This page has only limited features, please log in for full access.

Dr. Faraón Llorens-Largo
Universidad de Alicante

Basic Info


Research Keywords & Expertise

0 IT Governance
0 High Education
0 Artificial Intelligence (AI)
0 Educational and learning technologies
0 Digital tranformation

Fingerprints

IT Governance

Honors and Awards

The user has no records in this section


Career Timeline

The user has no records in this section.


Short Biography

Professor of Computer Science and Artificial Intelligence at the University of Alicante. PhD in Computer Science from the University of Alicante. Director of the Santander-UA Chair of Digital Transformation. He has held various management positions, including Director of the UA Polytechnic School (2000-2005) and UA Vice President for Educational Innovation and Technology (2005-2012), as well as Executive Secretary of the Spanish University Presidents Council’s ICT Sectoral Committee (2010-2012). He received the 2008 Sapiens Award for the Best Professional from the Valencia Region’s Professional Association of Computer Engineers and the 2013 Award for Teaching Quality and Innovation from the Association of University Lecturers in Computer Science (AENUI). Researcher of the Research Group Smart Learning: Intelligent Technologies for Learning. His research work focuses on artificial intelligence, video game development, digital technologies applied to education and IT governance.

Following
Followers
Co Authors
The list of users this user is following is empty.
Following: 0 users

Feed

Journal article
Published: 17 March 2021 in Sustainability
Reads 0
Downloads 0

The design and development of Serious Games is a complex task, including a considerable risk of failure. Many attempts end up in non-fun, non-engaging games that fail to meet the purpose of improving education. Many different proposals have been published in the form of design frameworks, with the aim of helping practitioners succeed. Although these frameworks define and explain relevant concepts and guidelines, there is lack of focus in iterative methodologies. These methodologies have proven valuable in other areas on engineering and are also used by commercial game designers. This work proposes the introduction of iterative design for Serious Games and presents an early stage methodology, along with an example of the core mechanic of a game and a prototype for learning the concept of slope of a line.

ACS Style

Sergio Viudes-Carbonell; Francisco Gallego-Durán; Faraón Llorens-Largo; Rafael Molina-Carmona. Towards an Iterative Design for Serious Games. Sustainability 2021, 13, 3290 .

AMA Style

Sergio Viudes-Carbonell, Francisco Gallego-Durán, Faraón Llorens-Largo, Rafael Molina-Carmona. Towards an Iterative Design for Serious Games. Sustainability. 2021; 13 (6):3290.

Chicago/Turabian Style

Sergio Viudes-Carbonell; Francisco Gallego-Durán; Faraón Llorens-Largo; Rafael Molina-Carmona. 2021. "Towards an Iterative Design for Serious Games." Sustainability 13, no. 6: 3290.

Long paper
Published: 15 November 2020 in Universal Access in the Information Society
Reads 0
Downloads 0

Learning to program is becoming a universally desired ability. Discovering better ways to teach programming and improving existing ones is essential to increase its accessibility. At present, most teaching approaches focus on high-level languages and constructs to ease understanding. However, understanding problems seem to persist making the learning process slow and painful. Moreover, mental models developed by students present gaps and misunderstandings that limit their maximum achievable abilities. This paper presents a new approach to teach students bottom-up, starting from machine code and assembler programming. This approach has been tested on first-year university students for two consecutive years. Experimental groups attended a 16 h course the week before their first term at the university. Then, their performance was comparatively measured against the control group through their marks on the introductory Programming 1 subject. Several potential confounding factors were also considered. Results suggested that such a small intervention could have positive, though limited, influence in their programming abilities. The experimental setup is detailed, and all data gathered are included for reproducibility.

ACS Style

Francisco J. Gallego-Durán; Rosana Satorre-Cuerda; Patricia Compañ-Rosique; Carlos J. Villagrá-Arnedo; Rafael Molina-Carmona; Faraón Llorens-Largo. A low-level approach to improve programming learning. Universal Access in the Information Society 2020, 20, 479 -493.

AMA Style

Francisco J. Gallego-Durán, Rosana Satorre-Cuerda, Patricia Compañ-Rosique, Carlos J. Villagrá-Arnedo, Rafael Molina-Carmona, Faraón Llorens-Largo. A low-level approach to improve programming learning. Universal Access in the Information Society. 2020; 20 (3):479-493.

Chicago/Turabian Style

Francisco J. Gallego-Durán; Rosana Satorre-Cuerda; Patricia Compañ-Rosique; Carlos J. Villagrá-Arnedo; Rafael Molina-Carmona; Faraón Llorens-Largo. 2020. "A low-level approach to improve programming learning." Universal Access in the Information Society 20, no. 3: 479-493.

Editorial
Published: 23 June 2020 in Informatics
Reads 0
Downloads 0

The aim of this Special Issue is to compile a set of research works that highlight the use of gamification and other advanced technologies as powerful tools for motivation during learning. We have been fortunate to obtain a representative sample of the current research activity in this field.

ACS Style

Rafael Molina-Carmona; Faraón Llorens-Largo. Gamification and Advanced Technology to Enhance Motivation in Education. Informatics 2020, 7, 20 .

AMA Style

Rafael Molina-Carmona, Faraón Llorens-Largo. Gamification and Advanced Technology to Enhance Motivation in Education. Informatics. 2020; 7 (2):20.

Chicago/Turabian Style

Rafael Molina-Carmona; Faraón Llorens-Largo. 2020. "Gamification and Advanced Technology to Enhance Motivation in Education." Informatics 7, no. 2: 20.

Journal article
Published: 11 May 2020 in Sustainability
Reads 0
Downloads 0

Universities are developing a large number of Open Learning projects that must be subject to quality evaluation. However, these projects have some special characteristics that make the usual quality models not respond to all their requirements. A fundamental part in a quality model is a visual representation of the results (a dashboard) that can facilitate decision making. In this paper, we propose a complete model for evaluating the quality of Open Learning courses and the design of a dashboard to represent its results. The quality model is hierarchical, with four levels of abstraction: components, elements, attributes and indicators. An interesting contribution is the definition of the standards in the form of fulfillment levels, that are easier to interpret and allow using a color code to build a heat map that serves as a dashboard. It is a regular nonagon, divided into sectors and concentric rings, in which each color intensity represents the fulfillment level reached by each abstraction level. The resulting diagram is a compact and visually powerful representation, which allows the identification of the strengths and weaknesses of the Open Learning course. A case study of an Ecuadorian university is also presented to complete the description and draw new conclusions.

ACS Style

Gina Mejía-Madrid; Faraón Llorens-Largo; Rafael Molina-Carmona. Dashboard for Evaluating the Quality of Open Learning Courses. Sustainability 2020, 12, 3941 .

AMA Style

Gina Mejía-Madrid, Faraón Llorens-Largo, Rafael Molina-Carmona. Dashboard for Evaluating the Quality of Open Learning Courses. Sustainability. 2020; 12 (9):3941.

Chicago/Turabian Style

Gina Mejía-Madrid; Faraón Llorens-Largo; Rafael Molina-Carmona. 2020. "Dashboard for Evaluating the Quality of Open Learning Courses." Sustainability 12, no. 9: 3941.

Journal article
Published: 25 March 2020 in Applied Sciences
Reads 0
Downloads 0

For a technology-based learning system to be able to personalize its learning process, it must characterize the learners. This can be achieved by storing information about them in a feature vector. The aim of this research is to propose such a system. In our proposal, the students are characterized based on their activity in the system, so learning activities also need to be characterized. The vectors are data structures formed by numerical or categorical variables such as learning style, cognitive level, knowledge type or the history of the learner’s actions in the system. The learner’s feature vector is updated considering the results and the time of the activities performed by the learner. A use case is also presented to illustrate how variables can be used to achieve different effects on the learning of individuals through the use of instructional strategies. The most valuable contribution of this proposal is the fact that students are characterized based on their activity in the system, instead of on self-reporting. Another important contribution is the practical nature of the vectors that will allow them to be computed by an artificial intelligence algorithm.

ACS Style

Alberto Real-Fernández; Rafael Molina-Carmona; Faraón Llorens-Largo. Computational Characterization of Activities and Learners in a Learning System. Applied Sciences 2020, 10, 2208 .

AMA Style

Alberto Real-Fernández, Rafael Molina-Carmona, Faraón Llorens-Largo. Computational Characterization of Activities and Learners in a Learning System. Applied Sciences. 2020; 10 (7):2208.

Chicago/Turabian Style

Alberto Real-Fernández; Rafael Molina-Carmona; Faraón Llorens-Largo. 2020. "Computational Characterization of Activities and Learners in a Learning System." Applied Sciences 10, no. 7: 2208.

Journal article
Published: 01 January 2020 in International Journal of Interactive Multimedia and Artificial Intelligence
Reads 0
Downloads 0
ACS Style

Carlos Villagrá-Arnedo; Francisco Gallego-Durán; Faraón Llorens-Largo; Rosana Satorre-Cuerda; Patricia Compañ-Rosique; Rafael Molina-Carmona. Time-Dependent Performance Prediction System for Early Insight in Learning Trends. International Journal of Interactive Multimedia and Artificial Intelligence 2020, 6, 13 .

AMA Style

Carlos Villagrá-Arnedo, Francisco Gallego-Durán, Faraón Llorens-Largo, Rosana Satorre-Cuerda, Patricia Compañ-Rosique, Rafael Molina-Carmona. Time-Dependent Performance Prediction System for Early Insight in Learning Trends. International Journal of Interactive Multimedia and Artificial Intelligence. 2020; 6 (2):13.

Chicago/Turabian Style

Carlos Villagrá-Arnedo; Francisco Gallego-Durán; Faraón Llorens-Largo; Rosana Satorre-Cuerda; Patricia Compañ-Rosique; Rafael Molina-Carmona. 2020. "Time-Dependent Performance Prediction System for Early Insight in Learning Trends." International Journal of Interactive Multimedia and Artificial Intelligence 6, no. 2: 13.

Journal article
Published: 05 November 2019 in Informatics
Reads 0
Downloads 0

Many researchers consider Gamification as a powerful way to improve education. Many studies show improvements with respect to traditional methodologies. Several educational strategies have also been combined with Gamification with interesting results. Interest is growing and evidence suggest Gamification has a promising future. However, there is a barrier preventing many researchers from properly understanding Gamification principles. Gamification focuses of engaging trainees in learning with same intensity that games engage players on playing. But only some very well designed games achieve this level of engagement. Designing truly entertaining games is a difficult task with a great artistic component. Although some studies have tried to clarify how Game Design produces fun, there is no scientific consensus. Well established knowledge on Game Design resides in sets of rules of thumb and good practices, based on empirical experience. Game industry professionals acquire this experience through practice. Most educators and researchers often overlook the need for such experience to successfully design Gamification. And so, many research papers focus on single game-elements like points, present non-gaming activities like questionnaires, design non-engaging activities or fail to comprehend the underlying principles on why their designs do not yield expected results. This work presents a rubric for educators and researchers to start working in Gamification without previous experience in Game Design. This rubric decomposes the continuous space of Game Design into a set of ten discrete characteristics. It is aimed at diminishing the entry barrier and helping to acquire initial experience with Game Design fundamentals. The main proposed uses are twofold: to analyse existing games or gamified activities gaining a better understanding of their strengths and weaknesses and to help in the design or improvement of activities. Focus is on Game Design characteristics rather than game elements, similarly to professional game designers. The goal is to help gaining experience towards designing successful Gamification environments. Presented rubric is based on our previous design experience, compared and contrasted with literature, and empirically tested with some example games and gamified activities.

ACS Style

Francisco J. Gallego-Durán; Carlos J. Villagrá-Arnedo; Rosana Satorre-Cuerda; Patricia Compañ-Rosique; Rafael Molina-Carmona; Faraón Llorens-Largo. A Guide for Game-Design-Based Gamification. Informatics 2019, 6, 49 .

AMA Style

Francisco J. Gallego-Durán, Carlos J. Villagrá-Arnedo, Rosana Satorre-Cuerda, Patricia Compañ-Rosique, Rafael Molina-Carmona, Faraón Llorens-Largo. A Guide for Game-Design-Based Gamification. Informatics. 2019; 6 (4):49.

Chicago/Turabian Style

Francisco J. Gallego-Durán; Carlos J. Villagrá-Arnedo; Rosana Satorre-Cuerda; Patricia Compañ-Rosique; Rafael Molina-Carmona; Faraón Llorens-Largo. 2019. "A Guide for Game-Design-Based Gamification." Informatics 6, no. 4: 49.

Conference paper
Published: 16 October 2019 in Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality
Reads 0
Downloads 0
ACS Style

Alberto Real-Fernández; Rafael Molina-Carmona; Faraón Llorens-Largo. Instructional Strategies for a Smart Learning System. Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality 2019, 671 -679.

AMA Style

Alberto Real-Fernández, Rafael Molina-Carmona, Faraón Llorens-Largo. Instructional Strategies for a Smart Learning System. Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality. 2019; ():671-679.

Chicago/Turabian Style

Alberto Real-Fernández; Rafael Molina-Carmona; Faraón Llorens-Largo. 2019. "Instructional Strategies for a Smart Learning System." Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality , no. : 671-679.

Long paper
Published: 23 July 2019 in Universal Access in the Information Society
Reads 0
Downloads 0

Video games were initially considered as a form of entertainment. Today, this perception has changed. Many video games have been designed for a wide range of purposes: education, rehabilitation, etc. This paper presents our experience developing video games in collaboration with an association of users with cerebral palsy. Cerebral palsy is characterized by a group of permanent disorders of the development of movement and posture, causing activity limitation. This means that people affected by this disease are unable to handle the usual devices used in video games. Moreover, video games offer these people a form of leisure that can also benefit them in many ways: autonomy, strength, coordination, self-confidence, learning from error, etc. Three adapted video games have been developed as well as a guide for designing accessible video games for people with cerebral palsy. This experience has served to study and design new ways of making video games accessible to disabled people, giving them the chance to exercise their right to entertainment.

ACS Style

Patricia Compañ; Rafael Molina-Carmona; Francisco Gallego-Durán; Rosana Satorre Cuerda; Carlos-José Villagrá-Arnedo; Faraón Llorens-Largo. A guide for making video games accessible to users with cerebral palsy. Universal Access in the Information Society 2019, 18, 565 -581.

AMA Style

Patricia Compañ, Rafael Molina-Carmona, Francisco Gallego-Durán, Rosana Satorre Cuerda, Carlos-José Villagrá-Arnedo, Faraón Llorens-Largo. A guide for making video games accessible to users with cerebral palsy. Universal Access in the Information Society. 2019; 18 (3):565-581.

Chicago/Turabian Style

Patricia Compañ; Rafael Molina-Carmona; Francisco Gallego-Durán; Rosana Satorre Cuerda; Carlos-José Villagrá-Arnedo; Faraón Llorens-Largo. 2019. "A guide for making video games accessible to users with cerebral palsy." Universal Access in the Information Society 18, no. 3: 565-581.

Conference paper
Published: 15 June 2019 in Transactions on Petri Nets and Other Models of Concurrency XV
Reads 0
Downloads 0

Corporate Social Responsibility can be considered as the integration in an organisation of social and environmental concerns in their operations and in their interaction with their stakeholders on a voluntary basis. Universities, as leaders in higher education and scientific advancement, have long adopted this social responsibility from several points of view, particularly training their students. Our research focuses on effectively introducing the social factor in the training of engineers. In order to do this, four principles or dimensions define our proposal: Project-Based Learning, that uses an engineering project as a central element of learning; Transversal Learning, that uses a project defined between several disciplines; Professional Learning, which takes place in an environment that is very close to the professional context; and Service Learning, in which the academic results not only benefit the learner but also the society. In short, we propose a transversal project-based learning experience developed in collaboration with an external organisation that contributes its problems and collects the solutions developed by the students. As a consequence of this collaboration, the students are introduced to a real professional environment, and provide both a strategic vision of the organisation and innovative solutions to their problems. In addition, the institution has a social character as it is a non-profit organisation that works with disadvantaged people (Spanish Red Cross), which turns the experience into a service learning experience. The result is encouraging and very positive, as evidenced by the opinions of students, teachers and the organisation that hosts the experience.

ACS Style

Rafael Molina-Carmona; Pilar Arques-Corrales; Faraón Llorens-Largo. Four-Dimensional Learning, a Response to Social Responsibility in Learning. Transactions on Petri Nets and Other Models of Concurrency XV 2019, 171 -190.

AMA Style

Rafael Molina-Carmona, Pilar Arques-Corrales, Faraón Llorens-Largo. Four-Dimensional Learning, a Response to Social Responsibility in Learning. Transactions on Petri Nets and Other Models of Concurrency XV. 2019; ():171-190.

Chicago/Turabian Style

Rafael Molina-Carmona; Pilar Arques-Corrales; Faraón Llorens-Largo. 2019. "Four-Dimensional Learning, a Response to Social Responsibility in Learning." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 171-190.

Journal article
Published: 01 May 2019 in Ingeniería e Investigación
Reads 0
Downloads 0

One of the most accepted review methods in the scientific community is the Systematic Literature Review (SLR). A SLR process allows determining the interest of the scientific community in the subject matter of the preliminary research, the type of research and the areas of knowledge to which the topic is more related, among other aspects. For our research, we need to determine the scientific basis of the portfolio of information technology (IT) project, as initial good practice for the implementation of an IT governance culture. Universities have been specifically selected as the type of organization in the communities that have developed formal processes and good practices for the implementation of IT governance. In addition to the SLR, a review was carried out based on non-conventional literature from repositories of prestigious professional organizations and universities. It is concluded that the portfolio of IT projects is a good practice of IT governance and that there is an interest from the scientific community. From this analysis, it is clear that there are works in both the area of Computer Science and the Administration of Organizations.

ACS Style

Francisco Xavier Valverde Alulema; Faraón Llorens Largo. Strategic portfolio of IT projects at universities: A systematic and non-conventional literature review. Ingeniería e Investigación 2019, 39, 1 .

AMA Style

Francisco Xavier Valverde Alulema, Faraón Llorens Largo. Strategic portfolio of IT projects at universities: A systematic and non-conventional literature review. Ingeniería e Investigación. 2019; 39 (2):1.

Chicago/Turabian Style

Francisco Xavier Valverde Alulema; Faraón Llorens Largo. 2019. "Strategic portfolio of IT projects at universities: A systematic and non-conventional literature review." Ingeniería e Investigación 39, no. 2: 1.

Conference paper
Published: 24 October 2018 in Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality
Reads 0
Downloads 0
ACS Style

Francisco Gallego-Durán; Rafael Molina-Carmona; Faraón Llorens-Largo. Estimating the difficulty of a learning activity from the training cost for a machine learning algorithm. Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality 2018, 654 -659.

AMA Style

Francisco Gallego-Durán, Rafael Molina-Carmona, Faraón Llorens-Largo. Estimating the difficulty of a learning activity from the training cost for a machine learning algorithm. Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality. 2018; ():654-659.

Chicago/Turabian Style

Francisco Gallego-Durán; Rafael Molina-Carmona; Faraón Llorens-Largo. 2018. "Estimating the difficulty of a learning activity from the training cost for a machine learning algorithm." Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality , no. : 654-659.

Conference paper
Published: 30 May 2018 in Transactions on Petri Nets and Other Models of Concurrency XV
Reads 0
Downloads 0

There are subjects in which teaching and learning is hard by experience. Some subjects in physics, maths or computing seem to be difficult by nature. Teachers test many ways to help student learn these subjects. In Computer Programming the approach seems to be using higher-level languages, concepts and abstractions. It seems reasonable that languages similar to human language can ease the task of computer programming. Similar ideas are explored in other subjects. However, this seems contradictory with the way we construct knowledge: lower-level concepts support the development of higher-level ones. Is it possible to master higher-level concepts without previously mastering lower-level ones? Present work questions two underlying ideas that are basis of nowadays teaching: that lower-level languages like machine code and assembler are difficult by nature, and that lower-level concepts can be skipped by better teaching higher-level ones. Two experiments and one activity are presented. Evidence gathered contradicts both ideas and suggests that low-level concepts might be much more relevant than thought for computer programming.

ACS Style

Francisco J. Gallego-Durán; Carlos-José Villagrá-Arnedo; Rosana Satorre Cuerda; Patricia Compañ; Faraón Llorens-Largo. Effects of Low-Level Development on Learning to Program. Transactions on Petri Nets and Other Models of Concurrency XV 2018, 431 -445.

AMA Style

Francisco J. Gallego-Durán, Carlos-José Villagrá-Arnedo, Rosana Satorre Cuerda, Patricia Compañ, Faraón Llorens-Largo. Effects of Low-Level Development on Learning to Program. Transactions on Petri Nets and Other Models of Concurrency XV. 2018; ():431-445.

Chicago/Turabian Style

Francisco J. Gallego-Durán; Carlos-José Villagrá-Arnedo; Rosana Satorre Cuerda; Patricia Compañ; Faraón Llorens-Largo. 2018. "Effects of Low-Level Development on Learning to Program." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 431-445.

Conference paper
Published: 30 May 2018 in Privacy Enhancing Technologies
Reads 0
Downloads 0

The attitude young people have when facing the challenge of technology can make the difference between being able to cope safely in this society or being relegated to a marginal position. The aim of this research is to know which is that attitude in a group of university studentes. To this end, we have proposed a survey in which we asked about different aspects in order to compare the results in our university with the contributions of three well-known theories: the Gartner’s Hype Cycle, the Unified Theory of Acceptance and Use of Technology, and the Rogers’ Theory of the Diffusion of Innovations. In this paper, in particular, we have presented how students adopt technology by classifying them into the five categories Rogers raises. The analysis of the survey results states that, in general, our students present a higher number of innovators than those observed by Rogers, and a lower number of laggards. We have also found a significant difference in the time of adoption of a new technology depending on the area of knowledge of the students’ courses (engineering and architecture students adopt technologies earlier than social science students) but there are no statistically significant differences when comparing by gender.

ACS Style

Sandra Huedo-Martínez; Rafael Molina-Carmona; Faraón Llorens-Largo. Study on the Attitude of Young People Towards Technology. Privacy Enhancing Technologies 2018, 26 -43.

AMA Style

Sandra Huedo-Martínez, Rafael Molina-Carmona, Faraón Llorens-Largo. Study on the Attitude of Young People Towards Technology. Privacy Enhancing Technologies. 2018; ():26-43.

Chicago/Turabian Style

Sandra Huedo-Martínez; Rafael Molina-Carmona; Faraón Llorens-Largo. 2018. "Study on the Attitude of Young People Towards Technology." Privacy Enhancing Technologies , no. : 26-43.

Conference paper
Published: 18 October 2017 in Proceedings of the 5th International Conference on Mobile Software Engineering and Systems
Reads 0
Downloads 0
ACS Style

Rafael Molina-Carmona; Carlos-José Villagrá-Arnedo; Francisco Gallego-Durán; Faraón Llorens-Largo. Analytics-driven redesign of an instructional course. Proceedings of the 5th International Conference on Mobile Software Engineering and Systems 2017, 1 .

AMA Style

Rafael Molina-Carmona, Carlos-José Villagrá-Arnedo, Francisco Gallego-Durán, Faraón Llorens-Largo. Analytics-driven redesign of an instructional course. Proceedings of the 5th International Conference on Mobile Software Engineering and Systems. 2017; ():1.

Chicago/Turabian Style

Rafael Molina-Carmona; Carlos-José Villagrá-Arnedo; Francisco Gallego-Durán; Faraón Llorens-Largo. 2017. "Analytics-driven redesign of an instructional course." Proceedings of the 5th International Conference on Mobile Software Engineering and Systems , no. : 1.

Journal article
Published: 21 July 2017 in Education in the Knowledge Society (EKS)
Reads 0
Downloads 0
ACS Style

Faraón Llorens Largo; Francisco José García-Peñalvo; Xavier Molero Prieto; Eduardo Vendrell Vidal. La enseñanza de la informática, la programación y el pensamiento computacional en los estudios preuniversitarios. Education in the Knowledge Society (EKS) 2017, 18, 7 -17.

AMA Style

Faraón Llorens Largo, Francisco José García-Peñalvo, Xavier Molero Prieto, Eduardo Vendrell Vidal. La enseñanza de la informática, la programación y el pensamiento computacional en los estudios preuniversitarios. Education in the Knowledge Society (EKS). 2017; 18 (2):7-17.

Chicago/Turabian Style

Faraón Llorens Largo; Francisco José García-Peñalvo; Xavier Molero Prieto; Eduardo Vendrell Vidal. 2017. "La enseñanza de la informática, la programación y el pensamiento computacional en los estudios preuniversitarios." Education in the Knowledge Society (EKS) 18, no. 2: 7-17.

Long paper
Published: 13 July 2017 in Universal Access in the Information Society
Reads 0
Downloads 0

An effective adaptive learning system would theoretically maintain learners in a permanent state of flow. In this state, learners are completely focused on activities. To attain this state, the difficulty of learning activities must match learners’ skills. To perform this matching, it is essential to define, measure and deeply analyze difficulty. However, very few previous works deal with difficulty in depth. Most commonly, difficulty is defined as a one-dimensional value. This permits ordering activities, but limits the possibilities of deep analysis of activities and learners’ performance. This work proposes a new definition of difficulty and a way to measure it. The proposed definition depends on learners’ progress on activities over time. This expands the concept of difficulty over a two-dimensional space, also making it drawable. The difficulty graphs provide a rich interpretation with insights into the learning process. A practical case is presented: the PLMan learning system. This system is formed by a web application and a game to teach computational logic. The proposed definition is applied in this context. Measures are taken and analyzed using difficulty graphs. Some examples of these analyses are shown to illustrate the benefits of this proposal. Singularities and interesting spots are easily identified in graphs, providing insights in the activities. This new information lets experts adapt the learning system by improving activity classification and assignment. This first step lays solid foundations for automation, making the PLMan learning system fully adaptive.

ACS Style

Francisco J. Gallego-Durán; Rafael Molina-Carmona; Faraón Llorens-Largo. Measuring the difficulty of activities for adaptive learning. Universal Access in the Information Society 2017, 17, 335 -348.

AMA Style

Francisco J. Gallego-Durán, Rafael Molina-Carmona, Faraón Llorens-Largo. Measuring the difficulty of activities for adaptive learning. Universal Access in the Information Society. 2017; 17 (2):335-348.

Chicago/Turabian Style

Francisco J. Gallego-Durán; Rafael Molina-Carmona; Faraón Llorens-Largo. 2017. "Measuring the difficulty of activities for adaptive learning." Universal Access in the Information Society 17, no. 2: 335-348.

Journal article
Published: 01 July 2017 in Computers in Human Behavior
Reads 0
Downloads 0

Early prediction systems of student performance can be very useful to guide student learning. For a prediction model to be really useful as an effective aid for learning, it must provide tools to adequately interpret progress, to detect trends and behaviour patterns and to identify the causes of learning problems. White-box and black-box techniques have been described in literature to implement prediction models. White-box techniques require a priori models to explore, which make them easy to interpret but difficult to be generalized and unable to detect unexpected relationships between data. Black-box techniques are easier to generalize and suitable to discover unsuspected relationships but they are cryptic and difficult to be interpreted for most teachers. In this paper a black-box technique is proposed to take advantage of the power and versatility of these methods, while making some decisions about the input data and design of the classifier that provide a rich output data set. A set of graphical tools is also proposed to exploit the output information and provide a meaningful guide to teachers and students. From our experience, a set of tips about how to design a prediction system and the representation of the output information is also provided. Black-box classifiers are proposed to predict student performance.Black-box classifiers are powerful and generalizable but difficult to interpret.Some tips about their design are proposed to improve their expressiveness.Some graphical tools are proposed to exploit the expressiveness and help students.

ACS Style

Carlos-José Villagrá-Arnedo; Francisco J. Gallego-Durán; Faraón Llorens-Largo; Patricia Compañ; Rosana Satorre Cuerda; Rafael Molina-Carmona. Improving the expressiveness of black-box models for predicting student performance. Computers in Human Behavior 2017, 72, 621 -631.

AMA Style

Carlos-José Villagrá-Arnedo, Francisco J. Gallego-Durán, Faraón Llorens-Largo, Patricia Compañ, Rosana Satorre Cuerda, Rafael Molina-Carmona. Improving the expressiveness of black-box models for predicting student performance. Computers in Human Behavior. 2017; 72 ():621-631.

Chicago/Turabian Style

Carlos-José Villagrá-Arnedo; Francisco J. Gallego-Durán; Faraón Llorens-Largo; Patricia Compañ; Rosana Satorre Cuerda; Rafael Molina-Carmona. 2017. "Improving the expressiveness of black-box models for predicting student performance." Computers in Human Behavior 72, no. : 621-631.

Conference paper
Published: 08 June 2017 in DNA Computing
Reads 0
Downloads 0
ACS Style

Vicente A. Quesada Mora; Francisco J. Gallego-Durán; Rafael Molina-Carmona; Faraón Llorens-Largo. Subliminal Learning. What Do Games Teach Us? DNA Computing 2017, 487 -501.

AMA Style

Vicente A. Quesada Mora, Francisco J. Gallego-Durán, Rafael Molina-Carmona, Faraón Llorens-Largo. Subliminal Learning. What Do Games Teach Us? DNA Computing. 2017; ():487-501.

Chicago/Turabian Style

Vicente A. Quesada Mora; Francisco J. Gallego-Durán; Rafael Molina-Carmona; Faraón Llorens-Largo. 2017. "Subliminal Learning. What Do Games Teach Us?" DNA Computing , no. : 487-501.

Chapter
Published: 01 January 2017 in Digital Technology Advancements in Knowledge Management
Reads 0
Downloads 0

In order to achieve a true transition from the Information Society to the Knowledge Society, Information and Communication Technologies must play a capital role in educational and knowledge management processes. The gap between advances in technology and current teaching methods is slowing up the integration of new educational technologies into already existing technological and methodological frameworks. As a result, the combination of mature educational technologies and educational methods does not meet the demands of today's society. In the pursuit of ways to reconcile consolidated and emerging technologies with educational methods to improve educational processes, the authors propose a technological environment to support learning services: the learning ecosystem. This chapter presents an initial proposal of a learning technological ecosystem based on an architecture framework and interoperable components, and outlines the required elements, actions and methods for learning ecosystems to become a reality.

ACS Style

Francisco J. García-Peñalvo; Ángel Hernández-García; Miguel A. Conde; Ángel Fidalgo-Blanco; María Luisa Sein-Echaluce; Marc Alier-Forment; Faraón Llorens-Largo; Santiago Iglesias-Pradas. Enhancing Education for the Knowledge Society Era with Learning Ecosystems. Digital Technology Advancements in Knowledge Management 2017, 1 -24.

AMA Style

Francisco J. García-Peñalvo, Ángel Hernández-García, Miguel A. Conde, Ángel Fidalgo-Blanco, María Luisa Sein-Echaluce, Marc Alier-Forment, Faraón Llorens-Largo, Santiago Iglesias-Pradas. Enhancing Education for the Knowledge Society Era with Learning Ecosystems. Digital Technology Advancements in Knowledge Management. 2017; ():1-24.

Chicago/Turabian Style

Francisco J. García-Peñalvo; Ángel Hernández-García; Miguel A. Conde; Ángel Fidalgo-Blanco; María Luisa Sein-Echaluce; Marc Alier-Forment; Faraón Llorens-Largo; Santiago Iglesias-Pradas. 2017. "Enhancing Education for the Knowledge Society Era with Learning Ecosystems." Digital Technology Advancements in Knowledge Management , no. : 1-24.