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Dr. Aldo Gordillo
Universidad Politecnica de Madrid (UPM)

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0 Educational Technology
0 Game-based Learning
0 Learning Objects
0 Technology Enhanced Learning
0 Computer science education

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Short Biography

Aldo Gordillo received the degree in telecommunications engineering and the Ph.D. degree in telematics engineering from the Universidad Politécnica de Madrid (UPM), in 2012 and 2017, respectively. From 2012 to 2017, he was a Research and Development Engineer with the Telematics Engineering Department, UPM. He is currently an Assistant Professor with the Informatics Systems Department, UPM. His research interests include the field of technology-enhanced learning, with a special focus on creation, evaluation, and dissemination of e-learning resources, computer science education, game-based learning, and e-learning systems.

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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: 08 July 2021 in IEEE Access
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Nowadays, it is mandatory to complement the traditional learning methods with active ones that enhance the student’s motivation and facilitate the development of technical and soft competences. LEGO®Serious Play is an experiential methodology designed to enhance innovation and performance in the business world and it is fully aligned with these needs. Previous researches show that this methodology has great potential in engineering education, and specifically in software engineering education. This paper presents an original LEGO®Serious Play activity to teach in a playful and active way software engineering concepts such as life cycle models and software development activities, which can be extrapolated to other engineering fields. This activity was validated through a case study involving 242 computer science students and it was supported by quantitative and qualitative data gathered from a survey and a post-test. The results indicate that the students found this activity highly fun and motivating as well as very useful to learn about the addressed topics and develop soft skills.

ACS Style

Daniel Lopez-Fernandez; Aldo Gordillo; Fernando Ortega; Agustin Yague; Edmundo Tovar. LEGO® Serious Play in Software Engineering Education. IEEE Access 2021, 9, 103120 -103131.

AMA Style

Daniel Lopez-Fernandez, Aldo Gordillo, Fernando Ortega, Agustin Yague, Edmundo Tovar. LEGO® Serious Play in Software Engineering Education. IEEE Access. 2021; 9 ():103120-103131.

Chicago/Turabian Style

Daniel Lopez-Fernandez; Aldo Gordillo; Fernando Ortega; Agustin Yague; Edmundo Tovar. 2021. "LEGO® Serious Play in Software Engineering Education." IEEE Access 9, no. : 103120-103131.

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: 31 March 2021 in IT Professional
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In recent years, escape rooms have become one of the leading leisure activities worldwide. Derived from these activities, educational escape rooms have emerged as a new type of teaching practice with the promise of enhancing students’ learning through highly engaging experiences. The rapid rise of educational escape rooms has led to a misalignment between educators’ needs for being able to implement this novel teaching practice and the availability of tools to ease the process. Moreover, this lack of support is preventing teachers and students from taking full advantage of the potential of educational escape rooms. This article provides a road map of the most urgent issues to be addressed to bridge the aforementioned gap: easing the creation of digital puzzles, aiding in the logistical aspects of conducting an educational escape room, harnessing learning analytics, fostering remote collaboration, and integrating artificial intelligence to adapt the experience to each team.

ACS Style

Sonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra. Technology-Enhanced Educational Escape Rooms: A Road Map. IT Professional 2021, 23, 26 -32.

AMA Style

Sonsoles Lopez-Pernas, Aldo Gordillo, Enrique Barra. Technology-Enhanced Educational Escape Rooms: A Road Map. IT Professional. 2021; 23 (2):26-32.

Chicago/Turabian Style

Sonsoles Lopez-Pernas; Aldo Gordillo; Enrique Barra. 2021. "Technology-Enhanced Educational Escape Rooms: A Road Map." IT Professional 23, no. 2: 26-32.

Journal article
Published: 12 March 2021 in IEEE Transactions on Education
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Contribution: This article provides evidence on the effectiveness of game-based learning (GBL) for computer science education when using educational video games created by teachers using authoring tools. Background: Although teacher-oriented authoring tools for creating educational video games can help overcome the main barriers hampering the use and uptake of GBL, there is a lack of studies examining the effectiveness of educational video games authored by teachers using these authoring tools by means of rigorous scientific methods. Research Questions: Is GBL using teacher-authored games more effective than traditional teaching in terms of motivation for computer science students? Is GBL using teacher-authored games more effective than traditional teaching in terms of knowledge acquisition for computer science students? Methodology: Two randomized control trials with pretest, post-test, and one questionnaire were conducted to compare the effectiveness of traditional teaching and GBL in two computer science courses. The sample of the two experiments was composed by 75 and 49 students, respectively. Half of the students attended a traditional lecture, while the other half learned solely by playing teacher-authored educational video games. Findings: The results show that GBL using teacher-authored games was practically as effective as traditional teaching in terms of knowledge acquisition, but that it was emphatically successful in increasing student motivation. Students who learned by playing educational video games found the experience more motivating and fun than their counterparts, and a vast majority of them preferred the GBL approach over traditional teaching.

ACS Style

Daniel Lopez-Fernandez; Aldo Gordillo; Pedro P. Alarcon; Edmundo Tovar. Comparing Traditional Teaching and Game-Based Learning Using Teacher-Authored Games on Computer Science Education. IEEE Transactions on Education 2021, PP, 1 -7.

AMA Style

Daniel Lopez-Fernandez, Aldo Gordillo, Pedro P. Alarcon, Edmundo Tovar. Comparing Traditional Teaching and Game-Based Learning Using Teacher-Authored Games on Computer Science Education. IEEE Transactions on Education. 2021; PP (99):1-7.

Chicago/Turabian Style

Daniel Lopez-Fernandez; Aldo Gordillo; Pedro P. Alarcon; Edmundo Tovar. 2021. "Comparing Traditional Teaching and Game-Based Learning Using Teacher-Authored Games on Computer Science Education." IEEE Transactions on Education PP, no. 99: 1-7.

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: 18 January 2021 in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje
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There is a worrying gap between the digital competence that teachers must have to effectively develop their students’ digital competence and the one they actually have, especially in the area related to the safe and responsible use of technology. Further investigation is needed on the use of training activities, methods and tools aimed at enhancing this competence. This article examines, in the context of an online course in MOOC format, the usefulness of Social Lab, a simulated social network, as an educational tool to improve the digital competence of teachers in the area of safe and responsible use of technology.

ACS Style

Aldo Gordillo; Enrique Barra; Pablo Garaizar; Sonsoles Lopez-Pernas. Use of a Simulated Social Network as an Educational Tool to Enhance Teacher Digital Competence. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 2021, 16, 107 -114.

AMA Style

Aldo Gordillo, Enrique Barra, Pablo Garaizar, Sonsoles Lopez-Pernas. Use of a Simulated Social Network as an Educational Tool to Enhance Teacher Digital Competence. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje. 2021; 16 (1):107-114.

Chicago/Turabian Style

Aldo Gordillo; Enrique Barra; Pablo Garaizar; Sonsoles Lopez-Pernas. 2021. "Use of a Simulated Social Network as an Educational Tool to Enhance Teacher Digital Competence." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 16, no. 1: 107-114.

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: 04 July 2020 in Applied Sciences
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Open educational resources (OER) can contribute to democratize education by providing effective learning experiences with lower costs. Nevertheless, the massive amount of resources currently available in OER repositories makes it difficult for teachers and learners to find relevant and high‑quality content, which is hindering OER use and adoption. Recommender systems that use data related to the pedagogical quality of the OER can help to overcome this problem. However, studies analyzing the usefulness of these data for generating OER recommendations are very limited and inconclusive. This article examines the usefulness of using pedagogical quality scores for generating OER recommendations in OER repositories by means of a user study that compares the following four different recommendation approaches: a traditional content‑based recommendation technique, a quality‑based non‑personalized recommendation technique, a hybrid approach that combines the two previous techniques, and random recommendations. This user study involved 53 participants and 400 OER whose quality was evaluated by reviewers using the Learning Object Review Instrument (LORI). The main finding of this study is that pedagogical quality scores can enhance traditional content‑based OER recommender systems by allowing them to recommend OER with more quality without detriment to relevance.

ACS Style

Aldo Gordillo; Daniel López-Fernández; Katrien Verbert. Examining the Usefulness of Quality Scores for Generating Learning Object Recommendations in Repositories of Open Educational Resources. Applied Sciences 2020, 10, 4638 .

AMA Style

Aldo Gordillo, Daniel López-Fernández, Katrien Verbert. Examining the Usefulness of Quality Scores for Generating Learning Object Recommendations in Repositories of Open Educational Resources. Applied Sciences. 2020; 10 (13):4638.

Chicago/Turabian Style

Aldo Gordillo; Daniel López-Fernández; Katrien Verbert. 2020. "Examining the Usefulness of Quality Scores for Generating Learning Object Recommendations in Repositories of Open Educational Resources." Applied Sciences 10, no. 13: 4638.

Conference paper
Published: 01 July 2020 in 2020 16th International Conference on Intelligent Environments (IE)
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Nowadays, the use of authoring tools has become the most popular way in which teachers create learning resources. These tools commonly facilitate the creation of educational content by combining text, self-assessed activities, and multimedia resources, often allowing authors to export the result in a standard format. Although there are many tools available, it is difficult to find a tool that meets the needs of all users. In order to fulfill the requirements of specific learning scenarios, one possible solution is to adapt an existing e-Learning authoring tool. However, to do so in an easy way, authoring tools should be built on the principles of modular architecture to facilitate and encourage developers to contribute, which is often not the case. This article presents Ediphy, a modular and extensible open-source web authoring tool for the creation of interactive educational content. Its modular nature, based on plugins, makes it easy to extend the tool with new functionalities to meet the requirements of specific educational settings. In order to evaluate Ediphy, two surveys have been conducted: one among end users who have used Ediphy to create learning resources and another one among developers who have contributed to its improvement. Results show that end users have a great opinion of Ediphy and developers find it easy to contribute.

ACS Style

Sonsoles Lopez-Pernas; Alfonso Jimenez; Aldo Gordillo; Enrique Barra; Lourdes Marco; Juan Quemada. Ediphy: A modular and extensible open-source web authoring tool for the creation of interactive learning resources. 2020 16th International Conference on Intelligent Environments (IE) 2020, 115 -121.

AMA Style

Sonsoles Lopez-Pernas, Alfonso Jimenez, Aldo Gordillo, Enrique Barra, Lourdes Marco, Juan Quemada. Ediphy: A modular and extensible open-source web authoring tool for the creation of interactive learning resources. 2020 16th International Conference on Intelligent Environments (IE). 2020; ():115-121.

Chicago/Turabian Style

Sonsoles Lopez-Pernas; Alfonso Jimenez; Aldo Gordillo; Enrique Barra; Lourdes Marco; Juan Quemada. 2020. "Ediphy: A modular and extensible open-source web authoring tool for the creation of interactive learning resources." 2020 16th International Conference on Intelligent Environments (IE) , no. : 115-121.

Conference paper
Published: 01 April 2020 in 2020 IEEE Global Engineering Education Conference (EDUCON)
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This article analyzes the existing management systems to be used as repository of Open Educational Resources for acquiring practical competences. The resources to be managed are mainly virtual and remote labs used in several European projects focused on improving the competitiveness of European SMEs. These virtual and remote labs may be based on different technologies, such as web pages, mobile apps, web services, virtual machines, etc. This wide variety of educational resources makes difficult the selection of a common management system to be used as repository for storage and delivery. The result of the analysis shows that the ViSH platform fits all the defined requirements.

ACS Style

Sergio Martin; Aldo Gordillo; Elio Sancristobal; Manuel Castro; Juan Quemada. Analysis of management systems for virtual and remote labs. 2020 IEEE Global Engineering Education Conference (EDUCON) 2020, 1632 -1636.

AMA Style

Sergio Martin, Aldo Gordillo, Elio Sancristobal, Manuel Castro, Juan Quemada. Analysis of management systems for virtual and remote labs. 2020 IEEE Global Engineering Education Conference (EDUCON). 2020; ():1632-1636.

Chicago/Turabian Style

Sergio Martin; Aldo Gordillo; Elio Sancristobal; Manuel Castro; Juan Quemada. 2020. "Analysis of management systems for virtual and remote labs." 2020 IEEE Global Engineering Education Conference (EDUCON) , no. : 1632-1636.

Journal article
Published: 21 January 2020 in Sustainability
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The European electronic IDentification, Authentication and trust Services (eIDAS) regulation makes available a solution to ensure the cross-border mutual recognition of electronic IDentification (eID) mechanisms among Member States. However, the basic set of attributes currently provided by each country only contains citizens’ personal and legal attributes, preventing e-services to take full advantage of citizens’ domain-specific information, such as academic or medical data. In this article, we propose an extension of the eIDAS specification to support academic attributes as part of citizens’ profiles. In addition, we present an architecture to enable the connection of eIDAS nodes to national attribute providers to enrich citizens’ profiles with additional academic attributes. We have deployed the eIDAS extension in the specific case of the Spanish eIDAS infrastructure, and we have connected it to an attribute provider of the Technical University of Madrid (UPM). We have also improved a set of institutional services of that university by enabling the connection to eIDAS and enhancing the features offered to students based on their academic profiles retrieved from the eIDAS extended infrastructure. Finally, we have evaluated the resulting services thanks to real students from two different countries, concluding that the widespread adoption of the proposed solution in the academic services of European universities will greatly improve their quality and usability.

ACS Style

Álvaro Alonso; Alejandro Pozo; Aldo Gordillo; Sonsoles López-Pernas; Andrés Munoz-Arcentales; Lourdes Marco; Enrique Barra. Enhancing University Services by Extending the eIDAS European Specification with Academic Attributes. Sustainability 2020, 12, 770 .

AMA Style

Álvaro Alonso, Alejandro Pozo, Aldo Gordillo, Sonsoles López-Pernas, Andrés Munoz-Arcentales, Lourdes Marco, Enrique Barra. Enhancing University Services by Extending the eIDAS European Specification with Academic Attributes. Sustainability. 2020; 12 (3):770.

Chicago/Turabian Style

Álvaro Alonso; Alejandro Pozo; Aldo Gordillo; Sonsoles López-Pernas; Andrés Munoz-Arcentales; Lourdes Marco; Enrique Barra. 2020. "Enhancing University Services by Extending the eIDAS European Specification with Academic Attributes." Sustainability 12, no. 3: 770.

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.

Conference paper
Published: 01 November 2019 in ICERI2019 Proceedings
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ACS Style

Sonsoles López-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. IDENTIFICATION AND ANALYSIS OF REQUIREMENTS FOR A WEB PLATFORM FOR MANAGING EDUCATIONAL ESCAPE ROOMS. ICERI2019 Proceedings 2019, 4874 -4883.

AMA Style

Sonsoles López-Pernas, Aldo Gordillo, Enrique Barra, Juan Quemada. IDENTIFICATION AND ANALYSIS OF REQUIREMENTS FOR A WEB PLATFORM FOR MANAGING EDUCATIONAL ESCAPE ROOMS. ICERI2019 Proceedings. 2019; ():4874-4883.

Chicago/Turabian Style

Sonsoles López-Pernas; Aldo Gordillo; Enrique Barra; Juan Quemada. 2019. "IDENTIFICATION AND ANALYSIS OF REQUIREMENTS FOR A WEB PLATFORM FOR MANAGING EDUCATIONAL ESCAPE ROOMS." ICERI2019 Proceedings , no. : 4874-4883.

Journal article
Published: 10 October 2019 in Sustainability
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Automated assessment systems are increasingly used in higher education programming courses since the manual assessment of programming assignments is very time-consuming. Although a substantial amount of research work has been done on systems for the automatic assessment of programming assignments, most studies are focused on technical characteristics and further research is needed for examining the effect of using these systems on students’ perceptions and performance. This paper examines the effect of using an instructor-centered tool for automatically assessing programming assignments on students’ perceptions and performance in a web development course at a higher education institution. A total of three data sources were used: a survey to collect data regarding students’ perceptions, and the grades of the student assignment submissions and of a practical programming exam in order to analyze the students’ performance. The results show that the incorporation of the automated assessment tool into the course was beneficial for the students, since it allowed for increasing their motivation, improving the quality of their works, and enhancing their practical programming skills. Nonetheless, a significant percentage of students found the feedback that was generated by the tool hard to understand and of little use, and the generated grades unfair.

ACS Style

Aldo Gordillo. Effect of an Instructor-Centered Tool for Automatic Assessment of Programming Assignments on Students’ Perceptions and Performance. Sustainability 2019, 11, 5568 .

AMA Style

Aldo Gordillo. Effect of an Instructor-Centered Tool for Automatic Assessment of Programming Assignments on Students’ Perceptions and Performance. Sustainability. 2019; 11 (20):5568.

Chicago/Turabian Style

Aldo Gordillo. 2019. "Effect of an Instructor-Centered Tool for Automatic Assessment of Programming Assignments on Students’ Perceptions and Performance." Sustainability 11, no. 20: 5568.

Journal article
Published: 01 October 2019 in Comunicar
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Despite the efforts made, there is still an alarming difference between the digital competence that teachers have and the one they should have in order to develop their students' digital competence. The lack of teacher training in safe and responsible use of ICT is a special cause for concern. Online courses in MOOC format meet all the required conditions to offer a possible solution to the unavoidable and urgent need for initial and in-service teacher training in this area of digital competence. However, there is currently no evidence in the literature on the effectiveness of these courses for this purpose. This study examines the instructional effectiveness of courses in MOOC format for teacher training in the safe and responsible use of ICT by analysing three different official courses. The courses were analysed using three different methods: a questionnaire to measure participants’ perceptions, pre-tests and post-tests to measure the knowledge acquired, and LORI (Learning Object Review Instrument) to measure the quality of digital educational resources created by the participants. The results suggest that online courses in MOOC format are an effective way to train teachers in the safe and responsible use of ICT, and that these courses can enable the development of digital competence in the area of content creation. A pesar de los esfuerzos realizados, aún existe una alarmante diferencia entre la competencia digital que tienen los profesores y la que deberían tener para desarrollar la competencia digital en sus alumnos. De especial preocupación es la carencia de formación del profesorado en uso seguro y responsable de las TIC. Los cursos en línea con formato MOOC reúnen todas las condiciones necesarias para ofrecer una posible solución a la ineludible y apremiante necesidad de formación inicial y continua del profesorado en esta área de la competencia digital. Sin embargo, no existe actualmente evidencia en la literatura sobre la efectividad de estos cursos para tal cometido. Este estudio examina la efectividad instruccional de los cursos con formato MOOC para la formación del profesorado en el uso seguro y responsable de las TIC mediante el análisis de tres cursos oficiales diferentes. Estos se analizaron empleando tres instrumentos diferentes: un cuestionario para medir la percepción de los participantes, pre-tests y pos-tests para medir los conocimientos adquiridos y el instrumento LORI (Learning Object Review Instrument) para medir la calidad de recursos educativos digitales creados por los participantes. Los resultados sugieren que los cursos en línea con formato MOOC constituyen una forma efectiva de formar al profesorado en el uso seguro y responsable de las TIC, y que estos cursos pueden ayudar al desarrollo de la competencia digital en el área de creación de contenidos.

ACS Style

Aldo Gordillo; Sonsoles López-Pernas; Enrique Barra. Effectiveness of MOOCs for teachers in safe ICT use training. Comunicar 2019, 27, 103 -112.

AMA Style

Aldo Gordillo, Sonsoles López-Pernas, Enrique Barra. Effectiveness of MOOCs for teachers in safe ICT use training. Comunicar. 2019; 27 (61):103-112.

Chicago/Turabian Style

Aldo Gordillo; Sonsoles López-Pernas; Enrique Barra. 2019. "Effectiveness of MOOCs for teachers in safe ICT use training." Comunicar 27, no. 61: 103-112.

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.

Conference paper
Published: 01 November 2018 in ICERI2018 Proceedings
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ACS Style

Sonsoles López-Pernas; Alberto Benito; Lourdes Marcos; Aldo Gordillo. IMPROVAL OF AN EDUCATIONAL PLATFORM THROUGH THE INTEGRATION OF AN EXTENSIBLE E-LEARNING AUTHORING TOOL. ICERI2018 Proceedings 2018, 10117 -10124.

AMA Style

Sonsoles López-Pernas, Alberto Benito, Lourdes Marcos, Aldo Gordillo. IMPROVAL OF AN EDUCATIONAL PLATFORM THROUGH THE INTEGRATION OF AN EXTENSIBLE E-LEARNING AUTHORING TOOL. ICERI2018 Proceedings. 2018; ():10117-10124.

Chicago/Turabian Style

Sonsoles López-Pernas; Alberto Benito; Lourdes Marcos; Aldo Gordillo. 2018. "IMPROVAL OF AN EDUCATIONAL PLATFORM THROUGH THE INTEGRATION OF AN EXTENSIBLE E-LEARNING AUTHORING TOOL." ICERI2018 Proceedings , no. : 10117-10124.

Conference paper
Published: 01 November 2018 in ICERI2018 Proceedings
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Information about the paper titled "RESCORM: A BOILERPLATE FOR CREATING SCORM-COMPLIANT REACT APPLICATIONS" at IATED Digital Library

ACS Style

Aldo Gordillo; Sonsoles López-Pernas; Enrique Barra. RESCORM: A BOILERPLATE FOR CREATING SCORM-COMPLIANT REACT APPLICATIONS. ICERI2018 Proceedings 2018, 8843 -8853.

AMA Style

Aldo Gordillo, Sonsoles López-Pernas, Enrique Barra. RESCORM: A BOILERPLATE FOR CREATING SCORM-COMPLIANT REACT APPLICATIONS. ICERI2018 Proceedings. 2018; ():8843-8853.

Chicago/Turabian Style

Aldo Gordillo; Sonsoles López-Pernas; Enrique Barra. 2018. "RESCORM: A BOILERPLATE FOR CREATING SCORM-COMPLIANT REACT APPLICATIONS." ICERI2018 Proceedings , no. : 8843-8853.