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Cultural identity is a complex concept that includes subjective factors such as ideology, family knowledge, customs, language, and acquired skills, among others. Measuring culture involves a significant level of difficulty, since its study and scope differ from the point of view, the time and the place where the studies are carried out. In the Amazon, indigenous communities are in an accelerated process of acculturation that results in a loss of cultural identity that is not easy to quantify. This paper presents a method to measure the cultural distance between individuals or between groups of people using Artificial Intelligence techniques. The distance between individuals is calculated as the distance of the minimum path in the self-organizing map using Dijkstra’s algorithm. The experiments have been carried out to measure the cultural identity of indigenous people in the Waorani Amazon community and compares them with people living in cities who have a modern identity. The results showed that the communities are still distant in terms of identity from the westernised cities around them, although there are already factors where the distances are minimal concerning these cities. In any case, the method makes it possible to quantify the state of acculturation. This quantification can help the authorities to monitor these communities and take political decisions that will enable them to preserve their cultural identity.
Aldrin Espín-León; Antonio Jimeno-Morenilla; María Pertegal-Felices; Jorge Azorín-López. Cultural Identity Distance Computation through Artificial Intelligence as an Analysis Tool of the Amazon Indigenous People. A Case Study in the Waorani Community. Sustainability 2020, 12, 9513 .
AMA StyleAldrin Espín-León, Antonio Jimeno-Morenilla, María Pertegal-Felices, Jorge Azorín-López. Cultural Identity Distance Computation through Artificial Intelligence as an Analysis Tool of the Amazon Indigenous People. A Case Study in the Waorani Community. Sustainability. 2020; 12 (22):9513.
Chicago/Turabian StyleAldrin Espín-León; Antonio Jimeno-Morenilla; María Pertegal-Felices; Jorge Azorín-López. 2020. "Cultural Identity Distance Computation through Artificial Intelligence as an Analysis Tool of the Amazon Indigenous People. A Case Study in the Waorani Community." Sustainability 12, no. 22: 9513.
Currently, more and more teachers decide to follow active teaching methods, leaving behind traditional teaching methods. Among the most used pedagogical methods in the educational field is the collaborative learning. The general objective of the present investigation is to know the performance and academic development of the term "collaborative learning" in the documents collected in the Web of Science database. The research method developed was based on a bibliometric study, identifying academic performance and conceptual development, through a co-word analysis. Particularly, we have pursued four main objectives: (a) To determine the degree of performance of documents collected from collaborative learning; (b) to identify the scientific development of so-called collaborative learning; (c) to analyze the most incidental aspects of collaborative learning; and (d) to value the most representative authors who are experts in the use of collaborative learning. The total number of manuscripts studied is 3295. The results show the manuscripts are written mainly in English by researchers who belong from the United States. The main area of knowledge is Education Educational Research. As a conclusion, it can be said that the collaborative learning pedagogical method is at a turning point in the scientific field. Its scientific evolution, focused on its principles in the students themselves, has extended to other branches. At present, studies are oriented towards technological resources, co-regulation, and the academic achievements of students. Furthermore, in the coming years the terms innovation, design, patterns, collaboration, and communication will probably be the new lines of study in this scientific field.
Antonio-José Moreno-Guerrero; Pedro Jurado De Los Santos; María Pertegal-Felices; Rebeca Soler Costa. Bibliometric Study of Scientific Production on the Term Collaborative Learning in Web of Science. Sustainability 2020, 12, 5649 .
AMA StyleAntonio-José Moreno-Guerrero, Pedro Jurado De Los Santos, María Pertegal-Felices, Rebeca Soler Costa. Bibliometric Study of Scientific Production on the Term Collaborative Learning in Web of Science. Sustainability. 2020; 12 (14):5649.
Chicago/Turabian StyleAntonio-José Moreno-Guerrero; Pedro Jurado De Los Santos; María Pertegal-Felices; Rebeca Soler Costa. 2020. "Bibliometric Study of Scientific Production on the Term Collaborative Learning in Web of Science." Sustainability 12, no. 14: 5649.
In today's world, new technologies are being used for the teaching‐learning process in the classroom. Their use to support learning can provide significant advantages for the teaching‐learning process and have potential benefits for students, as many of these technologies are a part of the work life of many current professions. The aim of this study is to analyse the use of innovative technologies for engineering and science education after examining the data obtained from students in their learning process and experiences. The study has been focused on computational geographic information systems, which allow access to and management of large volumes of information and data, and on the assessment of this tool as a basis for a suitable methodology to enhance the teaching‐learning process, taking into account the great social impact of big data. The results allow identifying the main advantages, opportunities, and drawbacks of using these technological tools for educational purposes. Finally, a set of initiatives has been proposed to complement the teaching activity and to improve user experience in the educational field.
Raquel Pérez‐Delhoyo; Higinio Mora; Pablo Martí‐Ciriquián; María L. Pertegal‐Felices; Rafael Mollá‐Sirvent. Introducing innovative technologies in higher education: An experience in using geographic information systems for the teaching‐learning process. Computer Applications in Engineering Education 2020, 28, 1110 -1127.
AMA StyleRaquel Pérez‐Delhoyo, Higinio Mora, Pablo Martí‐Ciriquián, María L. Pertegal‐Felices, Rafael Mollá‐Sirvent. Introducing innovative technologies in higher education: An experience in using geographic information systems for the teaching‐learning process. Computer Applications in Engineering Education. 2020; 28 (5):1110-1127.
Chicago/Turabian StyleRaquel Pérez‐Delhoyo; Higinio Mora; Pablo Martí‐Ciriquián; María L. Pertegal‐Felices; Rafael Mollá‐Sirvent. 2020. "Introducing innovative technologies in higher education: An experience in using geographic information systems for the teaching‐learning process." Computer Applications in Engineering Education 28, no. 5: 1110-1127.
Gamification has proved to be a methodology that increases the likelihood of success and sustainability of educational institutions. This methodology has recently revealed itself as one of the most efficient teaching methodologies in the student body, proving useful at all educational levels. One of the most frequently mentioned properties is its ability to “reset” the student’s attention clock: the key is collective learning, an attractive way of remembering new content. The experience described below has been developed in the context of a generalist university in two very different degrees: Degree in Teacher Training and Degree in Computer Engineering. To develop the theoretical sessions, the master class was combined with the use of the Kahoot tool. The observations made by the teachers in relation to the dynamics of the theoretical classes show that the use of Kahoot at the end of the theoretical sessions increased the students’ attendance at class, in addition to their involvement in the sessions and they kept their attention for longer. This study has also shown that there are significant differences in the level of satisfaction shown by the students of both degrees with these tools.
María Pertegal-Felices; Antonio Jimeno-Morenilla; José Sánchez-Romero; Higinio Mora-Mora. Comparison of the Effects of the Kahoot Tool on Teacher Training and Computer Engineering Students for Sustainable Education. Sustainability 2020, 12, 4778 .
AMA StyleMaría Pertegal-Felices, Antonio Jimeno-Morenilla, José Sánchez-Romero, Higinio Mora-Mora. Comparison of the Effects of the Kahoot Tool on Teacher Training and Computer Engineering Students for Sustainable Education. Sustainability. 2020; 12 (11):4778.
Chicago/Turabian StyleMaría Pertegal-Felices; Antonio Jimeno-Morenilla; José Sánchez-Romero; Higinio Mora-Mora. 2020. "Comparison of the Effects of the Kahoot Tool on Teacher Training and Computer Engineering Students for Sustainable Education." Sustainability 12, no. 11: 4778.
Nowadays, digital culture affects all levels of society. However, differences exist between individuals, commonly named as the “digital divide,” which impedes the equal access to the benefits of new technologies. The Usability and Accessibility (UA) module is a core, first-semester module during the first year of the Multimedia Engineering degree at the University of Alicante. The UA module’s main objective is to provide students with the necessary concepts and tools to design and develop products with usability and accessibility features, thus achieving end products that are more usable and accessible, regardless of the end users’ status, ability or situation. This paper presents a new learning methodology aimed at making students become everyday users of their own digital products. Daily use of these products improves the UA learning process, since students can appreciate their accessibility and usability in everyday life conditions for a better understanding of how their own design decisions affect potential users. A non-equivalent control group design with pre- and post-test control groups was used to test the research hypothesis. The results of this study showed a significant improvement in their academic performance compared to the control group.
Maria Luisa Pertegal-Felices; Diego Marcos-Jorquera; Antonio Jimeno-Morenilla; Raquel Gilar-Corbi; Higinio Mora. Training Future ICT Engineers in the Field of Accessibility and Usability: A Methodological Experience. IEEE Access 2020, 8, 65812 -65820.
AMA StyleMaria Luisa Pertegal-Felices, Diego Marcos-Jorquera, Antonio Jimeno-Morenilla, Raquel Gilar-Corbi, Higinio Mora. Training Future ICT Engineers in the Field of Accessibility and Usability: A Methodological Experience. IEEE Access. 2020; 8 (99):65812-65820.
Chicago/Turabian StyleMaria Luisa Pertegal-Felices; Diego Marcos-Jorquera; Antonio Jimeno-Morenilla; Raquel Gilar-Corbi; Higinio Mora. 2020. "Training Future ICT Engineers in the Field of Accessibility and Usability: A Methodological Experience." IEEE Access 8, no. 99: 65812-65820.
Multimedia engineers develop digital content in a wide range of fields that require them to acquire skills in the development of web solutions for those fields. In this study, we evaluated the level of didactic knowledge of mathematics that Multimedia Engineering degree students possess. The aim was to determine whether they are prepared to conceive, design and develop educational multimedia tools for teaching mathematics to primary school children. For this evaluation, the Didactic–Mathematical Knowledge and Elementary Algebraic Reasoning (DMK/EAR) test was carried out on a sample of 50 students in the second year of a Multimedia Engineering Degree. The results were compared with those of teacher training students who receive specific training in mathematics didactics. The study shows that, for most of the variables analysed, the Multimedia student scored better or comparatively equal to the teaching trainee. In conclusion, students of Multimedia Engineering have a solid foundation in the didactics of mathematics, although some deficiencies have been detected in the cognitive dimension and the content in structures, which indicate that they would need to complete their training in these areas.
Maria Luisa Pertegal-Felices. Didactics of Mathematics Profile of Engineering Students: A Case Study in a Multimedia Engineering Degree. Education Sciences 2020, 10, 33 .
AMA StyleMaria Luisa Pertegal-Felices. Didactics of Mathematics Profile of Engineering Students: A Case Study in a Multimedia Engineering Degree. Education Sciences. 2020; 10 (2):33.
Chicago/Turabian StyleMaria Luisa Pertegal-Felices. 2020. "Didactics of Mathematics Profile of Engineering Students: A Case Study in a Multimedia Engineering Degree." Education Sciences 10, no. 2: 33.
Gamification methods adapt the mechanics of games to educational environments for the improvement of the teaching-learning process. Serious games play an important role as tools for gamification, in particular in the context of software engineering courses because of the idiosyncratic nature of the topic. However, the studies on the improvement of student performance resulting from the use of gamification and serious games in courses with different contexts are not conclusive. More empirical research is thus needed to obtain reliable results on the effectiveness, benefits and drawbacks. The overall objective of this work is to study the benefits generated by serious games in the teaching-learning process of Computer Engineering degrees, analyzing the impact on the motivation and student satisfaction, as well as on the learning outcomes and results finally achieved. To this end, an intervention is proposed in the subject of Computer Architecture based on two components covering theoretical and practical sessions. In the theoretical sessions, a serious game experience using Kahoot has been introduced, complementing the master classes and class exercises. For the practical sessions, the development of projects with groups of students has been proposed, whose results in terms of computer performance can be compared through a competition (hackathon). Evaluation of the serious game-based intervention has been approached in terms of student satisfaction and motivation, as well as improved academic performance. In order to assess student satisfaction, surveys have been used to assess the effect on student motivation and satisfaction. For the evaluation of academic performance, a comparative analysis between an experimental and a control group has been carried out, noting a slight increase in the experimental group students’ marks.
Andrés Fuster-Guilló; María Luisa Pertegal-Felices; Antonio Jimeno-Morenilla; Jorge Azorín-López; María Luisa Rico Soliveres; Felipe Restrepo-Calle. Evaluating Impact on Motivation and Academic Performance of a Game-Based Learning Experience Using Kahoot. Frontiers in Psychology 2019, 10, 2843 .
AMA StyleAndrés Fuster-Guilló, María Luisa Pertegal-Felices, Antonio Jimeno-Morenilla, Jorge Azorín-López, María Luisa Rico Soliveres, Felipe Restrepo-Calle. Evaluating Impact on Motivation and Academic Performance of a Game-Based Learning Experience Using Kahoot. Frontiers in Psychology. 2019; 10 ():2843.
Chicago/Turabian StyleAndrés Fuster-Guilló; María Luisa Pertegal-Felices; Antonio Jimeno-Morenilla; Jorge Azorín-López; María Luisa Rico Soliveres; Felipe Restrepo-Calle. 2019. "Evaluating Impact on Motivation and Academic Performance of a Game-Based Learning Experience Using Kahoot." Frontiers in Psychology 10, no. : 2843.
The first step toward a Smart Village is that the community itself can benefit from the novel techniques that are applied. Some communities are far from being able to use the benefits that these technologies usually offer; however, they can benefit from the techniques that have led to the development of smart cities. This is the case of the indigenous people belonging to communities in the Amazon: They have seen their identity drastically eroded in recent decades as a result of the process of Western acculturation. In this context, the use of artificial intelligence techniques may contribute to the detection and quantification of cultural identity loss by identifying the most and least affected identity components of this process. This research work presents a quantitative method, which evaluates several variables of the cultural identity of an Ecuadorian Amazonian indigenous community: the Waorani. The proposed method automatically classifies the individuals and provides a subspace of it able to identify the weights of the subcomponents of this instrument in regard to its contribution to the Waorani identity. The systematic application of the instrument together with the artificial intelligence-based approach can provide decision makers with valuable information about which aspects of their identity are most sensitive to change and thus help design development policies that minimally interfere with their ethnic identity.
Aldrin Espín-León; Antonio Jimeno-Morenilla; María Luisa Pertegal-Felices; Jorge Azorín-López; Aldrin Marcel Espín-León. Quantification of cultural identity through artificial intelligence: a case study on the Waorani Amazonian ethnicity. Soft Computing 2019, 24, 11045 -11057.
AMA StyleAldrin Espín-León, Antonio Jimeno-Morenilla, María Luisa Pertegal-Felices, Jorge Azorín-López, Aldrin Marcel Espín-León. Quantification of cultural identity through artificial intelligence: a case study on the Waorani Amazonian ethnicity. Soft Computing. 2019; 24 (15):11045-11057.
Chicago/Turabian StyleAldrin Espín-León; Antonio Jimeno-Morenilla; María Luisa Pertegal-Felices; Jorge Azorín-López; Aldrin Marcel Espín-León. 2019. "Quantification of cultural identity through artificial intelligence: a case study on the Waorani Amazonian ethnicity." Soft Computing 24, no. 15: 11045-11057.
Latin American Indians have undergone changes in their cultural identity, especially as a result of contact with Western cultures. In order to determine the degree of change in cultural identity, the authors have recently developed an instrument designed from an indigenous perspective that provides information on 30 subdimensions and 5 cultural dimensions and was successfully tested for validity and reliability. In this paper, the instrument is analyzed from an Artificial Intelligence point of view in order to automatically classify the individuals and to provide a subspace of it able to identify the weights of the subcomponents of this instrument in regard to its contribution to the Waorani identity. The systematic application of the instrument together with the AI-based system can provide decision-makers with valuable information about which aspects of their identity are most sensitive to change and thus help design development policies that minimally interfere with their ethnic identity.
Aldrin Marcel Espín-León; Antonio Jimeno-Morenilla; María L. Pertegal-Felices; Jorge Azorín-López. Identification of Factors of Indigenous Ethnic Identity: A Case Study on the Waorani Amazonian Ethnicity. First Complex Systems Digital Campus World E-Conference 2015 2019, 515 -524.
AMA StyleAldrin Marcel Espín-León, Antonio Jimeno-Morenilla, María L. Pertegal-Felices, Jorge Azorín-López. Identification of Factors of Indigenous Ethnic Identity: A Case Study on the Waorani Amazonian Ethnicity. First Complex Systems Digital Campus World E-Conference 2015. 2019; ():515-524.
Chicago/Turabian StyleAldrin Marcel Espín-León; Antonio Jimeno-Morenilla; María L. Pertegal-Felices; Jorge Azorín-López. 2019. "Identification of Factors of Indigenous Ethnic Identity: A Case Study on the Waorani Amazonian Ethnicity." First Complex Systems Digital Campus World E-Conference 2015 , no. : 515-524.
Science and engineering education are mostly based on content assimilation and development of skills. However, to adequately prepare students for today's world, it is also necessary to stimulate critical thinking and make them reflect on how to improve current practices using new tools and technologies. In this line, the main motivation of this research consists in exploring ways supported by technology to enhance the learning process of students and to better prepare them to face the challenges of today's world. To this end, the purpose of this work is to design an innovative learning project based on collaborative work among students, and research its impact in achieving better learning outcomes, generating of collective intelligence and further motivation. The proposed collaborative working model is based on peer review assessment methodology implemented through a learning web-platform. Thus, students were encouraged to peer review their classmates' works. They had to make comments, suggest improvements, and assess final assignments. Teaching staff managed and supervised the whole process. Students were selected from computer science engineering at the University of Alicante (Spain). Results suggested greater content assimilation and enhanced learning in several scientific skills. The students' final grade exceeded what any student could produce individually, but we cannot conclude that real collective intelligence was generated. Learning methodologies based on the possibilities of Information and Communication Technologies (ICT) provide new ways to transmit and manage knowledge in higher education. Collaborating in peer assessment enhances the students' motivation and promotes the active learning. In addition, this method can be very helpful and time saving for instructors in the management of large groups.
Higinio Mora; María Teresa Signes-Pont; Andrés Fuster-Guilló; María L. Pertegal-Felices. A collaborative working model for enhancing the learning process of science & engineering students. Computers in Human Behavior 2019, 103, 140 -150.
AMA StyleHiginio Mora, María Teresa Signes-Pont, Andrés Fuster-Guilló, María L. Pertegal-Felices. A collaborative working model for enhancing the learning process of science & engineering students. Computers in Human Behavior. 2019; 103 ():140-150.
Chicago/Turabian StyleHiginio Mora; María Teresa Signes-Pont; Andrés Fuster-Guilló; María L. Pertegal-Felices. 2019. "A collaborative working model for enhancing the learning process of science & engineering students." Computers in Human Behavior 103, no. : 140-150.
Educational models are incorporating methodologies to train students in teamwork skills in response to companies’ information technology (IT) requirements. Conflict management is key to effective teamwork. This paper proposes a method to improve students’ organisation, teamwork and conflict management skills. This method consists of a brief training on leadership and management styles, with minimal extra work, followed by the signing of team contracts that outline group rules, promoting the assumption of responsibilities. The experimental results showed that this method reduced conflict rates, improved group communication and indirectly improved satisfaction, responsibility and motivation in work groups. Consequently, students’ overall academic performance improved, both as a group and as individuals.
Maria Luisa Pertegal-Felices; Andrés Fuster-Guilló; Maria Luisa Rico-Soliveres; Jorge Azorin-Lopez; Antonio Jimeno-Morenilla. Practical Method of Improving the Teamwork of Engineering Students Using Team Contracts to Minimize Conflict Situations. IEEE Access 2019, 7, 65083 -65092.
AMA StyleMaria Luisa Pertegal-Felices, Andrés Fuster-Guilló, Maria Luisa Rico-Soliveres, Jorge Azorin-Lopez, Antonio Jimeno-Morenilla. Practical Method of Improving the Teamwork of Engineering Students Using Team Contracts to Minimize Conflict Situations. IEEE Access. 2019; 7 (99):65083-65092.
Chicago/Turabian StyleMaria Luisa Pertegal-Felices; Andrés Fuster-Guilló; Maria Luisa Rico-Soliveres; Jorge Azorin-Lopez; Antonio Jimeno-Morenilla. 2019. "Practical Method of Improving the Teamwork of Engineering Students Using Team Contracts to Minimize Conflict Situations." IEEE Access 7, no. 99: 65083-65092.
In higher education, it is usual to separate the theoretical contents from the practical ones and use teacher-centered methodologies. This fact makes students lose motivation due to the lack of connection with real professional tasks. Conversely, student-centered learning methods, like Project Based Learning (PBL) or Flipped Classroom, aim to integrate both theoretical and practical contents and to apply them on real-world problems, thus increasing the students’ motivation and involvement. These methodologies are usually applied in the last years of a degree, but it is difficult to find them in basic first-year subjects. The aim of this research consists in assessing the application of a PBL methodology in first-year subjects of Computer Engineering. This methodological change aims to achieve a significant improvement in the students’ learning achievement of the core subject Computer Fundamentals. The Project involved in the PBL proposal consists of developing a portable calculator. The performance of the PBL group is compared with that of other groups with a traditional, teacher-centered learning system. The evolution of the knowledge acquisition is determined by means of an initial evaluation and a final assessment after developing the Project. An exhaustive statistical analysis is performed so as to evaluate the PBL application. Quantitative results show a significant improvement in the experimental group marks, which increased by up to 20% compared to the control groups. As a conclusion, applying PBL and Flipped Classroom engaged students within the subject, thus achieving a deeper understanding of its theoretical concepts.
J. L. Sanchez-Romero; A. Jimeno-Morenilla; M. L. Pertegal-Felices; H. Mora-Mora. Design and Application of Project-Based Learning Methodologies for Small Groups Within Computer Fundamentals Subjects. IEEE Access 2019, 7, 12456 -12466.
AMA StyleJ. L. Sanchez-Romero, A. Jimeno-Morenilla, M. L. Pertegal-Felices, H. Mora-Mora. Design and Application of Project-Based Learning Methodologies for Small Groups Within Computer Fundamentals Subjects. IEEE Access. 2019; 7 (99):12456-12466.
Chicago/Turabian StyleJ. L. Sanchez-Romero; A. Jimeno-Morenilla; M. L. Pertegal-Felices; H. Mora-Mora. 2019. "Design and Application of Project-Based Learning Methodologies for Small Groups Within Computer Fundamentals Subjects." IEEE Access 7, no. 99: 12456-12466.
Emotional intelligence (EI) has often been linked to improvements in professional performance. Indeed, generic competencies related to EI have been included in university curricula. However, learning EI involves significant time and effort on the part of students, and this may hinder the acquisition of specific content for each degree. In this study, an intervention to develop EI in higher education students is described and evaluated. The intervention consisted of eight group sessions performed in a regular course aiming to increase EI. The sessions included strategies and training on perceiving and understanding one’s own emotions and others’ emotions, identifying and understanding the impact one’s own feelings in adopting decisions, expressing one’s own emotions and the stress experienced, and managing both one’s own emotions and emotions of others. Participants were 192 students studying for a Master of Primary Education degree. A quasi-experimental nonequivalent control group pretest-posttest design was adopted. The effectiveness of the intervention was evaluated using multi-level analyses. The results showed a significant improvement in the EI of students in the experimental group compared with the control group. This research demonstrates that it is possible to develop EI in higher education students, without hindering the acquisition of specific content competencies and, therefore, without interfering with their academic performance and without overburdening students with work outside the classroom. The experiment has been registered in the Initial Deposit of the Spanish Center for Sociological Research (CIS). 7/6/2015. http://www.cis.es/cis/opencms/ES/index.html .
Raquel Gilar-Corbi; Teresa Pozo-Rico; Maria Luisa Pertegal-Felices; Barbara Sanchez. Emotional intelligence training intervention among trainee teachers: a quasi-experimental study. Psicologia: Reflexão e Crítica 2018, 31, 1 -13.
AMA StyleRaquel Gilar-Corbi, Teresa Pozo-Rico, Maria Luisa Pertegal-Felices, Barbara Sanchez. Emotional intelligence training intervention among trainee teachers: a quasi-experimental study. Psicologia: Reflexão e Crítica. 2018; 31 (1):1-13.
Chicago/Turabian StyleRaquel Gilar-Corbi; Teresa Pozo-Rico; Maria Luisa Pertegal-Felices; Barbara Sanchez. 2018. "Emotional intelligence training intervention among trainee teachers: a quasi-experimental study." Psicologia: Reflexão e Crítica 31, no. 1: 1-13.
Laboratory tasks are a powerful pedagogical strategy for developing competences in science and engineering degrees, making students understand in a practical way the theoretical topics explained in the classroom. However, performing experiments in real conditions is usually expensive in terms of time, money and energy, as it requires expensive infrastructures that are generally difficult to maintain in good conditions. To overcome this problem, virtual reality has proven to be a powerful tool to achieve sustainability, making it easy to update laboratories without the need to acquire new equipment. Moreover, the ability to introduce practical knowledge into classrooms without leaving them, makes virtual laboratories capable of simulating typical operating environments as well as extreme situations in the operation of different devices. A typical subject in which students can benefit from the use of virtual laboratories is robotics. In this work we will develop an immersive virtual reality (VR) pedagogical simulator of industrial robotic arms for engineering students. With the proposed system, students will know the effects of their own designed trajectories on several different robotic arms and cell environments without having to buy all of them and being safe of damaging the cell components. The simulation will be checking for collisions of the elements in the scene and alert the student when they happen. This can be achieved with a robotic simulator, but the integration with immersive VR is intended to help students better understand robotics. Moreover, even having a real robotic arm available for students, with this proposed VR method, all the students have the opportunity to manage and learn his own version of the robotic cell, without waiting times generated by having less robotic arms than students in classroom.
Vicente Román-Ibáñez; Francisco A. Pujol-López; Higinio Mora-Mora; Maria Luisa Pertegal-Felices; Antonio Jimeno-Morenilla. A Low-Cost Immersive Virtual Reality System for Teaching Robotic Manipulators Programming. Sustainability 2018, 10, 1102 .
AMA StyleVicente Román-Ibáñez, Francisco A. Pujol-López, Higinio Mora-Mora, Maria Luisa Pertegal-Felices, Antonio Jimeno-Morenilla. A Low-Cost Immersive Virtual Reality System for Teaching Robotic Manipulators Programming. Sustainability. 2018; 10 (4):1102.
Chicago/Turabian StyleVicente Román-Ibáñez; Francisco A. Pujol-López; Higinio Mora-Mora; Maria Luisa Pertegal-Felices; Antonio Jimeno-Morenilla. 2018. "A Low-Cost Immersive Virtual Reality System for Teaching Robotic Manipulators Programming." Sustainability 10, no. 4: 1102.
Virtual Reality is an incipient technology that is proving very useful for training different skills. Our hypothesis is that it is possible to design virtual reality learning activities that can help students to develop their spatial ability. To prove the hypothesis, we have conducted an experiment consisting of training the students using an on-purpose learning activity based on a virtual reality application and assessing the possible improvement of the students’ spatial ability through a widely accepted spatial visualization test. The learning activity consists of a virtual environment where some simple polyhedral shapes are shown and manipulated by moving, rotating and scaling them. The students participating in the experiment are divided into a control and an experimental group, carrying out the same learning activity with the only difference of the device used for the interaction: a traditional computer with screen, keyboard and mouse for the control group, and virtual reality goggles with a smartphone for the experimental group. To assess the experience, all the students have completed a spatial visualization test twice: just before performing the activities and four weeks later, once all the activities were performed. Specifically, we have used the well-known and widely used Purdue Spatial Visualization Test—Rotation (PSVT-R), designed to test rotational visualization ability. The results of the test show that there is an improvement in the test results for both groups, but the improvement is significantly higher in the case of the experimental group. The conclusion is that the virtual reality learning activities have shown to improve the spatial ability of the experimental group.
Rafael Molina-Carmona; María Luisa Pertegal-Felices; Antonio Jimeno-Morenilla; Higinio Mora-Mora. Virtual Reality Learning Activities for Multimedia Students to Enhance Spatial Ability. Sustainability 2018, 10, 1074 .
AMA StyleRafael Molina-Carmona, María Luisa Pertegal-Felices, Antonio Jimeno-Morenilla, Higinio Mora-Mora. Virtual Reality Learning Activities for Multimedia Students to Enhance Spatial Ability. Sustainability. 2018; 10 (4):1074.
Chicago/Turabian StyleRafael Molina-Carmona; María Luisa Pertegal-Felices; Antonio Jimeno-Morenilla; Higinio Mora-Mora. 2018. "Virtual Reality Learning Activities for Multimedia Students to Enhance Spatial Ability." Sustainability 10, no. 4: 1074.
Several studies have documented the benefits of emotional intelligence particularly in the workplace. The main objective of universities is to educate in terms of acquiring capacities, abilities, competencies, and values, with the ultimate aim of promoting employment. In some Spanish universities, High Academic Performance Groups (HAPs) have been launched to strengthen the potential of the most outstanding students. This study is aimed to know the differences in the emotional intelligence profile of the HAP students. The study shows no significant differences, being recommendable to consider providing aid and support for HAP students in the development of this type of intelligence.
María L. Pertegal-Felices; Juan L. Castejón-Costa; Raquel Gilar-Corbí; Higinio Mora-Mora. Emotional Intelligence Profile of High Academic Performance Students in Computer Engineering. Journal of Education 2017, 197, 25 -33.
AMA StyleMaría L. Pertegal-Felices, Juan L. Castejón-Costa, Raquel Gilar-Corbí, Higinio Mora-Mora. Emotional Intelligence Profile of High Academic Performance Students in Computer Engineering. Journal of Education. 2017; 197 (3):25-33.
Chicago/Turabian StyleMaría L. Pertegal-Felices; Juan L. Castejón-Costa; Raquel Gilar-Corbí; Higinio Mora-Mora. 2017. "Emotional Intelligence Profile of High Academic Performance Students in Computer Engineering." Journal of Education 197, no. 3: 25-33.
The emotional profile of university students has been related to both academic performance and professional success. Such evidence has led higher education professionals to ask whether students can be trained in emotional skills at university stage. However, learning specific emotional skills requires a considerable investment of time from students. This paper presents an intervention aimed at developing emotional skills through interdisciplinary teamwork, without adding specific courses that could decrease the time that students devote to their core studies. The results indicated that working in interdisciplinary teams improved the level of emotional skills without hindering the attainment of academic objectives.
M. L. Pertegal-Felices; D. Marcos-Jorquera; R. Gilar-Corbí; Antonio Jimeno-Morenilla. Development of Emotional Skills through Interdisciplinary Practices Integrated into a University Curriculum. Education Research International 2017, 2017, 1 -12.
AMA StyleM. L. Pertegal-Felices, D. Marcos-Jorquera, R. Gilar-Corbí, Antonio Jimeno-Morenilla. Development of Emotional Skills through Interdisciplinary Practices Integrated into a University Curriculum. Education Research International. 2017; 2017 ():1-12.
Chicago/Turabian StyleM. L. Pertegal-Felices; D. Marcos-Jorquera; R. Gilar-Corbí; Antonio Jimeno-Morenilla. 2017. "Development of Emotional Skills through Interdisciplinary Practices Integrated into a University Curriculum." Education Research International 2017, no. : 1-12.
The evidence suggests that emotional intelligence and personality traits are important qualities that workers need in order to successfully exercise a profession. This article assumes that the main purpose of universities is to promote employment by providing an education that facilitates the acquisition of abilities, skills, competencies and values. In this study, the emotional intelligence and personality profiles of two groups of Spanish students studying degrees in two different academic disciplines – computer engineering and teacher training – were analysed and compared. In addition, the skills forming part of the emotional intelligence and personality traits required by professionals (computer engineers and teachers) in their work were studied, and the profiles obtained for the students were compared with those identified by the professionals in each field. Results revealed significant differences between the profiles of the two groups of students, with the teacher training students scoring higher on interpersonal skills; differences were also found between professionals and students for most competencies, with professionals in both fields demanding more competencies that those evidenced by graduates. The implications of these results for the incorporation of generic social, emotional and personal competencies into the university curriculum are discussed.
María Luisa Pertegal-Felices; Juan Luis Castejón; Antonio Jimeno-Morenilla. Differences between the personal, social and emotional profiles of teaching and computer engineering professionals and students. Studies in Higher Education 2013, 39, 1185 -1201.
AMA StyleMaría Luisa Pertegal-Felices, Juan Luis Castejón, Antonio Jimeno-Morenilla. Differences between the personal, social and emotional profiles of teaching and computer engineering professionals and students. Studies in Higher Education. 2013; 39 (7):1185-1201.
Chicago/Turabian StyleMaría Luisa Pertegal-Felices; Juan Luis Castejón; Antonio Jimeno-Morenilla. 2013. "Differences between the personal, social and emotional profiles of teaching and computer engineering professionals and students." Studies in Higher Education 39, no. 7: 1185-1201.
A chief problem encountered in higher education today is the high university dropout or failure rate of students coming from secondary education. Most of them drop out in the first year of their studies which is when they are affected by the greater impact of university teaching after leaving the secondary system. This work proposes to analyze the causes of this impact on one of the subjects which has high failure rates in Computer Engineering studies. Based on this analysis we propose to use a complementary method for learning and evaluating the subject, which is based on virtual debates held online which has led to a break with the negative tendencies attached to this subject. This methodology was put into practice during the 2006/2007 academic year, obtaining excellent results without detriment to the quality of the content addressed in the subject.
María L. Pertegal-Felices; María J. Manresa-Iñigo; Jose-Luis Sanchez-Romero; Antonio Jimeno-Morenilla. The Virtual Debate as a Complementary Evaluation and Learning Method for Large Groups: An Experience with First Year Computer Studies Students. 2008 Eighth IEEE International Conference on Advanced Learning Technologies 2008, 900 -904.
AMA StyleMaría L. Pertegal-Felices, María J. Manresa-Iñigo, Jose-Luis Sanchez-Romero, Antonio Jimeno-Morenilla. The Virtual Debate as a Complementary Evaluation and Learning Method for Large Groups: An Experience with First Year Computer Studies Students. 2008 Eighth IEEE International Conference on Advanced Learning Technologies. 2008; ():900-904.
Chicago/Turabian StyleMaría L. Pertegal-Felices; María J. Manresa-Iñigo; Jose-Luis Sanchez-Romero; Antonio Jimeno-Morenilla. 2008. "The Virtual Debate as a Complementary Evaluation and Learning Method for Large Groups: An Experience with First Year Computer Studies Students." 2008 Eighth IEEE International Conference on Advanced Learning Technologies , no. : 900-904.