections with the environment (Implementación de un proyecto STEAM en Educación Secundaria generando conexiones con el entorno). Journal for the Study of Education and Development 2021, 1 -38.

AMA Style

Miguel-Ángel Queiruga-Dios, Emilia López-Iñesta, María Diez-Ojeda, María-Consuelo Sáiz-Manzanares, José-Benito Vázquez-Dorrío. Implementation of a STEAM project in compulsory secondary education that creates connections with the environment (Implementación de un proyecto STEAM en Educación Secundaria generando conexiones con el entorno). Journal for the Study of Education and Development. 2021; ():1-38.

Chicago/Turabian Style

Miguel-Ángel Queiruga-Dios; Emilia López-Iñesta; María Diez-Ojeda; María-Consuelo Sáiz-Manzanares; José-Benito Vázquez-Dorrío. 2021. "Implementation of a STEAM project in compulsory secondary education that creates connections with the environment (Implementación de un proyecto STEAM en Educación Secundaria generando conexiones con el entorno)." Journal for the Study of Education and Development , no. : 1-38.

Video audio media
Published: 10 June 2021 in Journal of Visualized Experiments
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Behavioral analysis of adults engaged in learning tasks is a major challenge in the field of adult education. Nowadays, in a world of continuous technological changes and scientific advances, there is a need for life-long learning and education within both formal and non-formal educational environments. In response to this challenge, the use of eye-tracking technology and data-mining techniques, respectively, for supervised (mainly prediction) and unsupervised (specifically cluster analysis) learning, provide methods for the detection of forms of learning among users and/or the classification of their learning styles. In this study, a protocol is proposed for the study of learning styles among adults with and without previous knowledge at different ages (18 to 69-year-old) and at different points throughout the learning process (start and end). Statistical analysis-of-variance techniques mean that differences may be detected between the participants by type of learner and previous knowledge of the task. Likewise, the use of unsupervised learning clustering techniques throws light on similar forms of learning among the participants across different groups. All these data will facilitate personalized proposals from the teacher for the presentation of each task at different points in the chain of information processing. It will likewise be easier for the teacher to adapt teaching materials to the learning needs of each student or group of students with similar characteristics.

ACS Style

María Consuelo Sáiz Manzanares; René Jesús Payo Hernanz; María José Zaparaín Yáñez; Gonzalo Andrés López; Raúl Marticorena Sánchez; Alberto Calvo Rodríguez; Caroline Martín; Sandra Rodríguez Arribas. Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes. Journal of Visualized Experiments 2021, e62103 .

AMA Style

María Consuelo Sáiz Manzanares, René Jesús Payo Hernanz, María José Zaparaín Yáñez, Gonzalo Andrés López, Raúl Marticorena Sánchez, Alberto Calvo Rodríguez, Caroline Martín, Sandra Rodríguez Arribas. Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes. Journal of Visualized Experiments. 2021; (172):e62103.

Chicago/Turabian Style

María Consuelo Sáiz Manzanares; René Jesús Payo Hernanz; María José Zaparaín Yáñez; Gonzalo Andrés López; Raúl Marticorena Sánchez; Alberto Calvo Rodríguez; Caroline Martín; Sandra Rodríguez Arribas. 2021. "Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes." Journal of Visualized Experiments , no. 172: e62103.

Journal article
Published: 17 March 2021 in Applied Sciences
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In this study, we used a module for monitoring and detecting students at risk of dropping out. We worked with a sample of 49 third-year students in a Health Science degree during a lockdown caused by COVID-19. Three follow-ups were carried out over a semester: an initial one, an intermediate one and a final one with the UBUMonitor tool. This tool is a desktop application executed on the client, implemented with Java, and with a graphic interface developed in JavaFX. The application connects to the selected Moodle server, through the web services and the REST API provided by the server. UBUMonitor includes, among others, modules for log visualisation, risk of dropping out, and clustering. The visualisation techniques of boxplots and heat maps and the cluster analysis module (k-means ++, fuzzy k-means and Density-based spatial clustering of applications with noise (DBSCAN) were used to monitor the students. A teaching methodology based on project-based learning (PBL), self-regulated learning (SRL) and continuous assessment was also used. The results indicate that the use of this methodology together with early detection and personalised intervention in the initial follow-up of students achieved a drop-out rate of less than 7% and an overall level of student satisfaction with the teaching and learning process of 4.56 out of 5.

ACS Style

María Sáiz-Manzanares; Juan Rodríguez-Díez; José Díez-Pastor; Sandra Rodríguez-Arribas; Raúl Marticorena-Sánchez; Yi Ji. Monitoring of Student Learning in Learning Management Systems: An Application of Educational Data Mining Techniques. Applied Sciences 2021, 11, 2677 .

AMA Style

María Sáiz-Manzanares, Juan Rodríguez-Díez, José Díez-Pastor, Sandra Rodríguez-Arribas, Raúl Marticorena-Sánchez, Yi Ji. Monitoring of Student Learning in Learning Management Systems: An Application of Educational Data Mining Techniques. Applied Sciences. 2021; 11 (6):2677.

Chicago/Turabian Style

María Sáiz-Manzanares; Juan Rodríguez-Díez; José Díez-Pastor; Sandra Rodríguez-Arribas; Raúl Marticorena-Sánchez; Yi Ji. 2021. "Monitoring of Student Learning in Learning Management Systems: An Application of Educational Data Mining Techniques." Applied Sciences 11, no. 6: 2677.

Journal article
Published: 22 January 2021 in Sustainability
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Teaching in Higher Education is with increasing frequency completed within a Learning Management System (LMS) environment in the Blended Learning modality. The use of learning objects (activities and resources) offered by LMS means that both teachers and students require training. In addition, gender differences relating to the number of students in STEM (Science, Technology, Engineering, and Mathematics) and Non-STEM courses might have some influence on the use of those learning objects. The study involves 13 teachers (6 experts in e-Learning and 7 non-experts) on 13 academic courses (4 STEM and 9 Non-STEM) and a detailed examination of the logs of 626 students downloaded from the Moodle platform. Our objectives are: (1) To confirm whether significant differences may be found in relation to the use of learning objects (resources and activities) on Moodle, depending on the expertise of the teacher (expert vs. non-expert in e-Learning); (2) To confirm whether there are significant differences between students regarding their use of learning objects, depending on the expertise of the teacher (expert vs. non-expert in e-Learning); (3) To confirm whether there are significant differences for the use of learning objects among students as a function of gender. Differences were found in the use of Moodle learning objects (resources and activities) for teachers and for students depending on the expertise of the teacher. Likewise, differences were found for the use of some learning objects as a function of gender and the degrees that the students were following. Increased technological training for both teachers and students is proposed, especially on Non-STEM qualifications, in order to mitigate the effects of the technological gap and its collateral relation with the gender gap and the digital divide.

ACS Style

María Sáiz-Manzanares; Raúl Marticorena-Sánchez; Natalia Muñoz-Rujas; Sandra Rodríguez-Arribas; María-Camino Escolar-Llamazares; Nuria Alonso-Santander; M. Martínez-Martín; Elvira Mercado-Val. Teaching and Learning Styles on Moodle: An Analysis of the Effectiveness of Using STEM and Non-STEM Qualifications from a Gender Perspective. Sustainability 2021, 13, 1166 .

AMA Style

María Sáiz-Manzanares, Raúl Marticorena-Sánchez, Natalia Muñoz-Rujas, Sandra Rodríguez-Arribas, María-Camino Escolar-Llamazares, Nuria Alonso-Santander, M. Martínez-Martín, Elvira Mercado-Val. Teaching and Learning Styles on Moodle: An Analysis of the Effectiveness of Using STEM and Non-STEM Qualifications from a Gender Perspective. Sustainability. 2021; 13 (3):1166.

Chicago/Turabian Style

María Sáiz-Manzanares; Raúl Marticorena-Sánchez; Natalia Muñoz-Rujas; Sandra Rodríguez-Arribas; María-Camino Escolar-Llamazares; Nuria Alonso-Santander; M. Martínez-Martín; Elvira Mercado-Val. 2021. "Teaching and Learning Styles on Moodle: An Analysis of the Effectiveness of Using STEM and Non-STEM Qualifications from a Gender Perspective." Sustainability 13, no. 3: 1166.

Preprint content
Published: 21 November 2020
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BACKGROUND Technological advances together with artificial intelligence and data mining techniques give health science disciplines tools that can improve the accuracy of evaluation and diagnosis. OBJECTIVE The objective of this study is to present a pilot project carried out as part of the eEarlyCare project. It involves a computer application with two modules, one for evaluation, and the other for intervention regarding functional skills in children aged from 0-6 years old. This application facilitates the creation of individualized programs of therapeutic intervention. METHODS We used the eEarlyCare application, produced ad hoc as part of the eEarlyCare project. To test the application’s usability, we performed a pilot study with 23 children aged between 3 and 6 years old who presented a variety of developmental problems. In the data analysis we used data mining techniques of supervised learning (prediction) and unsupervised learning (clustering). RESULTS Three clusters were found in terms of functional development in the 11 areas covered by eEarlyCare. Based on these groupings, various personalized therapeutic intervention plans were designed. The variable with most predictive value for functional development was the users’ developmental age. CONCLUSIONS The use of computer applications together with data mining techniques facilitates the analysis of functional development in young children and the creation of personalized intervention programs. All of this improves the precision of therapeutic evaluation and intervention. CLINICALTRIAL Before beginning the study, we obtained authorization from the Bioethics Committee at the University of Burgos (Positive reports Nº IR 11/2017, Nº IR 3/2019, and Nº IR 09/2020) along with authorization from those responsible for the schools where the tool would be tested. In addition, we obtained written informed consent from the parents or guardians of the children who participated in the study. https://drive.google.com/file/d/1cd8m3Uks80h2a4B82KbrdhNwG0J3JyQx/view?usp=sharing

ACS Style

Maria Consuelo Sáiz-Manzanares; Raúl Marticorena Sánchez; Álvar Arnaiz-González. Use of a Computer Application and Data Mining Techniques to create precision therapeutic intervention programs in early care (Preprint). 2020, 1 .

AMA Style

Maria Consuelo Sáiz-Manzanares, Raúl Marticorena Sánchez, Álvar Arnaiz-González. Use of a Computer Application and Data Mining Techniques to create precision therapeutic intervention programs in early care (Preprint). . 2020; ():1.

Chicago/Turabian Style

Maria Consuelo Sáiz-Manzanares; Raúl Marticorena Sánchez; Álvar Arnaiz-González. 2020. "Use of a Computer Application and Data Mining Techniques to create precision therapeutic intervention programs in early care (Preprint)." , no. : 1.

Journal article
Published: 10 November 2020 in Safety Science
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The degree of compliance with occupational risk-prevention legislation among Construction Sector firms within Spain, most of which are micro-SMEs and SMEs, is studied in this research. Likewise, a meticulous analysis is completed of all aspects that are related with the training of workers within the Construction Sector. Information is collected through a survey administered to an accumulated sample of 250 workers, referring to the indicators that are directly related to the principal causes of accident rates in construction. Numerous firms participated in this study, led by High-level Risk-Prevention Technicians. The results highlighted the serious shortcomings existing within the field of preventive actions and worker training, motivated in large part by the severe crisis of the Construction Sector in Spain that began in 2008, some important consequences of which live on, reflecting high occupational accident rates. The investigation concludes with proposals to overcome these contingencies, referring especially to the need to strengthen professionalization within the Construction Sector, to improve training actions in prevention matters, and to encourage firms to work towards efficient compliance with the safety regulations.

ACS Style

A. Romero Barriuso; B.M. Villena Escribano; A. Rodríguez Sáiz. The importance of preventive training actions for the reduction of workplace accidents within the Spanish construction sector. Safety Science 2020, 134, 105090 .

AMA Style

A. Romero Barriuso, B.M. Villena Escribano, A. Rodríguez Sáiz. The importance of preventive training actions for the reduction of workplace accidents within the Spanish construction sector. Safety Science. 2020; 134 ():105090.

Chicago/Turabian Style

A. Romero Barriuso; B.M. Villena Escribano; A. Rodríguez Sáiz. 2020. "The importance of preventive training actions for the reduction of workplace accidents within the Spanish construction sector." Safety Science 134, no. : 105090.

Journal article
Published: 29 September 2020 in Applied Sciences
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The frequency of interaction between teachers and students through Learning Management Systems (LMSs) is continuously rising. However, recent studies highlight the challenges presented in current LMSs to meet the specific needs of the student, regarding usability and learnability. With the motivation to support the research of effectiveness when using a Voice User Interface (VUI) for education, this paper presents the work done (RQ1) to build the basic architecture for an Alexa skill for educational purposes, including its integration with Moodle, and (RQ2) to establish whether Moodle currently provides the necessary tools for voice-content creation for develop voice-first applications, aiming to provide new scientific insight to help researchers on future works of similar characteristics. As a result of this work, we provide guidelines for the architecture of an Alexa skill application integrated with Moodle through safe protocols, such as Alexa’s Account Linking Web Service, while our findings ratify the need for additional tooling within Moodle platform for voice-content creation in order to create an appealing voice experience, with the capabilities to process Moodle data structures and produce sensible sentences that can be understood by users when spoken by a voice device.

ACS Style

Javier Ochoa-Orihuel; Raúl Marticorena-Sánchez; María Consuelo Sáiz-Manzanares. Moodle LMS Integration with Amazon Alexa: A Practical Experience. Applied Sciences 2020, 10, 6859 .

AMA Style

Javier Ochoa-Orihuel, Raúl Marticorena-Sánchez, María Consuelo Sáiz-Manzanares. Moodle LMS Integration with Amazon Alexa: A Practical Experience. Applied Sciences. 2020; 10 (19):6859.

Chicago/Turabian Style

Javier Ochoa-Orihuel; Raúl Marticorena-Sánchez; María Consuelo Sáiz-Manzanares. 2020. "Moodle LMS Integration with Amazon Alexa: A Practical Experience." Applied Sciences 10, no. 19: 6859.

Review
Published: 24 August 2020 in Sustainability
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In the last few years, research in the field of sustainability has experienced a significant increase in interest between sustainability and other areas (inclusive education, active methodologies, and society). Moreover, the use of mixed research methods (quantitative and qualitative) along with the application of data mining techniques, enables the analysis of information and the connection between the different studies. The objectives of this paper were: (1) To establish the results of the research related to the concepts of sustainability, inclusive education, and disability. (2) To study the key concepts that are detected in the articles selected with respect to the concepts of sustainability, inclusive education, disability, and their relations. In order to do so, two studies were carried out (quantitative and qualitative). In the first study, K-means and heat map clustering techniques were applied. In the second study, the technique of text mining was applied. One hundred and thirty-three scientific papers were studied, of which 54 fulfilled all the inclusion criteria. Three clusters were found in the first study; cluster 1 included the categories: inclusive society, educational innovation, and active methodologies. Cluster 2 included active methodologies and society and economy and cluster 3 included inclusive society and society and economy. In the second study, the highest Krippendorff’s Alpha coefficient were found in articles that linked sustainability with social transformation stemming from a change in education by means of the use of active teaching methods and technological resources. The research moves towards the development of competencies in sustainability at all stages of the educational system, and in all areas of knowledge.

ACS Style

Ángel Rodríguez Sáiz; Sara Gutiérrez-González; Ángel Rodríguez; Lourdes Alameda Cuenca-Romero; Verónica Calderón; Miguel Queiruga-Dios. Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques. Sustainability 2020, 12, 6861 .

AMA Style

Ángel Rodríguez Sáiz, Sara Gutiérrez-González, Ángel Rodríguez, Lourdes Alameda Cuenca-Romero, Verónica Calderón, Miguel Queiruga-Dios. Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques. Sustainability. 2020; 12 (17):6861.

Chicago/Turabian Style

Ángel Rodríguez Sáiz; Sara Gutiérrez-González; Ángel Rodríguez; Lourdes Alameda Cuenca-Romero; Verónica Calderón; Miguel Queiruga-Dios. 2020. "Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques." Sustainability 12, no. 17: 6861.

Conference paper
Published: 15 August 2020 in Advances in Intelligent Systems and Computing
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The development of 21st century skills allows the training of competent students prepared for work and social life. The improvement of these skills, necessary for engineering students and future engineers, can be favored with training in Secondary Education Stage. Specifically, the Project-Based Learning (PBL) methodology includes the performance of different activities that allow the acquisition of both conceptual and procedural skills. This article describes the relationship between the skills that high school students develop when they work with PBL and the competences (ABET engineering skills) they acquire. In addition, an objective evaluation of the learning outcomes of 129 Secondary students who carried out 34 projects is made and these results are related to the skills needed to achieve them.

ACS Style

Miguel Ángel Queiruga-Dios; Emilia López-Iñesta; María Diez-Ojeda; María Consuelo Sáiz-Manzanares; José Benito Vázquez Dorrío. Developing Engineering Skills in Secondary Students Through STEM Project Based Learning. Advances in Intelligent Systems and Computing 2020, 257 -267.

AMA Style

Miguel Ángel Queiruga-Dios, Emilia López-Iñesta, María Diez-Ojeda, María Consuelo Sáiz-Manzanares, José Benito Vázquez Dorrío. Developing Engineering Skills in Secondary Students Through STEM Project Based Learning. Advances in Intelligent Systems and Computing. 2020; ():257-267.

Chicago/Turabian Style

Miguel Ángel Queiruga-Dios; Emilia López-Iñesta; María Diez-Ojeda; María Consuelo Sáiz-Manzanares; José Benito Vázquez Dorrío. 2020. "Developing Engineering Skills in Secondary Students Through STEM Project Based Learning." Advances in Intelligent Systems and Computing , no. : 257-267.

Journal article
Published: 04 August 2020 in International Journal of Environmental Research and Public Health
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The use of advanced learning technologies in a learning management system (LMS) can greatly assist learning processes, especially when used in university environments, as they promote the development of Self-Regulated learning, which increases academic performance and student satisfaction towards personal learning. One of the most innovative resources that an LMS may have is an Intelligent Personal Assistant (IPA). We worked with a sample of 109 third-grade students following Health Sciences degrees. The aims were: (1) to verify whether there will be significant differences in student access to the LMS, depending on use versus non-use of an IPA. (2) To verify whether there will be significant differences in student learning outcomes depending on use versus non-use of an IPA. (3) To verify whether there will be significant differences for student satisfaction with teaching during the COVID-19 pandemic, depending on use versus non-use of an IPA. (4) To analyze student perceptions of the usefulness of an IPA in the LMS. We found greater functionality in access to the LMS and satisfaction with teaching, especially during the health crisis, in the group of students who had used an IPA. However, both the expansion of available information and the usability of the features embedded in an IPA are still challenging issues.

ACS Style

María Consuelo Sáiz-Manzanares; Raúl Marticorena-Sánchez; Javier Ochoa-Orihuel. Effectiveness of Using Voice Assistants in Learning: A Study at the Time of COVID-19. International Journal of Environmental Research and Public Health 2020, 17, 5618 .

AMA Style

María Consuelo Sáiz-Manzanares, Raúl Marticorena-Sánchez, Javier Ochoa-Orihuel. Effectiveness of Using Voice Assistants in Learning: A Study at the Time of COVID-19. International Journal of Environmental Research and Public Health. 2020; 17 (15):5618.

Chicago/Turabian Style

María Consuelo Sáiz-Manzanares; Raúl Marticorena-Sánchez; Javier Ochoa-Orihuel. 2020. "Effectiveness of Using Voice Assistants in Learning: A Study at the Time of COVID-19." International Journal of Environmental Research and Public Health 17, no. 15: 5618.

Video audio media
Published: 20 June 2020 in Journal of Visualized Experiments
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The analysis of functional abilities and their development in early childhood (0-6 years old) are fundamental aspects among young children with certain types of developmental difficulties that can facilitate prevention, through programmed interventions adapted to the needs of each user (student or patient). There are, however, few investigations to date, that have analyzed the use of automated tools for recording and interpreting the results of the initial assessment. Here, a protocol is presented to examine the functional abilities in early childhood in young children, aged between 3-6 years old, with intellectual disabilities, but the protocol can also be used for ages 0 to 6 years. The protocol makes use of a computer application, eEarlyCare, that facilitates the interpretation of the results of systematic observations, which are recorded in natural environments by professionals trained in early intervention. The software can be used to analyze 11 functional areas (Food Autonomy, Personal Care and Hygiene, Dressing and Undressing Independently, Sphincter Control, Functional Mobility, Communication and Language, Daily Life Routines, Adaptive Behavior and Attention) and a total of 114 different behaviors. Its use facilitates the analysis of the observed abilities and greatly assists early intervention. Compared to other observational methods, it allows a more efficient use of personal and material resources. The use of the computer application facilitates the recording of the observation results, which helps with organization and reflection on the observations. The software displays the observation results on-screen compared to normal developmental parameters. This information can be referred to for decision-making about the most suitable intervention program for each user (student or patient). Likewise, clustering techniques are applied to analyze the relation between the type of intellectual disabilities and functional development identified with the software, a relation that is intended to serve as a guide for early-care professional intervention.

ACS Style

María Consuelo Sáiz Manzanares; Raúl Marticorena Sánchez; Álvar Arnaiz González; José Francisco Díez Pastor; César I. García Osorio. Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools. Journal of Visualized Experiments 2020, e60247 .

AMA Style

María Consuelo Sáiz Manzanares, Raúl Marticorena Sánchez, Álvar Arnaiz González, José Francisco Díez Pastor, César I. García Osorio. Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools. Journal of Visualized Experiments. 2020; (160):e60247.

Chicago/Turabian Style

María Consuelo Sáiz Manzanares; Raúl Marticorena Sánchez; Álvar Arnaiz González; José Francisco Díez Pastor; César I. García Osorio. 2020. "Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools." Journal of Visualized Experiments , no. 160: e60247.

Journal article
Published: 05 June 2020 in Materials
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The investigation reported in this paper is an evaluation of the mechanical behavior of full-scale ecological mortar slabs manufactured with a mixture of expanded clay and recycled concrete aggregates. The composite mortars form a compressive layer over laminated wooden joists to form a single construction unit. To do so, full-scale flexural tests are conducted of the composite laminated wood-ecological mortar slabs with different types of mortar designs: reference mortar (MR), lightweight mortar dosed with recycled concrete aggregates (MLC), and lightweight mortar dosed with recycled mixed aggregates (MLM). The test results showed that the mortar forming the compression layer and the laminated wooden joists worked in unison and withstood a higher maximum failure load under flexion than the failure load of the wooden joists in isolation. Moreover, the laboratory test results were compared with the simulated values of the theoretical model, generated in accordance with the technical specifications for structural calculations contained in the Spanish building code, and with the results calculated by a computer software package. From the analysis of the results of the calculation methods and the full-scale laboratory test results, it was concluded that the safety margin yielded by the calculations validated the use of those methods on this type of composite slab. In this way, a strong mixed wood–mortar slab was designed, contributing little dead-load to the building structure and its manufacture with recycled aggregate, also contributes to the circular economy of construction materials.

ACS Style

Carmelo Muñoz-Ruiperez; Francisco Fiol Oliván; Verónica Calderón Carpintero; Isabel Santamaría-Vicario; Ángel Rodríguez Sáiz. Mechanical Behavior of a Composite Lightweight Slab, Consisting of a Laminated Wooden Joist and Ecological Mortar. Materials 2020, 13, 1 .

AMA Style

Carmelo Muñoz-Ruiperez, Francisco Fiol Oliván, Verónica Calderón Carpintero, Isabel Santamaría-Vicario, Ángel Rodríguez Sáiz. Mechanical Behavior of a Composite Lightweight Slab, Consisting of a Laminated Wooden Joist and Ecological Mortar. Materials. 2020; 13 (11):1.

Chicago/Turabian Style

Carmelo Muñoz-Ruiperez; Francisco Fiol Oliván; Verónica Calderón Carpintero; Isabel Santamaría-Vicario; Ángel Rodríguez Sáiz. 2020. "Mechanical Behavior of a Composite Lightweight Slab, Consisting of a Laminated Wooden Joist and Ecological Mortar." Materials 13, no. 11: 1.

Journal article
Published: 23 May 2020 in Sustainability
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Curricular integration in formal teaching of citizen science can bring to the classroom aspects of scientific literacy that encourage the involvement of citizens. In particular, these include non-epistemic aspects related to the sociology of science (which are often not transferred to the classroom). Furthermore, this practice raises awareness among students, and encourages them to become participants in the attainment of the United Nations’ Sustainable Development Goals (SDGs). This article describes a proposal for the integration of a citizen science project into the secondary education curriculum that can be reproduced in any educational center. Eighty-three secondary school pupils (14–15 years old) took part in this research at a city-center school in Northern Spain. A questionnaire based on validated studies was created and used to analyze the changes in attitudes of pupils towards science and technology and their improvement in scientific literacy in terms of scientific processes and scientific situations. The results indicate a significant improvement in the attitudes towards science and technology among the participating learners, as well as a better understanding of scientific processes and situations. Likewise, the results reflect how the implementation of the citizen science project contributes to the SDGs.

ACS Style

Miguel Ángel Queiruga-Dios; Emilia López-Iñesta; María Diez-Ojeda; María Consuelo Sáiz-Manzanares; José Benito Vázquez Dorrío. Citizen Science for Scientific Literacy and the Attainment of Sustainable Development Goals in Formal Education. Sustainability 2020, 12, 4283 .

AMA Style

Miguel Ángel Queiruga-Dios, Emilia López-Iñesta, María Diez-Ojeda, María Consuelo Sáiz-Manzanares, José Benito Vázquez Dorrío. Citizen Science for Scientific Literacy and the Attainment of Sustainable Development Goals in Formal Education. Sustainability. 2020; 12 (10):4283.

Chicago/Turabian Style

Miguel Ángel Queiruga-Dios; Emilia López-Iñesta; María Diez-Ojeda; María Consuelo Sáiz-Manzanares; José Benito Vázquez Dorrío. 2020. "Citizen Science for Scientific Literacy and the Attainment of Sustainable Development Goals in Formal Education." Sustainability 12, no. 10: 4283.

Journal article
Published: 18 May 2020 in Applied Sciences
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Early detection of at-risk students is essential, especially in the university environment. Moreover, personalized learning has been shown to increase motivation and lower student dropout rates. At present, the average dropout rates among students following courses leading to the award of Spanish university degrees are around 18% and 42.8% for presential teaching and online courses, respectively. The objectives of this study are: (1) to design and to implement a Modular Object-Oriented Dynamic Learning Environment (Moodle) plugin, “eOrientation”, for the early detection of at-risk students; (2) to test the effectiveness of the “eOrientation” plugin on university students. We worked with 279 third-year students following health sciences degrees. A process for extracting information records was also implemented. In addition, a learning analytics module was developed, through which both supervised and unsupervised Machine Learning techniques can be applied. All these measures facilitated the personalized monitoring of the students and the easier detection of students at academic risk. The use of this tool could be of great importance to teachers and university governing teams, as it can assist the early detection of students at academic risk. Future studies will be aimed at testing the plugin using the Moodle environment on degree courses at other universities.

ACS Style

María Consuelo Sáiz-Manzanares; Raúl Marticorena-Sánchez; César Ignacio García-Osorio. Monitoring Students at the University: Design and Application of a Moodle Plugin. Applied Sciences 2020, 10, 3469 .

AMA Style

María Consuelo Sáiz-Manzanares, Raúl Marticorena-Sánchez, César Ignacio García-Osorio. Monitoring Students at the University: Design and Application of a Moodle Plugin. Applied Sciences. 2020; 10 (10):3469.

Chicago/Turabian Style

María Consuelo Sáiz-Manzanares; Raúl Marticorena-Sánchez; César Ignacio García-Osorio. 2020. "Monitoring Students at the University: Design and Application of a Moodle Plugin." Applied Sciences 10, no. 10: 3469.