Toward Embedding Robotics in Learning Environments With Support to Teachers: The IDEE Experience

Orlando, Samantha, Gaudioso, Elena y de la Paz López, Félix . (2023) Toward Embedding Robotics in Learning Environments With Support to Teachers: The IDEE Experience. IEEE Transactions on Learning Technologies

Ficheros (Some files may be inaccessible until you login with your e-spacio credentials)
Nombre Descripción Tipo MIME Size
De_la_Paz_Lopez_Felix_TOWARD_EMBEEDING.pdf De la Paz Lopez_Felix_TOWARD EMBEEDING.pdf application/pdf 2.17MB

Título Toward Embedding Robotics in Learning Environments With Support to Teachers: The IDEE Experience
Autor(es) Orlando, Samantha
Gaudioso, Elena
de la Paz López, Félix
Materia(s) Ingeniería Informática
Abstract Nowadays, there is an increasing interest in using different technologies, such as educational robotics in classrooms. However, in many cases, teachers have neither the necessary background to efficiently use these kits nor the information about how students are using robotics in classroom. To support teachers, learning environments with robotics tools should monitor the students’ interaction data while they are interacting with the different resources provided. With the analysis of this data, teachers can obtain valuable information about students’ learning progress. In previous work, we presented integrated didactic educational environment (IDEE), an integrated learning environment that uses robotics to support physics laboratories in secondary education. Students’ interactions with IDEE are stored and analyzed using the additive factor model to show the teachers the most significant skills in the learning process and those students who have difficulties with these skills. Now, our goal is to enhance the information given to the teachers to allow them to focus on the specific needs of each student on every different skill involved in the activities and not only the significant skills. To this end, we use a conjunctive knowledge tracing model based on a hidden Markov model. In this article: first, we describe how the CKT model has been adapted to the pedagogical model of IDEE, second, we show that this model can identify the skills that each student masters, and thus, support teachers in identifying learning criticalities in students.
Palabras clave computer-assisted instruction
intelligent tutoring systems
learning environments
science
technologies
engineering and mathematics (STEM)
Editor(es) IEEE
Fecha 2023-12-06
Formato application/pdf
Identificador bibliuned:95-Dlpfeliz-0002
http://e-spacio.uned.es/fez/view/bibliuned:95-Dlpfeliz-0002
DOI - identifier 10.1109/TLT.2023.3339882
ISSN - identifier 1939-1382
Nombre de la revista IEEE Transactions on Learning Technologies
Número de Volumen 17
Página inicial 874
Página final 884
Publicado en la Revista IEEE Transactions on Learning Technologies
Idioma eng
Versión de la publicación publishedVersion
Tipo de recurso Article
Derechos de acceso y licencia http://creativecommons.org/licenses/by-nc-sa/4.0
Tipo de acceso Acceso abierto
Notas adicionales The registered version of this article, first published in IEEE Transactions on Learning Technologies , is available online at the publisher's website: IEEE https://doi.org/10.1109/TLT.2023.3339882
Notas adicionales La versión registrada de este artículo, publicado por primera vez en IEEE Transactions on Learning Technologies , está disponible en línea en el sitio web del editor: IEEE https://doi.org/10.1109/TLT.2023.3339882

 
Versiones
Versión Tipo de filtro
Contador de citas: Google Scholar Search Google Scholar
Estadísticas de acceso: 42 Visitas, 9 Descargas  -  Estadísticas en detalle
Creado: Sat, 27 Jan 2024, 02:11:51 CET