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

Dr. Rafael Molina-Carmona
Universidad de Alicante

Basic Info


Research Keywords & Expertise

0 Information Technology Strategy
0 Technological Innovation
0 Technology Enhanced Learning
0 Smart Learning
0 Artificial Intelligence (AI)

Fingerprints

Smart Learning

Honors and Awards

The user has no records in this section


Career Timeline

The user has no records in this section.


Short Biography

The user biography is not available.
Following
Followers
Co Authors
The list of users this user is following is empty.
Following: 0 users

Feed

Conference paper
Published: 03 July 2021 in Algorithms and Data Structures
Reads 0
Downloads 0

The creativity of individuals is manifested through the products they are able to create, so that the attributes of a product also characterize the individual who created it. Therefore, a way of measuring the creativity of an individual is evaluating and measuring the creative attributes of the products he or she created. This is the basis of the new model we propose to measure creativity. The main elements of the model are the product, its creator and the evaluators that assess it. The products and their creators are characterized by an open set of measurable attributes, identified from the literature. We have also introduced a social way of evaluation, so that large amounts of evaluators could participate in the process. The work of the evaluators is assessed by assigning them a level of confidence. This level of confidence is assigned and updated considering the expertise of the evaluator but also his or her behaviour during the evaluation process. The combination of a large set of evaluators, their anonymity, and their assessment, have led to a more objective and unbiased system of evaluation and measuring.

ACS Style

Carlos Guillem-Aldave; Rafael Molina-Carmona. A Social, Virtual and Open Model for Measuring Creativity. Algorithms and Data Structures 2021, 31 -45.

AMA Style

Carlos Guillem-Aldave, Rafael Molina-Carmona. A Social, Virtual and Open Model for Measuring Creativity. Algorithms and Data Structures. 2021; ():31-45.

Chicago/Turabian Style

Carlos Guillem-Aldave; Rafael Molina-Carmona. 2021. "A Social, Virtual and Open Model for Measuring Creativity." Algorithms and Data Structures , no. : 31-45.

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.

Review
Published: 05 January 2021 in Computers in Industry
Reads 0
Downloads 0

The traditional manufacturing sectors (footwear, textiles and clothing, furniture and toys, among others) are based on small and medium enterprises with limited capacity on investing in modern production technologies. Although these sectors rely heavily on product customization and short manufacturing cycles, they are still not able to take full advantage of the fourth industrial revolution. Industry 4.0 surfaced to address the current challenges of shorter product life-cycles, highly customized products and stiff global competition. The new manufacturing paradigm supports the development of modular factory structures within a computerized Internet of Things environment. With Industry 4.0, rigid planning and production processes can be revolutionized. However, the computerization of manufacturing has a high degree of complexity and its implementation tends to be expensive, which goes against the reality of SMEs that power the traditional sectors. This paper reviews the main scientific-technological advances that have been developed in recent years in traditional sectors with the aim of facilitating the transition to the new industry standard.

ACS Style

Antonio Jimeno-Morenilla; Philip Azariadis; Rafael Molina-Carmona; Sofia Kyratzi; Vassilis Moulianitis. Technology enablers for the implementation of Industry 4.0 to traditional manufacturing sectors: A review. Computers in Industry 2021, 125, 103390 .

AMA Style

Antonio Jimeno-Morenilla, Philip Azariadis, Rafael Molina-Carmona, Sofia Kyratzi, Vassilis Moulianitis. Technology enablers for the implementation of Industry 4.0 to traditional manufacturing sectors: A review. Computers in Industry. 2021; 125 ():103390.

Chicago/Turabian Style

Antonio Jimeno-Morenilla; Philip Azariadis; Rafael Molina-Carmona; Sofia Kyratzi; Vassilis Moulianitis. 2021. "Technology enablers for the implementation of Industry 4.0 to traditional manufacturing sectors: A review." Computers in Industry 125, no. : 103390.

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.

Conference paper
Published: 10 July 2020 in Transactions on Petri Nets and Other Models of Concurrency XV
Reads 0
Downloads 0

Current teaching methodologies are based on concepts such as continuous work, constructivism, project-based learning, gamification, etc.; in short, more active methodologies on the part of the student in which they acquire a leading role and are more responsible for their own learning. Teachers always insist students on the importance of working continuously. In a subject of computer programming this is especially important. For this reason, in this subject we provide to students numerous materials in various formats (notes, videos, questionnaires) that we consider to be fundamental in the training of our students. From time to time, teachers consult the access that students make to these materials and they are not as frequent as they should be. This leads us to question whether students who work more continuously with the materials provided do better academically than students who do not. The objective of this work is to analyze if the activities carried out by the students (questionnaires, deliverables, downloads of materials), are related to the performance obtained in the subject. Data have been collected on student activity during the academic year. The data collected are very heterogeneous, in some cases it is a flag that indicates whether the material has been downloaded or not, while in other cases it is the result of more dynamic activities such as a questionnaire. It is necessary to carry out a standardisation process that allows us to work with the data as a whole. There are several analyses that can be carried out. A first study would be to consider the different activities that the student can carry out as input variables and the performance obtained in the subject as output variable and to establish whether there is a dependency relationship. The results of these analyses show that there are not as many relationships as expected but the continuous work is slightly related with the theory exam.

ACS Style

Patricia Compañ-Rosique; Rafael Molina-Carmona; Rosana Satorre-Cuerda. Impact of Constant Work on the Students’ Academic Performance. Transactions on Petri Nets and Other Models of Concurrency XV 2020, 229 -240.

AMA Style

Patricia Compañ-Rosique, Rafael Molina-Carmona, Rosana Satorre-Cuerda. Impact of Constant Work on the Students’ Academic Performance. Transactions on Petri Nets and Other Models of Concurrency XV. 2020; ():229-240.

Chicago/Turabian Style

Patricia Compañ-Rosique; Rafael Molina-Carmona; Rosana Satorre-Cuerda. 2020. "Impact of Constant Work on the Students’ Academic Performance." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 229-240.

Conference paper
Published: 10 July 2020 in Transactions on Petri Nets and Other Models of Concurrency XV
Reads 0
Downloads 0

An smart learning system is a computer system that allows to personalize and adapt the learning process to the learner’s needs. To do so, it is necessary to characterize the student so that we can know how he or she learns. The aim of this research is to propose this characterization through a vector of characteristics that are measurable, significant, discriminating and independent, so that the information can be processed by a computer program. The characteristic vector is obtained by observing the student’s behavior in the learning system, that is, we know the student through the results of the learning activities that he or she performs in the smart learning system. We propose a mathematical formulation that allows calculating the student’s characteristic vector from his activity in the system. Finally, in order to evaluate the robustness of the proposed formulation we have carried out a set of simulations and we have verified that the system behaves as expected.

ACS Style

Alberto Real-Fernández; Rafael Molina-Carmona; Faraón Llorens Largo. Characterization of Learners from Their Learning Activities on a Smart Learning Platform. Transactions on Petri Nets and Other Models of Concurrency XV 2020, 279 -291.

AMA Style

Alberto Real-Fernández, Rafael Molina-Carmona, Faraón Llorens Largo. Characterization of Learners from Their Learning Activities on a Smart Learning Platform. Transactions on Petri Nets and Other Models of Concurrency XV. 2020; ():279-291.

Chicago/Turabian Style

Alberto Real-Fernández; Rafael Molina-Carmona; Faraón Llorens Largo. 2020. "Characterization of Learners from Their Learning Activities on a Smart Learning Platform." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 279-291.

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: 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: 29 October 2019 in Designing Networks for Innovation and Improvisation
Reads 0
Downloads 0

Adaptive learning can be defined as a learning model based on technology that can detect the students individual situation, context, learning needs and style, and the state of their learning process dynamically, and act according to them. So, it is necessary to define a student or learner model, that is, the set of information obtained and retained by the learning system about the learner so that the learner is characterised, and the learning process is adapted. In this work, we propose a learner model made of three main types of information: behavioural features, performance features and personal features. For this model to be useful in automatic learning systems, a formal feature vector must be then obtained. The features in the vector must be meaningful, discriminating and independent so that effective machine learning algorithms can be applied.

ACS Style

Alberto Real-Fernández; Rafael Molina-Carmona; María L. Pertegal-Felices; Faraón Llorens-Largo. Definition of a Feature Vector to Characterise Learners in Adaptive Learning Systems. Designing Networks for Innovation and Improvisation 2019, 75 -89.

AMA Style

Alberto Real-Fernández, Rafael Molina-Carmona, María L. Pertegal-Felices, Faraón Llorens-Largo. Definition of a Feature Vector to Characterise Learners in Adaptive Learning Systems. Designing Networks for Innovation and Improvisation. 2019; ():75-89.

Chicago/Turabian Style

Alberto Real-Fernández; Rafael Molina-Carmona; María L. Pertegal-Felices; Faraón Llorens-Largo. 2019. "Definition of a Feature Vector to Characterise Learners in Adaptive Learning Systems." Designing Networks for Innovation and Improvisation , no. : 75-89.

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.

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

The work of a teacher is dynamic. Year after year it is necessary to adjust the contents and the methodology to the features of the students and the changes in the profession. The authors of this paper are aware of these needs and have been adapting over time a basic programming subject of the degree in Computer Engineering. The objective of this work is to analyse how the different teaching methodologies used in an introductory course to programming during several academic years affect the students’ performance. For this purpose, the students’ academic performance has been collected (the final grade in the first call of the subject) and they have been confronted with different input variables: methodology used (three methodologies: lecture, flipped learning, hybrid methodology), gender and university access grade. The article shows the results of this analysis and establishes the possible correlations between the variables studied.

ACS Style

Patricia Compañ-Rosique; Rafael Molina-Carmona; Rosana Satorre-Cuerda. Effects of Teaching Methodology on the Students’ Academic Performance in an Introductory Course of Programming. Transactions on Petri Nets and Other Models of Concurrency XV 2019, 332 -345.

AMA Style

Patricia Compañ-Rosique, Rafael Molina-Carmona, Rosana Satorre-Cuerda. Effects of Teaching Methodology on the Students’ Academic Performance in an Introductory Course of Programming. Transactions on Petri Nets and Other Models of Concurrency XV. 2019; ():332-345.

Chicago/Turabian Style

Patricia Compañ-Rosique; Rafael Molina-Carmona; Rosana Satorre-Cuerda. 2019. "Effects of Teaching Methodology on the Students’ Academic Performance in an Introductory Course of Programming." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 332-345.

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

Rafael Molina-Carmona; Carlos-José Villagrá-Arnedo. Smart Learning. Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality 2018, 645 -647.

AMA Style

Rafael Molina-Carmona, Carlos-José Villagrá-Arnedo. Smart Learning. Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality. 2018; ():645-647.

Chicago/Turabian Style

Rafael Molina-Carmona; Carlos-José Villagrá-Arnedo. 2018. "Smart Learning." Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality , no. : 645-647.

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 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.

Journal article
Published: 04 April 2018 in Sustainability
Reads 0
Downloads 0

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.

ACS Style

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 Style

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 (4):1074.

Chicago/Turabian Style

Rafael 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.

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.

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.