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Cabestrero Alonso, Raúl

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0000-0003-3697-1303
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Cabestrero Alonso
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Raúl
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2009 - 200912010 - 201952020 - 20243
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Mostrando 1 - 9 de 9
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    Challenges for Inclusive Affective Detection in Educational Scenarios
    (Springer Nature, 2013) Santos, Olga C.; Rodríguez Ascaso, Alejandro; González Boticario, Jesús; Salmeron Majadas, Sergio; Quirós Expósito, Pilar; Cabestrero Alonso, Raúl
    There exist diverse challenges for inclusive emotions detection in educational scenarios. In order to gain some insight about the difficulties and limitations of them, we have analyzed requirements, accommodations and tasks that need to be adapted for an experiment where people with different functional profiles have taken part. Adaptations took into consideration logistics, tasks involved and user interaction techniques. The main aim was to verify to what extent the same approach, measurements and technological infrastructure already used in previous experiments were adequate for inducing emotions elicited from the execution of the experiment tasks. In the paper, we discuss the experiment arrangements needed to cope with people with different functional profiles, which include adaptations on the analysis and results. Such analysis was validated in a pilot experiment with 3 visually impaired participants.
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    MAMIPEC - Affective modeling in inclusive personalized educational scenarios
    (IEEE Technical Committee on Learning Technology,, 2012) Santos, Olga C.; González Boticario, Jesús; Arevalillo Herráez, Miguel; Saneiro Silva, María del Mar; Cabestrero Alonso, Raúl; Campo Adrián, María del Campo; Manjarrés Riesco, Ángeles; Moreno Clarí, Paloma; Quirós Expósito, Pilar; Salmeron Majadas, Sergio
    There is agreement in the literature that affect influences learning. In turn, addressing affective issues in the recommendation process has shown their ability to increase the performance of recommender systems in non-educational scenarios. In our work, we combine both research lines and describe the SAERS approach to model affective educational recommendations. This affective recommendation model has been initially validated with the application of the TORMES methodology to specific educational settings. We report 29 recommendations elicited in 12 scenarios by applying this methodology. Moreover, a UML formalized version of the recommendations model which can describe the recommendations elicited is presented in the paper.
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    BIG-AFF: Exploring low cost and low intrusive infrastructures for affective computing in secondary schools
    (ACM, 2017-07-09) González Boticario, Jesús; Santos, Olga C.; Cabestrero Alonso, Raúl; Quirós Expósito, Pilar; Salmeron Majadas, Sergio; Uría Rivas, Raúl; Arevalillo Herráez, Miguel; Ferri, Francesc J.
    Recent research has provided solid evidence that emotions strongly affect motivation and engagement, and hence play an important role in learning. In BIG-AFF project, we build on the hypothesis that ``it is possible to provide learners with a personalised support that enriches their learning process and experience by using low intrusive (and low cost) devices to capture affective multimodal data that include cognitive, behavioural and physiological information''. In order to deal with the affect management complete cycle, thus covering affect detection, modelling and feedback, there is lack of standards and consolidated methodologies. Being our goal to develop realistic affect-aware learning environments, we are exploring different approaches on how these can be supported by either by traditional non-intrusive interaction sources or low intrusive and inexpensive sensing devices. In this work we describe the main issues involved in two user studies carried out with high school learners, highlight some open problems that arose when designing the corresponding experimental settings. In particular, the studies involved varied nature of information sources and each focused on one of the approaches. Our experience reflects the need to develop an extensive knowledge about the organization of this type of experiences that consider user-centric development and evaluation methodologies.
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    Systems and methods for using eye movements to determine states
    (2019-05-21) Di Stasi, Leandro Luigi; Martinez Conde, Susana; Cabestrero Alonso, Raúl; Catena, Andres; McCamy, Michael; Macknik, Stephen L.
    Systems and methods for detecting onset, presence, and progression of particular states, including hypoxia, include observing eye movements of a subject to and correlating the observed movements to known baseline or hypoxic conditions. A detection system may record eye movement data from a user, compare the eye movement data to a data model comprising threshold eye movement data samples, and from the comparison make a determination whether or not hypoxia, fatigue, or other detrimental conditions are present. The detection system may alert the user to take corrective action if onset or presence of a dangerous condition is detected. The eye movements detected include saccadic and intersaccadic parameters such as intersaccadic drift velocity. Measurements may be collected in situ while the subject is performing normal duties, processed to determine indicators of detrimental conditions, and reported to the subject within a few seconds.
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    Propiedades psicométricas de la Escala de Depresión de Edimburgo en una muestra argentina
    (Asociación Iberoamericana de Diagnóstico y Evaluación, 2021) López Janer, Carlos Alberto; Quirós Expósito, Pilar; Cabestrero Alonso, Raúl
    El objetivo de este estudio fue evaluar la estructura subyacente de la EPDS mediante la comparación de cuatro modelos de análisis factorial confirmatorio, utilizando el método de máxima verosimilitud, en una muestra de 111 mujeres pertenecientes a la provincia del Chubut (Argentina). Los resultados confirmaron que el modelo con mejor ajuste a los datos fue el de tres factores: depresión, ansiedad y anhedonia (ꭓ2=37,389, p=.235; RMSEA=0,039, 90% CI=0 – 0,08; CFI=0,978 y NNFI=0,969). La consistencia interna de la escala fue aceptable: α de Cronbach=.75. Ninguna de las variables sociodemográficas registradas se asoció con la depresión posparto, exceptuando la situación laboral. Las mujeres que trabajaban puntuaron significativamente más alto (M=8,47; DT=4,33) en la escala que las que estaban en situación de desempleo (M=6,30; DT=3,31). Los resultados obtenidos apoyan el carácter multidimensional de la EPDS.
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    Inducing strategies to solve a mental rotation task is possible: evidence from a sex-related eye-tracking analysis
    (Taylor and Francis Group, 2024-12-08) Fernández Méndez, Laura María; Cepero Amores, Laura; Orenes Casanova, Isabel; Prieto Lara, Antonio; Rodán, Antonio; Montoro, Pedro R; Mayas Arellano, Julia; Cabestrero Alonso, Raúl; Contreras Alcalde, María José
    The study of spatial skills is gaining importance due to their relevance in everyday activities and their critical role in developing competencies across various academic disciplines. The main goal of this study was to explore whether mental rotation strategies, such as the so-called holistic –rotating an entire object- and piecemeal –rotating individual parts of the object- approaches, can be induced, and whether sex differences emerge during the process of strategy induction. This objective holds a pivotal role as it could lead to the enhancement of mental rotation abilities and the development of effective interventions. To achieve this, a mental rotation task was conducted while eye movements were recorded. In the first block, participants solved the task freely, while in the second block, they received instructions to solve it through either a holistic (42 participants) or a piecemeal (43 participants) strategy in a between-subjects design. In both strategies, participants showed better performance in the second block compared to the first. Males outperformed females. The holistic strategy resulted in faster reaction times in the second block. The number of fixations and saccadic movements decreased in the second block compared to the first for the holistic strategy, while the piecemeal strategy exhibited the opposite ocular pattern. These results indicate that effective mental rotation strategies were successfully elicited. No sex differences were found in the analyzed eye movement variables.
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    Some insights into the impact of affective information when delivering feedback to students
    (Taylor and Francis Group, 2018-07-26) Cabestrero Alonso, Raúl; Quirós Expósito, Pilar; Santos, Olga C.; Salmeron Majadas, Sergio; Uría Rivas, Raúl; González Boticario, Jesús; Arnau, David; Arevalillo Herráez, Miguel; Ferri, Francesc J.
    The relation between affect-driven feedback and engagement on a given task has been largely investigated. This relation can be used to make personalised instructional decisions and/or modify the affect content within the feedback. However, although it is generally assumed that providing encouraging feedback to students should help them adopt a state of flow, there are instances where those messages might result counterproductive. In this paper, we present a case study with 48 secondary school students using an Intelligent Tutoring System for arithmetical word problem solving. This system, which makes some common assumptions on how to relate affective state with performance, takes into account subjective (user's affective state) and objective information (previous problem performance) to decide the upcoming difficulty levels and the type of affective feedback to be delivered. Surprisingly, results revealed that feedback was more effective when no emotional content was included, and lead to the conclusion that purely instructional and concise help messages are more important than the emotional reinforcement contained therein. This finding shows that this is still an open issue. Different settings present different constraints generating related compounding factors that affect obtained results. This research confirms that new approaches are required to determine when, how and where affect-driven feedback is needed. Affect-driven feedback, engagement and their mutual relation have been largely investigated. Student's interactions combined with their emotional state can be used to make personalised instructional decisions and/or modify the affect content within the feedback, aiming to entice engagement on the task. However, although it is generally assumed that providing encouraging feedback to the students should help them adopt a state of flow, there are instances where those encouraging messages might result counterproductive. In this paper, we analyze these issues in terms of a case study with 48 secondary school students using an Intelligent Tutoring System for arithmetical word problem solving. This system, which makes some common assumptions on how to relate affective state with performance, takes into account subjective (user's affective state) and objective (previous problem performance) information to decide the difficulty level of the next exercise and the type of affective feedback to be delivered. Surprisingly, findings revealed that feedback was more effective when no emotional content was included in the messages, and lead to the conclusion that purely instructional and concise help messages are more important than the emotional reinforcement contained therein. This finding, which coincides with related work, shows that this is still an open issue. Different settings present different constraints and there are related compounding factors that affect obtained results, such as the message's contents and their target, how to measure the effect of the message on engagement through affective variables considering other issues involved, and to what extent engagement can be manipulated solely in terms of affective feedback. The contribution here is that this research confirms that new approaches are needed to determine when, how and where affect-driven feedback is needed. In particular, based on our previous experience in developing educational recommender systems, we suggest the combination of user-centred design methodologies with data mining methods to yield a more effective feedback.
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    AI-Powered Psychomotor Learning through basketball practice: Opportunities and Challenges
    (Springer Nature Switzerland, 2024-06-23) Portaz Collado, Miguel Ángel; Cabestrero Alonso, Raúl; Quirós Expósito, Pilar; Santos, Olga C.; Santoianni, Flavia; Giannini, Gianluca; Ciasullo, Alessandro
    This chapter delves into the dynamic landscape of systems designed for the human centered learning of motor skills, with a primary focus on their application in the context of basketball. As technology continues to advance, opportunities emerge for innovative solutions that enhance skill acquisition, performance analysis, and overall proficiency in sports. The opportunities presented by cutting-edge systems, such as sensor-based technologies, offer new dimensions for sport psychologist, coaches, athletes and learners alike. These systems can provide real-time feedback and personalized training regimens, revolutionizing the traditional approaches to skill development. Specifically within the realm of basketball, this chapter addresses how these technologies can enhance shooting skills by improving spatial agility, initial burst speed, and directional responsiveness. However, along with these opportunities come significant challenges, such as the adaptability of technology across diverse skill levels, the need for robust data security in performance analytics, and the potential over-reliance on technology to the detriment of fundamental coaching. Balancing the integration of technology with the human centered elements is crucial to ensure that these systems genuinely enhance the learning experience without diminishing the importance of hands-on coaching and the inherent nuances of the sport.