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Juan Quemada
Departamento de Ingeniería de Sistemas Telemáticos, Escuela Técnica Superior de Ingenieros de Telecomunicación, Universidad Politécnica de Madrid, 28040 Madrid, Spain

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

ACS Style

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

AMA Style

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

Chicago/Turabian Style

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

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

ACS Style

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

AMA Style

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

Chicago/Turabian Style

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

Journal article
Published: 09 April 2021 in International Journal of Environmental Research and Public Health
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To provide web services adapted to the users’ functional capabilities, diversity must be considered from the conceptualization and design phases of the services’ development. In previous work, we proposed a model that allows the provisioning of adapted interfaces based on users’ identity and their functional attributes to facilitate this task for software designers and developers. However, these identities and attributes are self-declared by the users, which may impact reliability and usability. In this work, we propose an extension of our model to resolve these deficiencies by delegating the identity and attributes’ provision to external certified entities. The European electronic Identification, Authentication and Trust Services (eIDAS) regulation established a solution to ensure the cross-border mutual recognition of Electronic Identification (eID) mechanisms among the European Member States. This research aims to provide an extension of this regulation mentioned above (eIDAS) to support functional attributes and connect our previously proposed model to this extended eIDAS network. Thanks to this proposal, web services can guarantee adapted and personalized interfaces while improving the functionalities offered without any previous configuration by users and, in a reliable way, since the functional attributes belong to the users’ official eID. As the attribute set provided by eIDAS nodes only contains citizens’ personal and legal ones, we also propose a mechanism to connect the eIDAS network to external attribute providers that could extend the eIDAS profile of users with their functional attributes. We deployed a pilot to validate the proposed model consisting of an identity provider, an eIDAS node supporting the extended reference code, and an attribute provider supporting functional attributes. We also designed and implemented a simple service that supports eID authentication and serves adapted interfaces based on the retrieved extended eIDAS profile. Finally, we developed an experience for getting feedback from a set of real users with different functional capabilities. According to the results, we concluded that the generalized adoption of the proposed solution in the European digital web services will significantly improve their accessibility in terms of ease of use and adaptability to users’ capacities.

ACS Style

Lourdes Marco; Alejandro Pozo; Gabriel Huecas; Juan Quemada; Álvaro Alonso. User-Adapted Web Services by Extending the eIDAS Specification with Functional Attributes. International Journal of Environmental Research and Public Health 2021, 18, 3980 .

AMA Style

Lourdes Marco, Alejandro Pozo, Gabriel Huecas, Juan Quemada, Álvaro Alonso. User-Adapted Web Services by Extending the eIDAS Specification with Functional Attributes. International Journal of Environmental Research and Public Health. 2021; 18 (8):3980.

Chicago/Turabian Style

Lourdes Marco; Alejandro Pozo; Gabriel Huecas; Juan Quemada; Álvaro Alonso. 2021. "User-Adapted Web Services by Extending the eIDAS Specification with Functional Attributes." International Journal of Environmental Research and Public Health 18, no. 8: 3980.

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

ACS Style

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

AMA Style

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

Chicago/Turabian Style

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

Journal article
Published: 14 December 2020 in IEEE Access
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With the rise of distance learning, new challenges have emerged for educators. Among these challenges, developing effective and motivating group activities for students in the remote classroom is one of the top priorities to be addressed. According to existing literature, educational escape rooms have proven to be engaging and effective learning activities when conducted face-to-face. However, no prior research has analyzed the instructional effectiveness of these activities when they are conducted remotely. Furthermore, none of the educational escape rooms reported in the literature has been designed for teaching software modeling. This article analyzes an educational escape room conducted remotely in a software engineering fundamentals course for teaching software modeling. A total of three evaluation instruments were used: a pre-test and a post-test to measure students’ learning gains, a questionnaire to collect students’ perceptions, and a web platform for automatically gathering data on students’ interactions. The contribution of this article is two-fold. On the one hand, it provides, for the first time, evidence that remote educational escape rooms can be effective learning activities. On the other hand, it provides, also for the first time, proof that educational escape rooms are effective and engaging activities for teaching software modeling.

ACS Style

Aldo Gordillo; Daniel Lopez-Fernandez; Sonsoles Lopez-Pernas; Juan Quemada. Evaluating an Educational Escape Room Conducted Remotely for Teaching Software Engineering. IEEE Access 2020, 8, 225032 -225051.

AMA Style

Aldo Gordillo, Daniel Lopez-Fernandez, Sonsoles Lopez-Pernas, Juan Quemada. Evaluating an Educational Escape Room Conducted Remotely for Teaching Software Engineering. IEEE Access. 2020; 8 (99):225032-225051.

Chicago/Turabian Style

Aldo Gordillo; Daniel Lopez-Fernandez; Sonsoles Lopez-Pernas; Juan Quemada. 2020. "Evaluating an Educational Escape Room Conducted Remotely for Teaching Software Engineering." IEEE Access 8, no. 99: 225032-225051.

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

ACS Style

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

AMA Style

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

Chicago/Turabian Style

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

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

ACS Style

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

AMA Style

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

Chicago/Turabian Style

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

Journal article
Published: 11 September 2019 in Applied Sciences
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Information and Communication Technologies (ICT) need to be accessible for every single person in the globe. Governments and companies are starting to regulate products and services to ensure digital accessibility as a mandatory requirement. A recent example is the European standard EN 301 549, where the functional accessibility requirements for ICT products and services are defined. Especially on the Web, these standards must be integrated throughout the development processes, where the selected architecture models play an essential role. Starting from a model that is based on the OAuth 2.0 protocol, and that allows the complete delegation of authorization (so that an as a service access control mechanism is provided), this paper propose an identity model for providing inclusive services and applications. The model takes advantage of the users’ profiles and their functional attributes to determine how to serve web interfaces to them in a specific service. Those attributes are entirely flexible, and can be defined linked to users’ functional capabilities, or even a particular skill. We have implemented the proposed model as an extension of an existing open source Identity Manager and tested it with a real use case deployment. We conclude that the proposed solution enables a new identity paradigm that allows service providers to design their interfaces satisfying the diversity requirements in terms of design and development.

ACS Style

Lourdes Marco; Álvaro Alonso; Juan Quemada. An Identity Model for Providing Inclusive Services and Applications. Applied Sciences 2019, 9, 3813 .

AMA Style

Lourdes Marco, Álvaro Alonso, Juan Quemada. An Identity Model for Providing Inclusive Services and Applications. Applied Sciences. 2019; 9 (18):3813.

Chicago/Turabian Style

Lourdes Marco; Álvaro Alonso; Juan Quemada. 2019. "An Identity Model for Providing Inclusive Services and Applications." Applied Sciences 9, no. 18: 3813.

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

ACS Style

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

AMA Style

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

Chicago/Turabian Style

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